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[A Descriptive Study of the Critical Thinking Skills of Social Science at Junior High School ]]>
<![CDATA[Sri Hapsari]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 10, No 3: August 2016 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v10i3.3791
<![CDATA[The significance of the research is to seize a description of critical thinking students at a Junior High School at South Tangerang, Indonesia. It uses a descriptive statistic method to describe a more specified critical thinking student. Nowadays, learning process has been valued as non-critical thinking method to students. Whereas, by the critical thinking there will be the activity of thinking process to conclude. It has needed to be drilled since it had been early time to students to solve the problems. It gets social science critical thinking of 401 students. It is measured by the indicators of interpretation, analysis, evaluation, explanation, and inference. The results indicate the students skill in interpretation, analysis, explanation, and inference at a high level whereas it needs to create learning process of critical thinking students to do the evaluation at a medium level creating the hard worker and problem solver students.]]>
<![CDATA[E-Learning to Improve Higher Order Thinking Skills (HOTS) of Students ]]>
<![CDATA[R. Poppy Yaniawati]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 7, No 2: May 2013 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v7i2.18488
<![CDATA[The role of technology integration on modern learning is essential to optimize the acceleration process in Higher Order Thinking Skills (HOTS). This research describes how to implement e-learning to improve HOTS of students and students’ attitude toward e-learning of mathematics, pre- learning students knowledge, duration of login in website, and correlation of variables with HOTS. The subject is 162 students in semester IV, from two different universities and are relatively different in their pre-learning knowledge. The instrument used in this research consisted of pre-learning knowledge HOTS test, students’ attitude scale and technology (computer and internet) skills self test. Based on analysis of the data, it is concluded that students’ HOTS who have studied through blended learning are much better than other learning (full e-learning and conventional approaches). Students’ HOTS with conventional model is better than full e-learning. However, students’ HOTS with full e-learning is worst than other learning (blended learning and conventional). The attitude of students towards e-learning in both learning approaches (blended learning and full e-learning) is positive. There is no significant difference in students’ attitude to these two learning ways. There is a significant correlation between pre-learning knowledge and students’ HOTS, but there is no significant correlation between students’ HOTS and students’ attitude toward e-learning of mathematics. There is a significant correlation between login duration and students attitude toward e-learning of mathematics. No significant correlation is found between login duration and students’ HOTS.]]>
<![CDATA[Effective Methods for Teaching English Vocabulary to Saudi Female Students ]]>
<![CDATA[Amani K.H Alghamdi]]>;
<![CDATA[Safa Al Ahmed]]>
<![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.v12i1.9125
<![CDATA[Learning vocabulary in an English-language classroom is a major challenge for many students as it is an essential part of foreign language learning. Words convey meaning, and the expansion of vocabulary helps to eliminate misunderstandings in communication. This study investigates the impact of implementing new vocabulary teaching strategies-context drills, word-on-board games, flash-card games, mini-presentations and role playing, dictionary use and blended learning-to develop ESL learners’ vocabulary acquisition. The control group was taught vocabulary using the traditional didactic teaching method. The study’s sample consisted of 248 first-year students enrolled in the Faculty of Education and the Deanship of the Preparatory Year at the University of Dammam. English instructors with similar qualifications and experience taught the students. Vocabulary pre- and post-tests were given to groups at the beginning and at the end of the class. Data collected from the tests were then documented and statistically analyzed. The findings reveal that students taught using the new methods of instruction had better vocabulary test scores than those taught using the traditional method. These methods have proven to be effective in improving students’ vocabulary acquisition.]]>
<![CDATA[Increasing Skills of Student in Junior High School to Problem Solving in Geometry With Guided ]]>
<![CDATA[Pardimin Pardimin]]>;
<![CDATA[Sri Adi Widodo]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 10, No 4: November 2016 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v10i4.3929
<![CDATA[Problem-solving skills is the ability of students to solve problems. One problem-solving model is solving the problem of Polya: (1) understand the problem, (2) create a troubleshooting plan, (3) implement plans troubleshooting, and (4) step check the answers. During this time problem-solving skills possessed by students are not satisfactory because the student in solving problems not yet using the steps systematically. So, we need a way to improve students' ability to solve problems, such as by way of providing guidance in solving a problem.]]>
<![CDATA[How far have we gone? Integration of intercultural language learning principles in Philippine ESL classrooms ]]>
<![CDATA[Chirbet Cariño Ayunon]]>;
<![CDATA[Lysel Ildefonso Haloc]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 1: February 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i1.20056
<![CDATA[Intercultural education is firmly rooted on the notion that language and culture are intrinsically linked. Several studies have looked into the importance of understanding different languages and cultures in language teaching; however, studies on the integration of principles intercultural language learning (IcLL) in Philippine ESL classrooms seem to be lacking. This is what the article addresses as it looked into the extent of integration of IcLL principles in two higher educational institution in Region 2, Cagayan Valley, Northern Philippines. Anchored on the principles of IcLL and through the employment of survey to elicit responses of the language teachers as to the integration of IcLL principles in language classrooms, results revealed that teachers perceive IcLL to be integrated in their classrooms to a great extent. Specifically, the principles of active construction and social interaction are integrated to a very high extent while the principles making connections, reflection, and responsibility were perceived to be integrated to a high extent. As regards classroom activities, the teachers favored the employment of discussions, lectures, writing tasks, oral reports, role plays, small group tasks, simulations or skits and collaborative learning activities in transmitting the target culture.]]>
<![CDATA[Deciphering Traditional African Education in R.S. Peters’ Education as Initiation ]]>
