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[Students’ Problem Solving Skills of Physics on the Gas Kinetic Theory Material ]]>
<![CDATA[Wartono Wartono]]>;
<![CDATA[Agus Suyudi]]>;
<![CDATA[John Rafafy Batlolona]]>
<![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.v12i2.8424
<![CDATA[Some research aiming to improve problem-solving skills in physics by various learning models has been performed. So far, there is no comprehensive research that uses Inquiry-discovery learning model to improve problem solving skills (PSS) in physics with the aid of the PhET simulation in the material of kinetic theory of gases. This research aims to investigate the differences of PhET-aided Inquiry-discovery learning using a theoretical review on PSS in the material of kinetic theory of gases between the experimental class and control class. This research is a quasi-experimental study by a post-test only design. The data analysis was performed via a t-test. The analysis results showed students in the experimental get higher PSS class than those in the control class. Also, the students in the experimental class have the highest and lowest initial abilities which were still higher than the students in the control class. Hence, the inquiry-discovery learning model is recommended to enhance students’ physics PSS. The implication of this research is to provide information that students can be empowered by inquairy-discovey learning model in improving PSS. Therefore, it is expected that the next researchers can explore students’ PSS at each meeting in order to improve students’ learning outcomes.]]>
<![CDATA[Building Sustainability Quality of English Education Department by Creating English Area ]]>
<![CDATA[Fauzia Fauzia]]>
<![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.v10i3.3953
<![CDATA[Nowadays English is to be regarded as international languages in the world. In Indonesia as a part of South Asia, English has two functions as foreign and second language. In fact, English Language Education becomes more popular for all people in Indonesia. English area defines as a place which is able to support language learners to be more active in using English. This area is provided for learners to practice their English both of formal and informal. Creating English area as one of the ways to build a sustainable in English Language Education can be done in all levels. By using this method, language learner’s improvement will increase sharply, not only in the quantity but also in the quality. The reflection of a good quality will be seen in the quality of the language learners who can use English well along with comprehensive cross culture understanding knowledge.]]>
<![CDATA[The contribution of future orientation towards employability in students of vocational high school ]]>
<![CDATA[Fatwa Tentama]]>;
<![CDATA[Bella Rifqi Nabilah]]>
<![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.v14i4.17053
<![CDATA[The employability of students in vocational high schools is a major concern that must be considered. Employability as the ability and skills that will make it easier for individuals to get a job. Future orientation is one of the factors that can affect employability. This study aims to test the role of future orientation on student employability empirically. The population in this study were all students of class XII at Vocational High School Piri 1 Yogyakarta, totaling 150 students. The sample in this study amounted to 58 students and selected using cluster random sampling techniques. The research method used is a quantitative method with a scale of employability and a scale of future orientation. Analysis of the data used in this study is the product-moment analysis technique. The results of data analysis showed that there was a very significant positive correlation between future orientation towards employability with r = 0.636 and significance level (p) = 0.000 (p less than 0.01). Future orientation contributes 40.5% to employability, and the remaining 59.5% is influenced by other variables.]]>
<![CDATA[The Examining of Job Satisfaction Level of Koran Teachers In Terms of Some Variables ]]>
<![CDATA[Abdulkadir Cekin]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 7, No 4: November 2013 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v7i4.193
<![CDATA[The aim of this study is to analyze the job satisfaction level of Koran teachers. The relationships between the job satisfaction level of Koran teachers and some demographic status (gender, age and educational level) were examined. For this purpose, the Koran teachers on the sample of 243 questionnaires were selected. Statistical operations on the data obtained were analyzed via SPSS program. At the conclusion of the study, it was found that gender is the ineffective factor; educational level and age are the effective factors for job satisfaction of Koran teachers.]]>
<![CDATA[Arrangment of responsibility character module using expert validation ]]>
<![CDATA[Budi Astuti]]>;
<![CDATA[Arina Mufrihah]]>
<![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.v13i3.9808
<![CDATA[This study aims to produce responsibility character module to improve student self-regulated learning. The research method uses research and development. The research subjects involved in the need assessment were 248 students of Guidance and Counseling, School of Education, Universitas Negeri Yogyakarta which was obtained by random sampling technique. Data collection using the scale of self-regulated learning. The scale of selfregulated learning is adapted from Zimmerman's theory which consists of three aspects: cognitive, motivation and behavioral aspects. Data were analyzed using mean test. The result of the need assessment is used as a reference to develop the responsibility character module to improve student self-regulated learning. This study successfully created a module of responsibility character to improve university students’ self-regulated learning which is consisted of 12 materials that had been validated and revised; therefore it is eligible to be implemented in the self-regulated learning context. ]]>
<![CDATA[Bereavement, Level Stress and Coping Mechanism among Teacher Education Students of Samar State University: College Bereavement Study ]]>
<![CDATA[Perlito Sabulaan Domingo]]>;
<![CDATA[Archie G. Labine]]>;
<![CDATA[Trixie Joyce V. Capoqauin]]>
<![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.v10i4.4165
