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[Module Based on Pedagogical Content Knowledge to Increase the Engagement and Skills of the Future Teachers in Designing a Lesson Plan ]]>
<![CDATA[Ika Maryani]]>;
<![CDATA[Sri Tutur Martaningsih]]>;
<![CDATA[Caraka Putra Bhakti]]>
<![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.v11i1.5758
<![CDATA[Lesson plans is the most important component in preparing a quality learning. Teachers’ low understanding on pedagogical content knowledge affects their skills in designing learning. It needs serious effort to equip future teachers with pedagogical content knowledge to produce professional teachers. The aim of this study is to increase the engagement and skills of future teachers in designing lesson plans using module based on pedagogical content knowledge. College-students engagement indicators are adopted from Students Engagement Instrument (SEI)-Appleton, Christenson, Kim, and Reschly, consisting of affective and cognitive engagement. The skill in question are the ability to writing the subject’s identity, writing competencies, formulating indicators, compiling teaching materials, designing media, choosing learning method, compiling learning scenarios, as well as designing assessment. This research is a classroom action research that is designed in two cycles of learning with the number of respondents is 73 college-students. Each learning cycle is consisting of planning, implementation, observation, and reflection. The data collection techniques was self-report, observation, portfolios, interviews, field notes, and study documentation. Descriptive statistics were used to analyse the quantitative data, whereas qualitative data were analysed by qualitative analysis of Miles and Hubberman model. The results showed that the PCK-based module is able to increase college-students engagement and ability in designing a lesson plan.]]>
<![CDATA[The Relationship between Personal Mastery and Teachers’ Competencies at Schools in Indonesia ]]>
<![CDATA[Settaraming Algi]]>;
<![CDATA[Mohd Anuar Abdul Rahman]]>
<![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.v8i3.264
<![CDATA[The purpose of the present research is to study the relationships between indicators of personal mastery and indicators of teachers’ competencies at Junior Secondary State Bone district in Indonesia. The respondents of the research consists of all the Junior Secondary State teachers of the Bone district including 200 teachers (80 males 120 females). The obtained data was analyzed by Structural Equation Modeling (SEM). The results have indicated that there exists a significant correlation between personal mastery and teachers’ competencies at the 0.05 significance level. Further, a significant positive correlation was observed between the indicators of personal mastery (personal vision, creative tension, commitment, trust, and consciousness) and indicators of teachers’ competencies (pedagogic, professional, personality, and social).]]>
<![CDATA[Inculcating Islamic values contented in Qs. Luqman through english speaking materials ]]>
<![CDATA[Muhammad Zuhri Anshari]]>;
<![CDATA[Agus Widyantoro]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 14, No 1: February 2020 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v14i1.14285
<![CDATA[Islamic junior high schools have more duties than the public schools. They have the duty of teaching Islamic values to their students because these schools are established based on Islamic teachings. Islamic values must be included in all aspects of the school program. The materials used for teaching the students should also contain Islamic values. Unfortunately, based on the writers’ observation, not all Islamic junior high schools integrate Islamic values in the materials taught to the students. This fact challenges the English teachers in Islamic schools to select and to consider the appropriate values, cultures, and ideologies in teaching and learning English process. As a result, this paper is based on a study conducted to develop materials which integrate Islamic values for teaching Speaking in a private junior high school in Yogyakarta. The study was aimed to reveal the students’ needs in relation to the integration of the Islamic values in the materials for teaching the speaking skill and to know the appropriateness of the materials. This is an R and D study. To design the textbook the ADDIE Model was employed. To meet the textbook appropriateness, the designed textbook is analysed by conducting theoretical and empirical validation. The result of the study indicates that the designed materials are appropriate to be used in the Islamic schools.]]>
<![CDATA[Enhancing Students’ Argumentation Skill Using an Argument Driven Inquiry-Based Module ]]>
<![CDATA[Shinta Devi Amielia]]>;
<![CDATA[Suciati Suciati]]>;
<![CDATA[Maridi Maridi]]>
<![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.v12i3.8042
