Journal of Education and Learning (EduLearn)
Journal of Education and Learning (EduLearn) ISSN: 2089-9823, e-ISSN 2302-9277 is a multi-disciplinary, peer-refereed open-access international journal which has been established for the dissemination of state-of-the-art knowledge in the field of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in education and learning. This journal is ACCREDITED (recognised) SINTA 2 by the Ministry of Research and Technology/National Research and Innovation Agency, Republic of Indonesia (RISTEK-BRIN) (Decree No: 60/E/KPT/2016). The EduLearn is indexed by ERIC Institute of Education Sciences (IES) of the U.S. Department of Education. The focus and scope of EduLearn includes the following topics: 1. Career development and training in education and learning: entrepreneurship curriculum, internship programmes, lifelong learning, technology transfer, training educational staff, university-industry cooperation, vocational training, workplace training and employability issues, etc. 2. Experiences in education and learning: curriculum design and development, educational management, educational trends and best practice contributions, enhancing learning and the undergraduate experience, experiences in game based learning, higher education area: the bologna declaration and ects experiences, learning experiences in higher and further education, learning experiences in preschool education, pre-service and in-service teacher experiences, quality assurance/standards and accreditation, special education, stem in education, transferring skills and disciplines, etc. 3. Experiences in education and learning research: academic research projects, research methodologies, links between education and research, new projects and innovations, etc. 4. International projects in education and learning: new experiences for the international cooperation, project outcomes and conclusions, university networks, exchange programmes and erasmus experiences, the internationalization of universities, funding programmes and opportunities, etc. 5. Pedagogical innovations in education and learning: learning and teaching methodologies, evaluation and assessment of student learning, accreditation for informal learning, new learning/teaching models, neuroscience in education, language learning innovations, collaborative and problem-based learning, personalized learning, tutoring and coaching, flipped learning, etc. 6. General issues in education and learning: education and globalization, multicultural education, impact of education on development, planning digital-age school and learning spaces, organizational, legal, policy and financial issues, leadership in 21st century education , barriers to learning (age, psychosocial factors, ethnicity...), ethical issues and plagiarism in education, access to internet: advances and problems, diversity issues, women and minorities, student support in education, funding programmes and opportunities, etc. 7. Computer supported collaborative work: augmented reality, collaborative virtual environments (CVEs), community building, computer-mediated communication (CMC) tools, social & digital media in education, web 2.0 and social networking: (blogs, wikis...), web 3D applications and virtual reality, etc. 8. E-content management and development: digital identity management, digital libraries and repositories, e-portfolios, intellectual property rights, knowledge management, learning analytics, open access education, security and data protection, user-generated content, etc. 9. Educational software & serious games: animation and 3D systems, computer software on education, educational multimedia and hypermedia, educational software experiences, educational/serious games, gamification, gaming consoles as learning tools, videos for learning (YouTube generation), etc. 10. e-Learning: blended learning, distance learning, educating the educators, e-learning for environmental sustainability, e-learning standards (SCORM), e-learning projects and experiences, e-moderating, e-tutoring & mentoring, intelligent tutoring systems (ITS), learning management systems (LMs), managed learning environments (MLEs), massive open online courses (MOOCs), mobile learning, online assessment, online/virtual laboratories, personal learning environments (PLEs), training, evaluation and assessment, virtual learning environments (VLEs), virtual universities, etc. 11. Emerging technologies in education: advanced classroom technology, best practices in multimedia-based education, BYOD (bring your own device) and 1:1 learning, flipped classroom, ICT for development, ICT skills and digital literacy, mobile and tablet technologies, new platforms to teach coding skills (arduino, raspberry PI,...), technology-enhanced learning, the impact of web technologies on education, web classroom applications, etc. Papers published in the three-monthly journal (Feb, May, Aug, and Nov): (1) report evaluation and research findings; (2) treat conceptual and methodological issues; and/or (3) consider the implications of the above for action; and/or (4) an extensive book reviews section and also occasional reports on educational materials and equipment.
