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 Students’ Worksheet Based on Multiple Representations to Increase Creative Thinking Skills ]]>
<![CDATA[Nur Balqis Mutia]]>;
<![CDATA[Zuhdan Kun Prasetyo]]>
<![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.v12i4.8487
<![CDATA[This research aimed to analyze the effectivity of students’ worksheet based on multiple representation in order to increase creative thinking skills for second years students of junior high school. It used quasi-experiment with nonequivalent control group design. The population of this research was students of class VII SMPN 3 Langsa, academic year of 2017/2018. Then, the samples were students of class VII-1 and VII-2 elected using simple random sampling method. Basically, the effectivity can be seen from students’ creative thinking skills analyzed by using average n-gain and independent sample T test. Furthermore, the result showed that there was an average difference for n-gain and significant score between control class and experiment class. Therefore, the students’ worksheet based on multiple representations can be used for increasing creative thinking skills of students.]]>
<![CDATA[Effects of Computer Assisted Instruction on Secondary School Mathematics Students’ Spatial Ability, Achievement and Attitude in Niger State, Nigeria ]]>
<![CDATA[Ahmadu Hussaini]]>;
<![CDATA[Gambari Amosa Isiaka]]>;
<![CDATA[Abdul-Rasaq Olayiola Opeyemi]]>;
<![CDATA[Alabi Thomas Omotayo]]>
<![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.v11i3.5169
<![CDATA[This study investigated the effect of computer assisted instruction on secondary school mathematics students’ spatial visualization ability, achievement and attitude in Niger State. Three (3) research questions and their corresponding hypotheses guide the study. The study adopted a quasi-experimental design using pretest posttest non-equivalent, non randomized control group. The instruments for data collection were Geometry Achievement Test (GAT), Spatial Ability Test (SAT), and Mathematics and Technology Attitude Scale (MTAS) validated by six senior lecturers. The target population were all SS II mathematics students in the 150 senior Secondary Schools in three educational zones of Niger State. The sample consisted of 330 SS II (178 males and 152 females) from nine secondary schools. In each school, a stream (arm) of SS II class was randomly selected and used for the study. The three groups were pretested using GAT and SAT to determine their entry-level equivalence, while the post-test instruments are SAT and MTAS administered after six (6) weeks of instruction. The finding of the study revealed that the males outperform than females in spatial ability tasks and had higher positive attitude towards learning mathematics with technology. The study recommend mathematics teachers and instructors should adopt modern teaching pedagogies that are learner-centred and provides platform the development of spatial skills in children and adult a likes.]]>
<![CDATA[Initial Oral English Communication Needs of Learners in the Business English Classroom ]]>
<![CDATA[Paramudia Paramudia]]>;
<![CDATA[Hadina Habil]]>
<![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.v9i1.1008
<![CDATA[The aim of the study was to investigate the level of effectiveness and initial oral English communication (OEC) needs of Indonesian learners when using OEC to perform the learning activities in the Business English (BE) classroom at Business Administration Departement of the Politeknik Negri Ujung Pandang (PNUP) in Makassar Indonesia. Conceptually, the needs of learners cover aspect of "want, Necessity, and lack" that were developed and used as research indicators of this study. The sample of this study was 159 Business Administration Departement of PNUP learners. The findings discovered that the level of effectiveness of learners of using OEC when performing the learning activities both under academic and business contexts in the BE classroom was moderate. This study also found that initial needs of learners relating to specific skills from the aspect of lack, necessaity, and want both under academic and business contexts in the BE classroom should be prepared before taking BE subject. Finally, the study suggested investigating further both the target needs and learning needs of learners in the BE classroom.]]>
<![CDATA[The content of higher education internationalization policy: stakeholders’ insight of internationalization of higher education ]]>
<![CDATA[Noni Srijati Kusumawati]]>;
<![CDATA[Ismi Nurhaeni]]>;
<![CDATA[Rino Nugroho]]>
<![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.v14i2.14581
<![CDATA[The internationalization of higher education creates certain quality standards. All stakeholders must be involved and work together so that the internationalization of higher education can be successful. The purpose of this study is to analyze the implementation of higher education internationalization policy content from an internal stakeholder perspective. Policy content consists of the interests affected, the type of benefits, the target of change, the program implementer, the location of decision making, and resources. This study used a qualitative approach with case studies. The research site is Sebelas Maret University Surakarta. Data collection techniques are interviews and documentation. The data analysis technique is a thematic analysis. The validity of the data is done with credibility, transferability, dependability, and confirmability. The results show that (1) there is a conflict of interest between stakeholders in the implementation of internationalization in universities, (2) there are short-term and long-term benefits of implementing internationalization of PT; (3) PT's internationalization change target is contained in the Business Plan; (4) The farther away the decision-maker is, the more hindering the internationalization of PT; (5) Implementers of the internationalization program are chosen based on consideration of study experience abroad; (6) PT's human resources, financial resources, and infrastructure are still limited in supporting internationalization. ]]>
<![CDATA[Evaluating Global Zakat Game (GZG) Board Game in Enhancing Zakat Education ]]>
<![CDATA[Azman Ab. Rahman]]>;
<![CDATA[Muhammad Sabri bin Sahrir]]>;
<![CDATA[Nurkhamimi Zainuddin]]>;
<![CDATA[Hasanah Abd. Khafidz]]>
<![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.v12i4.9688