<![CDATA[Argumentation skills as a form of communication to externalize ideas through scientific discourse is a very important in learning of science. As an integral part of the science, argumentation skills should be integrated as a component of learning science. The purpose of this study is to determine the effectiveness of argument driven inquiry-based module in enhanching the students’ argumentation skills. This study was conducted at one of the State Senior High School in Surakarta academic year 2016/2017. The pre-test and post-test research pattern with treatment and control class groups were used throughout the study. While the treatment group taught by using module based on argument-driven inquiry, the control group was taught by a module that commonly used in the school. As the study concluded, using argument driven inquiry-based module in the learning process is effective to enhance the quality of students’ argumentation skills.]]>
<![CDATA[The Impact of Numbered Heads Together Model on the Learning Outcomes of Science Viewed from Students’ Self Regulated Learning ]]>
<![CDATA[Nia Wahyu Wijayanti]]>;
<![CDATA[Roemintoyo Roemintoyo]]>;
<![CDATA[Tri Murwaningsih]]>
<![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.v11i3.5838
<![CDATA[This research aims to explain 1) the different impact among Numbered Heads Together (NHT) model and direct instruction on the science learning outcomes. 2) the different effect among the high, medium and low self regulated learning on the students’ learning outcomes of science. 3) the interaction among the learning models and self regulated learning towards the students’ learning outcomes of science. The type of research was quasi-experimental research with factorial design 2×3. Population of this research was all students of fifth grade elementary school. The hypothesis test used two-way analysis variant with unbalanced cells. Based on data analysis, Numbered Heads Together model with high self regulated learning was the most effective.]]>
<![CDATA[Assessment on Hybrid E-Learning Instrument ]]>
<![CDATA[Intan Farahana Kamsin]]>;
<![CDATA[Rosseni Din]]>
<![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.v9i1.1002
<![CDATA[This study aims to improve Hybrid e-Learning 9.3. A total of 233 students of International Islamic University Malaysia, Gombak who have the experience in hybrid teaching and learning were involved as respondents. Rasch Measurement Model was used for this study. Validity analyses conducted were on (i) the compatibility of the items, (ii) mapping of items and respondents, (iii) scaling of instruments, and (iv) unidimentional items. The findings of the study show that (i) the items developed correspond with the construct they represent, (ii) items are evenly distributed on the mean of the respondents, (iii) the scale of instruments to be improved, and (iv) the instrument is multidimensional. Therefore, it shows that Hybrid e-Learning instrument has the items that measure the construct it represents as well as the compatibility with the capability of the respondents of the study.]]>
<![CDATA[ICT skills, and benefits of teaching and learning animal science with blended learning at colleges of education in Ghana ]]>
<![CDATA[Dzakpasu Edem Prince]]>;
<![CDATA[Christopher Dewodo]]>;
<![CDATA[Pascal Benson Atiglah]]>
<![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.v14i2.14921
<![CDATA[Animal science is an essential curriculum in animal husbandry and veterinary professional education. This study delved into the use of ICT in teaching animal science using blended learning and the benefits of blended learning for teachers and students. The study utilized a descriptive survey design. The target population consisted of animal science students and teachers selected colleges of education in the Volta region. The population of Agric science students was 100, and the Agric science tutors in the three colleges were 20. With the use of Yamane formula, the sample size was 80 and 19 respectively for students and the teachers. The fundamental instrument for data collection was questionnaires. Four and five scaled Likert like tests were designed to elicit information on the level of ICT skill of teachers and their students, and on benefits of blended learning to teachers and students respectively. The information gathered was analyzed using SPSS version 21 and the hypotheses were tested using Analysis of Covariance. The result established that both teachers and students of animal science department in the Colleges that participated in the study, are skilled in ICT and that both teachers and students benefited from using blended learning model in teaching animal science in colleges of education in Ghana. It was also discovered from hypothesis tested that no significant difference existed between the ICT skill level of teachers and students, and no significant difference also existed between the level of benefit derived from blended learning by both teachers and students. It was concluded that both teachers and students of animal science in the colleges of education in Ghana benefited from blended learning model because they are skilled in ICT. Hence, it was recommended that teachers and students must be well trained to acquire sufficient ICT skills in the usage of basic ICT applications in order to obtain the full benefits of the blended learning model.]]>