<![CDATA[Amasa P. Ndofirepi]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 8, No 2: May 2014 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v8i2.211
<![CDATA[In this theoretical paper, I examine education in traditional African societies in the context of R.S. Peters’ (1966) conception of “Education as Initiationâ€. Philosophers of education have developed a concern and insight into the notion of education primarily by addressing the question of conceptual analysis: what do we mean by education and add a justificatory question: how do we know that education is valuable? Traditional conceptions of education have viewed education as the process of initiation of new entrants into the practices of a given social group. This paper focuses special interest on the extent to which traditional African view of education is defensible within the R.S. Peter’s conception of education. I draw some philosophical insights by interrogating some perspectives on indoctrination and initiation in the understanding of the notion of the aim of education.]]>
<![CDATA[The effectiveness of problem-based learning model to increase the students’ critical thinking skills ]]>
<![CDATA[Daud Dakabesi]]>;
<![CDATA[Isana Supiah Yosephine Luoise]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 4: November 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i4.12940
<![CDATA[The previous research result showed that the learning model based on the investigation could increase the students’ critical thinking skills. The aim of this research was to measure the effectiveness of the using of problem-based learning model to increase the students’ critical thinking skills. The research design was quasi-experiment by using post-test only design. The population of this research was the eleventh grade students of science which contained 124 students of SMAN 6 and SMAN 7 Kupang that were chosen randomly. The treatment that was given in this research was problem-based learning model for the experiment class and conventional model for the control class whereas the given materials were the reaction rate. The instrument that was used in this research previously validated by two experts of theory and material. The result of this research showed that the students who studied in experiment class had different critical thinking skills better that the students who studied using conventional model.]]>
<![CDATA[Study Motivation, Academic Performance and Commitment Career in Accounting Profession ]]>
<![CDATA[Sofik Handoyo]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 3: August 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i3.8078
<![CDATA[The purpose of this study is to understand the relationship between students' motivation, academic performance, and career commitment on accounting profession among undergraduate accounting students. The background of this study is based on the phenomenon encountered by accounting undergraduate students whose academic performance is not satisfactory as well as problems related to the completion of the study and high turn-over of the accounting profession. The sample of the study involved 101 undergraduate accounting students of Universitas Padjadjaran. There are three independent variables investigated in this study namely study motivation, academic performance and commitment carrier in the accounting profession. Intrinsic interest, extrinsic interest, normative beliefs and conflict anticipation were treated as sub-variables of the study motivation. Data were obtained through an electronic questionnaire using Google Form platform. Descriptive analysis along with bivariate correlation analysis was applied in this study. The results indicate that majority of accounting undergraduate student choosing accounting study program due to intrinsic interest motivation and extrinsic interest motivation and there is no indication motivation influenced by normative beliefs motivation and conflict anticipation motivation. Intrinsic interest has a positive and significant correlation with academic performance (r=2.17, p less than 0.01) and academic performance has a positive correlation (r = 0.124) with commitment carrier in the accounting profession.]]>
<![CDATA[The Impact of Adopting and Using Technology by Children ]]>
<![CDATA[Hind Talal Mashrah]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 1: February 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v11i1.5588
<![CDATA[Nowadays, information communication technology is becoming an essential part of our life. We find technology everywhere to facilitate teaching and learning, especially in schools and homes. It always comes along with interactive and interacting approaches to help children learn math and science and so on. This paper, however, discusses the downside effects of using technology to children from age 2 to 17 years old. There are some earlier studies with some statistics indicate the percentage of children who use different kinds of technology in their daily life. Then the paper will be demonstrated the social, cognitive, and physical impacts of using too much technology. Then it will be specified three types of technology as it is common among children: playing video games, surfing websites, and communicating via the internet. Finally, some regulations and guidance are mentioned to protect children throughout giving them better methods to use technology in proper ways and involving children in social, cognitive, and physical activities alongside. ]]>
<![CDATA[Attitudes and Motivation toward Learning the English Language among Students from Islamic Education System Background: Exploring the Views of Teachers ]]>
<![CDATA[Ismail Sheikh Ahmad]]>;
<![CDATA[Hazlina Abdullah]]>;
<![CDATA[Muhammad Faizal A Ghani]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 8, No 3: August 2014 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v8i3.262
<![CDATA[Research in the field of attitudes and motivation has increasingly investigated the nature and role of motivation in L2 learning process, and many are inspired by Canadian psychologists, Robert Gardner and Wallace Lambert [1]. However, in Malaysia, there has been only a meagre number of research that investigates teachers' perceptions on attitudes and motivation of students from religious school background. It is of great significance to explore the attitudes and motivation of these groups of students because the students appeared to be weak in the English language and they also held negative perceptions toward the language [2, 3]. The present study is needed to attain authentic information about possible connections between teachers' personal experiences, their perspectives and their practices regarding teaching and learning of students from the aforementioned background. This qualitative research study contains in-depth teacher interviews that document their personal perceptions, ways of dealing with students in the specified setting, and their suggestions on improving the attitudes and motivation of learning English for students from religious school background. Findings are presented according to the research questions intended for the study and several conclusions were drawn from the data. ]]>
