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[Gaining Institutional Efficiency in the General Education Assessment for Technology Program Accreditation ]]>
<![CDATA[ASM Delowar Hossain]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 9, No 4: November 2015 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v9i4.2680
<![CDATA[This work addresses the need to merge various student learning assessment activities to gain efficiency. Specifically, it discusses a mechanism of institutional assessment efficiency through development of common instruments for general education assessment that can support more than one accreditation requirement.]]>
<![CDATA[A study of practicing degree of schools principals in dealing with students positive behaviors ]]>
<![CDATA[Bassam Mahmoud Bany Yassien]]>;
<![CDATA[Najwa Abedalhameed Draawsheh]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 14, No 4: November 2020 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v14i4.15853
<![CDATA[The importance of the study is to find out the relationship of how school principals dealing with positive behavior of students in Irbid first educational Directorate, in order to shed light 0n these practice to promote students positive behavior. The study aimed to identify the practice degree of secondary school principals at Irbid First Educational Directorate toward their administrative and technical tasks and its relationship with the positive behaviors of students, from teachers' standpoint. Study sample consist of 310 male and female teachers who were selected through the simple random method from the 1022 study population members, and to achieve the study objectives, researcher developed a questionnaire as the study tool and was checked to ensure its sincerity and reliability. The study results showed that the practice degree of secondary school principals at Irbid First Educational Directorate toward their administrative and technical tasks, from the teachers' standpoint came to a medium degree, while there weren’t any statistically significant differences according to the qualification and experience variables. The results showed that practice degree of secondary school students toward the positive behavior, from teachers' standpoint came to a medium degree, and also showed a statistically significance correlation at level (α = 0.05) between student's behavior toward school and colleagues, and the positive attitude of students as a whole and the practice degree of secondary school principals toward their administrative and technical tasks.]]>
<![CDATA[Using Concept Mapping to Build Concept the Competence of School Principals ]]>
<![CDATA[Mustamin Mustamin]]>;
<![CDATA[M. Al Muzammil bin Hj. Mohd Yasin]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 6, No 4: November 2012 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v6i4.165
<![CDATA[More and more the competence concept of school principals have an impact on two conditions, namely: (1) to develop the concept can complement and support each other; and (2) to develop the concept of possible contradict, giving rise to different interpretations. Therefore, this becomes the main issue researchers to identify the competence concept of school principals with adaptation of Jackson-Trochim method that is capable of illustrating the concept of competencies. Results of adaptation Jackson-Trochim method that school principals should have three types of competencies to lead the school effectively and efficiently. Kind of competencies are such as school leadership, instructional leadership, and operational leadership. Based on these results, the adaptationof Jackson-Trochim method to build the competence concept of school principals suggests this concept obtained may serve as a reference for school principals continue to build competencies in the future]]>
<![CDATA[Independence, discipline and employability: study of vocational high school students ]]>
<![CDATA[Fatwa Tentama]]>;
<![CDATA[Subardjo Subardjo]]>;
<![CDATA[Surahma Asti Mulasari]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 2: May 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i2.12993
<![CDATA[Many factors can affect employability in Vocational High School students, including independence and disciplinary factors. This study aims to determine the role of independence and discipline towards student employability. As many as 225 students of class XII Vocational High School 1 Kalasan Yogyakarta, Indonesia participated in this study. The sampling technique is cluster random sampling. The research method used is a quantitative method with employability scale, independence scale, and discipline scale as a data collection tool. The data analysis used in this study is multiple linear regression analysis techniques. The findings show that there is a very significant effect between independence and discipline on employability. Partially, there is a very significant influence between independence towards student employability, and there is a very significant influence between discipline on employability. The role of discipline towards employability is more dominant than independence to employability in Vocational High School students.]]>
<![CDATA[Teacher’s Voice on Metacognitive Strategy Based Instruction using Audio Visual Aids for Listening ]]>
<![CDATA[Salasiah Salasiah]]>;
<![CDATA[Muh. Yunus]]>;
<![CDATA[Khairil Khairil]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 1: February 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i1.6712
<![CDATA[The paper primarily stresses on exploring the teacher’s voice toward metacognitive strategy based instruction using audio-visual aid for listening. The metacognitive strategy model applied in the study was inspired from Vandergrift and Tafaghodtari (2010) instructional model. Thus it is modified in the procedure and applied with audio-visual aids for improving listening comprehension. The research setting was at SMA Negeri 2 Parepare, South Sulawesi Province, Indonesia, and the sample of research was teacher of English at tenth grade at SMAN 2. The data was collected using in depth interview during the research and analyzed using qualitative analysis. The result of data showed that this strategy assisted the teacher in teaching listening comprehension as the procedure has systematic steps that encourage students’ critical thinking on learning listening. Also, applying metacognitive strategy with audiovisual aids eases the teacher to grab students’ comprehension in listening.]]>
<![CDATA[The Contribution of the Education System Quality to Improve the Nation’s Competitiveness of Indonesia ]]>
<![CDATA[Dwi Sulisworo]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 10, No 2: May 2016 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v10i2.3468