<![CDATA[Towards a Comprehensive Conception of Mathematical Proof ]]>
<![CDATA[Zakaria Ndemo]]>;
<![CDATA[David. J. Mtetwa]]>;
<![CDATA[Fred Zindi]]>
<![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.v12i4.9557
<![CDATA[There is overwhelming evidence that students face serious challenges in learning mathematical proof. Studies have found that students possess a superficial understanding of mathematical proof. With the aim of contributing to efforts intended to develop a comprehensive conception of mathematical proof, literature search was conducted to identify areas where research could be directed in order to increase proof understanding among students. To accomplish this goal, literature on modes of reasoning involved in proof construction, ideas on the classification of activities that constitute a proof path, and categories of proof understanding are exemplified using mathematical content drawn from Real Analysis. These exemplifications were used to illustrate the connections between modes of reasoning and levels of proof understanding. With regard to students’ fragile grasp of mathematical proof this critique of literature has revealed that many previous studies have given prominence to proof validations while there is lack of crucial interplay between structural and inductive modes of reasoning during proving by students. Hence, it is suggested in this paper that current research could also focus on mechanisms that promote an analytic conceptions of mathematical proof that are comprehensive enough to allow students to engage in more robust proof constructions.]]>
<![CDATA[Theoretical Perspectives on Critical Thinking Teaching: Reflections from Field Experiences from a Norwegian Lower Secondary School in Comparison to Tanzanian Secondary School Teaching Practices ]]>
<![CDATA[Leatitia Gabriel Mashaza]]>
<![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.v11i3.6542
<![CDATA[This paper presents the theoretical perspectives relevant to critical thinking as my topic of research during my teaching practice period which was conducted from 12th -28th October 2015 at Eidsvag secondary school in Bergen, Norway. As a requirement for Masters’ degree in social science education, all master students were required to engage in teaching practice in different Norwegian primary and secondary schools. Importantly, every student teacher was given a topic of concentration as a mini-research for the whole teaching practice period. My topic of research focused at exploring and gaining the theoretical and practical perspectives on critical thinking teaching by drawing some experiences from a Norwegian lower secondary school (Eidsvag skole) in reflection to secondary school teaching practice experiences in Tanzania. Therefore, in this paper, my reflections with regard to the conditions favoring the possibility for critical thinking teaching and how it was enhanced by teachers at my practice school will be discussed. Further to that, I will also present the observed challenges of which, in my view, in way or another intervened the possibility for effective critical thinking teaching to take place.]]>
<![CDATA[The Investigation of Critical Thinking Dispositions of Religious Culture and Ethics Teacher Candidates ]]>
<![CDATA[Abdulkadir Cekin]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 9, No 2: May 2015 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v9i2.1718
<![CDATA[The purpose of this study is to investigate the critical thinking dispositions of religious culture and ethics teacher candidates in terms of some variables. The independent variables of the study are gender, high school types from which they graduated, birth place, motherland, education level of their parents, and family’s average income. The sample of the study is 226 teacher candidates in Ankara University and Kastamonu University, religion culture and ethics teaching department. The research is designed as a case study; the data is obtained by Measurement of California Critical Thinking Disposition Inventory. The inventory is a lykert-type scale, has 51 items. The value of the overall reliability of measurement instrument (Cronbach Alpha) is 0.88. A one way analysis of variance (ANOVA) and independent samples t-test are used to analyze the data. In the end of the study, it was found that religious culture and ethics teacher candidates think sufficiently critical.]]>