Articles
1,255 Documents
<![CDATA[The Effectiveness of Archived E-Book Based Curriculum 2013 as an Effort to Improving Learning Outcomes in Vocational School ]]>
<![CDATA[Chairul Huda Atma Dirgatama]]>;
<![CDATA[Siswandari Siswandari]]>;
<![CDATA[C. Dyah Sulistyaningrum Indrawati]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 3: August 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v11i3.5936
<![CDATA[In digital era, the role of media as a helping tool in the process of teaching learning is very important. It is also the right choice in improving the quality of education. The purpose of this research is to find out whether archived e-book based curriculum 2013 which has been developed is effective to improve the learning outcomes in Vocational School. This was a research and development study. The data for the media developed used Sigil software with the help of Supreader software. The instrument was validated by experts. The instrument used in this study was a questionnaire and tests. Interviews and observations were analyzed with descriptive qualitative, whereas the questionnaire and test were analyzed by descriptive quantitative tests. This study used SPSS 20 and IBM software to calculate the data. Based on the analysis, the mean score of experimental group was 81.25 and the control group was 75.94 for their post-test. The t-test score for t-observed was 2.53 meanwhile the t-table was 2.00. The null hypothesis was rejected because t-observes was higher than t-table. It implied that the experimental group performed better than the control group. The conclusion was that learning media using archived e-book based curriculum 2013 was effective to improve learning outcomes. It was based on the t-test calculation in the significant error of 0.05. So there was a significant difference between the mean score of experimental and control group.]]>
<![CDATA[Preparedness of Colleges of Education in Southwestern Nigeria for the Adoption of Blended Learning ]]>
<![CDATA[Idowu olusola Olayiwola]]>;
<![CDATA[Kudirat Mojirade Alimi]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 9, No 1: February 2015 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v9i1.1279
<![CDATA[The study investigated the preparedness of colleges of education in Southwestern Nigeria in terms of available facilities and infrastructure for the use of blended learning. The study adopted the survey design. The population consisted of students and lecturers in colleges of education in Southwestern Nigeria. The sample size was 1,059 students and 168 lecturers. Three states were selected from which three colleges of education (one per state) also selected using the random were sampling technique. From each of the three colleges of education, 400 students and 60 lecturers were selected by stratified random sampling technique using school as stratum. Students’ Blended Learning Facilities Questionnaire, Lecturers’ Blended Learning Facilities Questionnaire and Institutions’ Blended Learning Facilities Checklist (IBLFC) were used for the study. The results showed that the institutions were not adequately prepared for blended learning as ICT facilities in the institutions were below the minimum required standard stipulated by the Federal Government of Nigeria for tertiary institutions. The study concluded that ICT facilities and infrastructure in colleges of education were inadequate for blended learning. ]]>
<![CDATA[Proposing a model of critical literacy program for fostering Indonesian EFL students’ critical thinking skills ]]>
<![CDATA[Nia Kurniawati]]>;
<![CDATA[Deuis Sugaryamah]]>;
<![CDATA[Aan Hasanah]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 14, No 2: May 2020 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v14i2.15084
<![CDATA[This study was intended to depict how Critical Literacy Pedagogy (CLP) principles were incorporated in EFL reading class in Indonesian secondary school and the students’ Critical Thinking (CT) were fostered during learning process. This study was a classroom practice-based model of how the principles were transferred into the detailed teaching syntax in an Islamic senior high school in West Java Indonesia. As a case study elaborating how a phenomenon happened, this study explored teaching steps, teacher-students dialogues, questions and the way the questions posed reflecting students’ CT skills, and students’ engagement in the learning process. The use of Indonesian folklores containing controversy predicted to enable students develop their thinking skills became novelty of the study. In addition, three times interventions were designed in which each intervention consisted of (a) teaching critical thinking concept explicitly and implicitly, (b) seven steps of teaching reading procedure incorporating CLP principles (explaining author’s purpose, activating students’ prior knowledge, reading text loudly, discussing text in group, exploring the text in class activities in which Critical Literacy Questions and CT Questions are incorporated, answering comprehension questions in group, and reflection, and (c) CT skills discussion. This study provides an alternative model of teaching CT in Indonesia context.]]>
<![CDATA[The Effect of War to the Nigerian Educational Activities: A Systematic Review ]]>
<![CDATA[Zainudin Abu Bakar]]>;
<![CDATA[Darma Kabiru Rabiu]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 4: November 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i4.10550
<![CDATA[War is the leading cause of destruction to educational sector in Nigeria, in particular, the primary and secondary school education system. The focused of this review is to examine how the war affects the entire educational system of Nigeria by leading to the prevalence of numerous problems that hinder the successful achievement for “Educational for All” and the new Millennium Development Goal. The exploration activities of related references on the effect of war were systematically guided by PRISMA Statement which consists of a 27-item checklist and a four-phase flow diagram. The Prisma Diagram Generator was also utilized to generate the process of scrutinizing the articles. The end results render Nigeria as backward and the poverty-stricken nation that made it very difficult to support and sustain its educational sector according to global standard as enshrined by UNICEF.]]>
<![CDATA[Business Teachers’ ICT Skills and Uses in an IoT Classroom ]]>
<![CDATA[Leticia Vaca-Cárdenas]]>;
<![CDATA[Roger McHaney]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 4: November 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v11i4.7168