<![CDATA[Many educators have chosen to use board games to enhance the way of delivering course contents. A board game will help students understand an education concept quickly through experiential learning, where they manage and solve problems in a real situation. This study is focusing on the evaluation of a board game, namely Global Zakat Game (GZG) as an edutainment tool among various levels of users at learning institutions in Malaysia. The respondents were purposively selected from a Malaysian national competition organized at Islamic Science University of Malaysia (USIM) on 8 November 2017. A questionnaire was distributed among 235 participants from various levels of learning institutions during the national event to evaluate the practical use of GZG as an edutainment tool in increasing their understanding on Zakat theories and practice. The result indicated that the use of GZG as a Zakat edutainment tool has a positive impact on users and players as it helps them to learn more about Zakat theories and practice between high (4.65) and moderate high (3.95) of mean scores. Most of the respondents mentioned that they enjoyed playing GZG as it involves experiential learning and learning by doing.]]>
<![CDATA[Homeschooling: Indonesia New Trend of Islamic Education in the Global Era ]]>
<![CDATA[Suyatno Suyatno]]>;
<![CDATA[Ichsan Wibowo Saputro]]>
<![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.v11i4.5817
<![CDATA[Nowadays, concept of school is not only in the formal school concept but also non-formal and informal school. Schooling at home (homeschooling) occur in Indonesia marks a new trend of education which is quite interesting to observe. Moreover, some homeschooling that occurred in recent years has identified itself as homeschooling that applied Islamic education concept. Moreover, the interesting side of this homeschooling is that it’s initiated by the former College Muslim Activists. The movement of College Muslim Activist is interesting to note further because of its role in the Islamization of the educational institutions in Indonesia. This article describes one educational model established by former College Muslim Activist, Homeschooling Group Khairu Ummah Bantul. The results showed that the establishment of Homeschooling Group Khairu Ummah Bantul motivated by four reasons, there are: (1) moral and religious reasons, (2) family unity reasons, (3) academic reasons, and (4) socialization reasons.]]>
<![CDATA[EFL Speaking Anxiety among Senior High School Students and Policy Recommendations ]]>
<![CDATA[Amirul Mukminin]]>;
<![CDATA[Masbirorotni Masbirorotni]]>;
<![CDATA[Noprival Noprival]]>;
<![CDATA[Sutarno Sutarno]]>;
<![CDATA[Nelly Arif]]>;
<![CDATA[Maimunah Maimunah]]>
<![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.v9i3.1828
<![CDATA[This report drew on a larger study which was to describe and understand the sources of senior high school students’ English language speaking anxiety at senior high schools in Jambi, Indonesia. The purpose of this paper was to report some of findings from the qualitative interview data on the sources of senior high school students’ English language speaking anxiety at one senior high school in Jambi, Indonesia. Data were collected through demographic profiles and semi-structured interview with senior high school students. The demographic data were analysed descriptively while the interview data were transcribed and analysed line by line to generate and develop codes and themes. An analysis of the interview data revealed that five major themes were related to students’ English language speaking anxiety, including (1) low speaking skill due to lack of vocabulary and grammar, (2) fear of negative responses from others, (3) low self-esteem to speak in English, (4) fear of being evaluated by teachers, and (5) cultural influences to speak English due to a more teacher-centred style. Suggestions and policy implications are also discussed.]]>
<![CDATA[Feasibility of electromechanical basic work e-module as a new learning media for vocational students ]]>
<![CDATA[Mustofa Abi Hamid]]>;
<![CDATA[Lely Yuliawati]]>;
<![CDATA[Didik Aribowo]]>
<![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.v14i2.15923
<![CDATA[This study aims to develop and determine the feasibility of E-Module learning media in Electromechanical Work Basic Subjects. This research is a development research using ADDIE model. The product developed is e-module learning media on subjects in Electromechanical Basic Work. Data collection is done by means of observation, interviews and questionnaires. The data analysis technique used in this research is descriptive analysis. This research was conducted on 128 students of 10th grade Department Electrical Installation Engineering in Vocational High School in Serang, Banten. The results of the research are Media validation is very feasible with a percentage of 95.3%. Material validation is very feasible with a percentage of 97.9%. The results of the questionnaire evaluation data of small group trials get an average percentage value of 91.7% and in the very feasible category. The results of the assessment in the large group trial data questionnaire received very decent results with a percentage of 92.4%. The results of the exercises carried out an average value of 92.1 before using learning media the average value obtained by students 80.5. The results of the evaluation scores get an average value of 88.5. The e-module learning media in Electromechanical Basic Work subjects can facilitate students in the learning process and facilitate the teacher in teaching.]]>
<![CDATA[Teachers’ Expectancy and Students’ Attitude towards Science ]]>
<![CDATA[Prihadi Kususanto]]>;
<![CDATA[Chin Sook Fui]]>;
<![CDATA[Lim Hooi Lan]]>
<![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.v6i2.151
<![CDATA[The main purpose of this study was to investigate the influence of teachers’ expectancy and students’ attitude towards science (ATS). The participants were 130 teachers and 300 students from secondary schools in Indonesia. The results indicated teachers’ expectancy significantly affected students’ ATS. Different kind of expectancy led teachers to have different classroom behavior. Teachers expect students from the science streams to have significantly higher potential to improve their academic achievements compared to the students from non-science stream. The results also showed that there is a significant correlation between teachers’ expectancy and students’ perception of teachers’ behavior. Furthermore, because students from science stream perceived that their teachers are supportive, they believe that the teachers expected them to score higher in science. In turn, this belief led them to possess higher ATS compared to the non-science stream students, which perceived that their teachers are focusing more on controlling their behavior. It could be concluded that teachers’ expectancy affected students’ ATS, moderated by the students’ perception of teachers’ behavior.]]>
<![CDATA[The use of discovery learning model with rme approach viewed from interpersonal intelligence ]]>
<![CDATA[Desty Ratna Permatasari]]>;
<![CDATA[Heribertus Soegiyanto]]>;
<![CDATA[Budi Usodo]]>
<![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.v13i1.8414
<![CDATA[This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasi-experimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.]]>