<![CDATA[Bereavement is a severe stressor that should be addressed properly. The study of Teacher education is very tight as it prepares soon to educator that will light the future of other young children. This study sought to determine the Level of Stress and Coping Mechanism on Bereavement among Teacher Education Students of Samar State University. It tested some assumption using the descriptive survey method on 76 identified students who experienced bereavement. It shows that respondent manifested highly emotional and physical stress rather than behavioral stress. It shows that social support is coping mechanism. The said study being the first bereavement research in the city could provide baseline information in the field of bereavement.]]>
<![CDATA[Investigating teachers’ attitude toward digital literacy in EFL classroom ]]>
<![CDATA[Bambang Widi Pratolo]]>;
<![CDATA[Hana Amri Solikhati]]>
<![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.v15i1.15747
<![CDATA[Digital literacy has been a major concern for people involved in education sectors including students, teachers and policy makers. Thus, to make the education in this era more effective to help reach the goals, English teachers should be digitally more literate. The aims of this study are; 1) to find out how the digital literacy was implemented; 2) to determine teachers’ attitude in implementing the digital literacy; 3) to scrutinize the challenges; and 4) the actions they took to cope with them. Employing a qualitative research method, this study used a semi-structured interview and classroom observation to collect the data from two EFL teachers at a junior high school in Temanggung, Central Java, Indonesia as the subjects. The data were then identified, categorized, organized, coded, described and reported following the thematic analysis. The findings showed that they used computer and smartphone to search for digital information. The teachers exhibited positive attitudes in the use of digital literacy for EFL teaching. They used syllabus as a major consideration, understood their position as teachers, developed effective teaching, implemented multiple literacy and improved the four language skills. However, issues related to lack of technology, students’ background, lack of time and limited budget were acknowledged as hindrances in digital literacy implementation. As a strategy, teachers have therefore developed an early planning and support plan to deal with these challenges. Finally, this study suggests the need to develop teachers' technical facilities, technological pedagogy, and policy makers to give digital literacy more attention.]]>
<![CDATA[Profiles Junior high School West Java in Education Learning Environment ]]>
<![CDATA[NFN Nahadi]]>;
<![CDATA[Wiwi Siswaningsih]]>;
<![CDATA[Farida Sarimaya]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 8, No 1: February 2014 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v8i1.206
<![CDATA[Descriptive studies have been conducted on the existing junior high profile in West Java on Education Learning Environment. The study was conducted by purposive sampling and descriptive done to get an idea about the profile of SMP in West Java implementation of the learning environment. in junior high school in West Java. Research conducted by distributing questionnaires, and observations based on the indicators developed. Based on this research, it is known that, PLH learning in junior high school in West Java has been in force since 2007 after the enactment of the Governor of West Java on environmental education for junior high school students in West Java. Learning that lasts generally implemented in conventional teacher, and it is without any innovations. It has made learning the essential condition runs well, but has not lasted optimally.]]>
<![CDATA[Computer Anxiety, Academic Stress, and Academic Procrastination on College Students ]]>
<![CDATA[Wahyu Rahardjo]]>;
<![CDATA[Juneman Juneman]]>;
<![CDATA[Yeni Setiani]]>
<![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.v7i3.179
<![CDATA[Academic procrastination is fairly and commonly found among college students. The lack of understanding in making the best use of computer technology may lead to anxiety in terms of operating computer hence cause postponement in completing course assignments related to computer operation. On the other hand, failure in achieving certain academic targets as expected by parents and/or the students themselves also makes students less focused and leads to tendency of postponing many completions of course assignments. The aim of this research is to investigate contribution of anxiety in operating computer and academic stress toward procrastination on students. As much as 65 students majoring in psychology became participants in this study. The results showed that anxiety in operating computer and academic stress play significant role in influencing academic procrastination among social sciences students. In terms of academic procrastination tendencies, anxiety in operating computer and academic stress, male students have higher percentage than female students.]]>
<![CDATA[Understanding of mathematical concepts through cooperative learning, and learning styles ]]>
<![CDATA[Virgana Virgana]]>
<![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.v13i2.9917
<![CDATA[The results of the mathematics learning of junior high school students have not been satisfactory. This is due to the low understanding of students' mathematical concepts. The purpose of this research is to identify the influence of cooperative learning model and learning style towards the understanding of the mathematical concepts of Junior High School students. The method is factorial experiments with 2 x 3 and sample of the study is 60 students of 8th grade junior high school. The analysis results of variance (ANOVA) indicate the following: the use of cooperative learning model of type Student Team Achievement Division influenced the understanding of the mathematical concepts significantly, there is an significant influence of the learning style towards an understanding of mathematical concepts, and there is also a significant influence of the interaction of cooperative learning model of type Student Team Achievement Division and learning style towards the understanding of mathematical concepts. So it can be concluded that the cooperative learning model can improve understanding of students' mathematical concepts and learning styles is a individual differences of learning students in absorbing mathematics subject matter. We hope that this study can be beneficial for further research to improve student’s achievements in mathematics.]]>