<![CDATA[The quality of education and the competitiveness of college graduates in Indonesia is still far behind, both at the international level, even at the level of ASEAN. In the other side, the issue of demographic bonus in Indonesia become an important factor in the development of human resources. The Indonesian population increased continuously about 1.49% per year. The impact of the quality of education is the nation’s competitiveness. Before analyzing its aspects, the data about the nation’s competitiveness can be used as a reference. Although not entirely represent competitiveness, this data can function as an indicator of progress. Good human resources will be the driving factor for a variety of activities a state and a nation can make, including the economy. In the development of competitiveness, a country is positioned in its change of factor-driven to innovation-driven. The important problems arousing in education are: the quality of school management, quality of research and training, the quality of the education system, and also the higher education participation rate is still low. These four main things that need to be improved in education before it can move to other sectors. The main problem on education in Indonesia is in the low focus on the development of mentality or character. While the analysis of competitiveness problems Indonesia is known that the root problem in competitiveness is the high level of corruption in the country. This is a problem of mentality.]]>
<![CDATA[Overcoming self-confidence of Islamic religious education students: The influence of personal learning model ]]>
<![CDATA[Hamzah Hamzah]]>;
<![CDATA[Desi Sukenti]]>;
<![CDATA[Syahraini Tambak]]>;
<![CDATA[Wisudatul Ummi Tanjung]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 14, No 4: November 2020 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v14i4.16759
<![CDATA[Research on student confidence has been done a lot, but the focus in the field of personal learning models has not been found. This study aimed to determine the strengthening of personal learning models in developing student self-confidence. A total of 688 students were recruited as research samples using questionnaires as data collection techniques, and analyzed using simple linear regression. This research found that personal learning models can significantly develop students' self-confidence in Islamic Religious Education subjects. The personal learning model used by the teacher is quite strong in overcoming students' self-confidence in learning Islamic religious education. Predictable, if the personal learning model is maximally applied by Islamic religious education teachers in learning, to be "strong" for increase the self-confidence of students in learning Islamic religious education. This study concludes that the teacher's personal learning model can develop students' self-confidence in learning Islamic religious education. The findings of this study develop students' self-confidence theories by applying personal learning models in teacher education activities. In addition, opening a discussion room is very intense for other researchers in developing the self-confidence of students in the learning of Islamic education in schools.]]>
<![CDATA[The Decision to Home School Children; Primary Parental Motivators; Primary Student Motivators ]]>
<![CDATA[Wade Clay Smith]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 7, No 3: August 2013 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v7i3.182
<![CDATA[In the USA the many parents decide to teach their children in their home. This paper explores the factors that influenced the parents’ and the students’ decisions to home school. The author conducted a series of one to one interviews with the parents and students seven factors were revealed. Once the interviews were completed and coded, each parent received a summary of her/his interview and de-identified summaries of all other interviews. Then as a group these areas of concern were discussed. The first result of these group discussions was the development of consensus definitions for the above factors and secondly an ordinal ranking of these defined factors was created.]]>
<![CDATA[Assessment of students performances in biology: Implication for measurements and evaluation of learning ]]>
<![CDATA[Ado Abdu Bichi]]>;
<![CDATA[Rahinatu Hassan Ibrahim]]>;
<![CDATA[Fatima B Ibrahim]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 3: August 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i3.12200
<![CDATA[Scienceeducation is believed to be a vital tool for individual and societal development at large. The persistent low levels of students’ achievement in sciences at the various public examinations in Nigeria have continued to draw the attention of major stakeholders in education. This study examined academic achievement of Senior Secondary School students in biology and gender difference in students’ achievement was examined. Ex-post facto design of descriptive research was adopted for the study. A proforma was used to collect data from a sample of two hundred (200) students, selected using stratified random sampling procedure from the Science secondary schools in Kano state Nigeria. The data collected were the students’ performances in biology achievement tests. The data were analysed using descriptive statistics and independent-sample t-test. Overall results showed that the test internal consistency reliability is low and unsatisfactory; the students performed below average (M=47.02, SD=16.493 (47%). Similarly, gender difference exists in biology performance with another significant difference between performance of urban and rural school students. The study concludes that, biology test used in Kano state qualifying examinations to assess students potential ability in biology is not a reliable measurement tool and that, academic performance of students in biology is unsatisfactory and evidence of differential performance between gender and schools locations. The implication for measurements and evaluation of learning as well as recommendations has been discussed.]]>
<![CDATA[Enhancing Student Scientific Attitudes towards Civic Education Lesson through Inquiry-based Learning ]]>
<![CDATA[Triyanto Triyanto]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 2: May 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i2.8489
<![CDATA[The purpose of this study was to investigate student scientific attitudes toward civic education lesson through inquiry-based learning. The samples in this study were selected using stratified random sampling technique. Interactive data analysis consists of two stages: data collection and data display. The data were gathered by observation and interviews. Statistical results indicated that the student scientific attitudes towards civic education were a positive. Inquiry-based learning enhances student scientific attitude, where the most visible indicator of scientific attitudes is students' curiosity. Building scientific attitude can provide a logical solution to the problem student faced in their daily life and has scientific thinking skills. Creating and using science concepts related to students’ lives and interests will provide opportunities for a student to build their scientific attitude through meaningful learning activities. Scientific attitudes are grown through a series of experiences that students discover on their own during the learning process.]]>