<![CDATA[This report presents the results of a survey study conducted spring 2016 semester in the College of Business Administration at a major Midwestern university in the USA. The findings show that Information and Communication Technology (ICT) are included in all aspects of the participants’ lives and they generally agree and are excited about the opportunity to have the new Internet of Things (IoT) Crestron System in the classrooms. However, despite the enthusiasm, only a minority of the teachers are engaged in content creation activities using technological, multimedia, or online tools. There is a gap between their everyday ICT skills and their skills for teaching and learning. This article describes this gap and provides suggestions for reducing it.]]>
<![CDATA[Professionalization of Teaching in Nigeria: Strategies, Prospects and Challenges ]]>
<![CDATA[Oluremi Dorcas Fareo]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 9, No 3: August 2015 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v9i3.1801
<![CDATA[The teaching profession in Nigeria has gone through many stages and even today there are disagreements as to whether it should be called a profession; and this has been an issue of concern among educators, teachers, administrators, organizations and the public at large. This paper thus looked into the issue of professionalizing teaching for the development of the education sector in the country. The concepts of teaching and profession were viewed; traits of professionalism; the teaching profession in Nigeria; strategies, prospects and challenges facing teaching profession were identified; The study recommended that the government should look into the problem of general dissatisfaction with the teaching profession, such as poor teacher education programme; poor salaries and allowances; poor public image of the profession; and the desire of most teachers to enter another type of work with attractive remunerations,]]>
<![CDATA[The effect of mathematics anxiety on the achievement of middle school students in Amman ]]>
<![CDATA[Bahjat Hamid Altakhyneh]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 14, No 3: August 2020 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v14i3.15886
<![CDATA[This study aims to investigate whether student anxiety about the subject of mathematics has any effect on the achievement of middle-school students in Amman, Jordan. It also aims to investigate whether student gender plays a role. The study sample consists of 180 seventh grade students enrolled in Amman public schools during the 2018/2019 academic year. These are distributed into three levels of anxiety as displayed by the students: low, middle, and high. Then, math anxiety measurements are collected, the validity and reliability for which are verified. The results reveal that there are statistically-significant differences in achievement between the middle level of math anxiety and the two other extremes. It is found that middle anxiety level have a positive effect on achievement, whereas for low and high math anxiety levels, no differences in achievement are perceived. In addition, no statistically significant differences (α more equal than 0.01) were found between males and females with regards to math anxiety; and there is no interaction between the level of math anxiety and gender in achievement.]]>
<![CDATA[Breastfeeding Education in Term of Knowledge and Attitude through Mother Support Group ]]>
<![CDATA[Lina Handayani]]>;
<![CDATA[Azlina Mohd Kosnin]]>;
<![CDATA[Yeo Kee Jiar]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 6, No 2: May 2012 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v6i2.148
<![CDATA[Knowledge and attitude are important factors for successful breastfeeding practice. The objective of this study was to examine the influence of knowledge and attitude on breastfeeding among Indonesian mothers who joined mother support group (MSG) program. This was a community based cross-sectional study. There were 221 mothers participated on this study. Multiple regression was used to asses the influence of knowledge and attitude on breastfeeding. Result of the study showed that knowledge and attitude influence breastfeeding practice.]]>
<![CDATA[School environment role towards elementary school students’ moral and cultural literacy ]]>
<![CDATA[Ika Maryani]]>;
<![CDATA[Ianah Hasnatul Prawestri]]>;
<![CDATA[Dwi Sulisworo]]>;
<![CDATA[Siti Urbayatun]]>;
<![CDATA[Suyatno Suyatno]]>;
<![CDATA[Caraka Putra Bhakti]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i1.7485
<![CDATA[This study aims to determine the role of the school environment on moral and cultural literacy of elementary school students. This is descriptive qualitative research. Data collection techniques are observation, interviews, questionnaire, and documentation. Data analysis techniques are data reduction, data presentation, and conclusions. Data validity using triangulation. Triangulation is to ensure the data validity that takes into consideration aspects of credibility, transferability, dependability, and confirmability. The subjects are 3 teachers and 27 students of 4th, 5th and 6th grade in Muhammadiyah School of Sleman Regency. The results of this study are (1) teachers-students’ relationships have role to foster the character of honesty, fairness, caring, and teachers as role model for students; (2) students-students’ relationships also have role to habituate good behavior to students; (3) school discipline contributes to the students’ moral and cultural formation such as self-awareness, honesty, justice, responsibility, obedience to the rules, good commitment and unfazed by the changing era; (4) these learning implements have role in self-awareness, responsibility and care, because the teaching implements provided by the teachers becomes the students’ responsibility.]]>
<![CDATA[Analysis of Teachers’ Understanding Level, Needs, and Difficulties in Identifying Children with Special Needs in Inclusve School in Surakarta ]]>
<![CDATA[Dian Atnantomi Wiliyanto]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 4: November 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v11i4.6387
<![CDATA[This research was aimed to determine teachers’ understanding level of identification concept, needs, and difficulties in implementing the identification of children with special needs in inclusive school. It was a descriptive research with 40 special teachers as the subject taken by using purposive random sampling in 11 inclusive school in Surakarta. Data was cllected through interview and questionnaire. Data was analyzed by using percentage quantitative descriptive. Result of the research showed that: (1) teachers’ understanding level of the identification of children with special needs was strongly uncomprehend (37%), uncomprehend (23%), and less comprehend (18%); (2) teachers’ needs of the identification of children with special needs mostly need training program and digital identificatio instrument development, (3) problems found in the field about identification of children with special needs are identification instrument standardize, difficulty in applying identification steps, low competence of non-special-education teacher about identification and in detecting similar characteristics of children with special needs.]]>
