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
1,192 Documents
<![CDATA[Methods on Moral Development of Teenagers by Luqman Al-Hakim: Application in Religious School Programs ]]>
<![CDATA[Khairani Zakariya]]>;
<![CDATA[Suhaila Binti Abdullah]]>;
<![CDATA[Md Saufi Bin Abdul Hamid]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 7, No 2: May 2013 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (234.786 KB)
|
DOI: 10.11591/edulearn.v7i2.221
<![CDATA[This paper discusses the methods of adolescent’s moral development based on Luqman al-Hakim orders to his son in Surah Luqman verse 12-19. This paper also reveals who is Luqman al-Hakim, and the extent of moral development methods as set forth in verses 12-19 from Surah Luqman applied in religious programme of Islamic boarding schools in the state of Kedah. The study was conducted using a questionnaire that was distributed to 491 students from eleven Islamic boarding schools in Kedah. The results showed that the method of character development by Luqman al-Hakim was adopted and practiced by teachers in the schools’ religious programme with an overall mean score of 4.40 which is at a high level.]]>
<![CDATA[Reading inequities by the economic status of Texas grade 3 english language learners: A Texas, multiyear analysis ]]>
<![CDATA[Gideon D Schleeter]]>;
<![CDATA[John R. Slate]]>;
<![CDATA[George W Moore]]>;
<![CDATA[Frederick C Lunenburg]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 14, No 1: February 2020 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (578.28 KB)
|
DOI: 10.11591/edulearn.v14i1.13893
<![CDATA[Analyzed in this investigation were the current Texas state-mandated assessments in reading and the extent to which test scores differed among English Language Learners who were Not Poor (i.e., did not qualify for the reduced or free lunch program), English Language Learners who were Moderately Poor (i.e., qualified for the reduced lunch program), and English Language Learners who were Extremely Poor (i.e., qualified for the free lunch program). In all cases, reading achievement was lowest for English Language Learners who were Very Poor, followed by English Language Learners who were Moderately Poor. English Language Learners who were Not Poor had the highest reading performance in all four school years. Implications for policy and practice, as well as recommendations for future research, are provided.]]>
<![CDATA[The Effect of Problem-Based Learning Model Using Contextual Teaching Learning Approach Viewed from Logical Mathematical Intelligence ]]>
<![CDATA[Vivi Astuti Nurlaily]]>;
<![CDATA[Heribertus Soegiyanto]]>;
<![CDATA[Budi Usodo]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 4: November 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (209.755 KB)
|
DOI: 10.11591/edulearn.v12i4.8413
<![CDATA[This research is aimed at determining 1) the difference of learning achievement using problem-based learning through contextual teaching learning and direct learning in Mathematics learning; 2) the difference of learning achievement among high, medium, and low logical Mathematical intelligence; and 3) the interaction between learning model and logical Mathematical intelligence on the students’ learning achievement in Mathematics. The research was designed using quasi-experimental study of 2x3 factorial design. The population of this research was the third-grade students of elementary school. The data of students’ learning achievement in Mathematics and their logical-Mathematical intelligence was obtained using test. The data were analyzed using two-way ANOVA. The results of the research show that 1) Problem-based learning model using contextual teaching approach makes the students obtain better learning achievement than direct learning model; 2) the students having high logical Mathematic intelligence get better learning achievement than those having medium and low logical Mathematic intelligence, the students having medium logical Mathematic intelligence gets better learning achievement than those having low logical Mathematic intelligence; 3) there is no interaction between learning model and logical Mathematic intelligence on the students’ learning achievement.]]>
<![CDATA[The development of Means-Ends Analysis and Value Clarification Technique Integration Model to explore the local Wisdom in Historical Learning ]]>
<![CDATA[Yudi Pratama]]>;
<![CDATA[Sariyatun Sariyatun]]>;
<![CDATA[Hermanu Joebagio]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 2: May 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (1481.204 KB)
|
DOI: 10.11591/edulearn.v11i2.5752
<![CDATA[In fact, the differences exist is the true identity of the people of Indonesia making them rich of wisdom. The wisdom had by each group in each region (local wisdom) is one potential element which can be integrated in learning process to develop social solidarity, especially for the young. Accordingly, a suitable learning media in implementing such idea is needed to be considered. Therefore, this study was aimed to develop model Means-Ends Analysis and Value Clarification Technique as Integration media of Local Wisdom Values in History Learning to Increase Social Solidarity Thus, this study is designed to develop such media by using research and development model proposed by Dick and Carey. Based on the analysis results and findings, it can be concluded that Means-Ends Analysis model collaborated with Value Clarification Technique can help the students in identifying local wisdom values]]>
<![CDATA[Elaboration of Integrated Arabic Lesson for Increasing Expertness of Arabic Mastery of Islamic University Students ]]>
<![CDATA[Yayan Nurbayan, M.A]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 8, No 4: November 2014 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (184.693 KB)
|
DOI: 10.11591/edulearn.v8i4.380
<![CDATA[This study was based on scarcity of Arabic text books which is used in Islamic university. The aim of this study was to produce integrated Arabic textbooks including muthalaa, muhadatsah, kitabah and qiraah in one discourse. This study was using Research and Development method (R and D) started by conception of Integrated Arabic Lesson textbook, followed by limited testing and revision, finished by producing the textbooks pass through revisions and discussions with UPI and UIN Arabic experts and lecturers. This study involved 14 students of STIT and 2 Arabic lecturers of UIN and UPI who were lecturing at that place. It was concluded that competence mean of freshman before using the textbooks were 31, whereas after using it, they got average value 55. The difference was 23.]]>
<![CDATA[Cognitive process dimension in K-13 e-textbooks for 4th grade students ]]>
<![CDATA[Arif Wiyat Purnanto]]>;
<![CDATA[Putri Meinita Triana]]>;
<![CDATA[Laili Etika Rahmawati]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 14, No 1: February 2020 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (547.971 KB)
|
DOI: 10.11591/edulearn.v14i1.15000
<![CDATA[Cognitive dimensions development is one of the objective of education. This research aimed to identify the structure, evaluate the focus, analyze the conformity toward the referred adoption standard, and evaluate the emphasis of thinking skill order of cognitive processes in the e-textbook for 4th grade students. Evaluation was carried out for the curriculum 2013 e-textbooks published in 2014, including theme 2, 3 and 4. Identification of cognitive process dimensions was carried out using revised Bloom’s taxonomy, while the conformity was anayzed using Alzu’bi’s preference. Statistical analysis was carried out with chi-square test. The result showed that the structure of cognitive dimensions in three examined e-textbooks were not consistent one another. Theme 2 emphasized on the high order thinking skill focused on the creating dimension. Theme 3 emphasized on the low order thinking skill focused on the understanding dimension. While theme 3 facilitated both thinking skill orders with a little tendency to the evaluating dimension. There was no conformity of the cognitive dimensions structure of the three themes toward the referred adoption standard. Statistical analysis showed that there was significant difference on the structure of cognitive dimensions between themes, and between each themes and the referred adoption standard.]]>
<![CDATA[Local Wisdom as Learning Materials: Character Educational Values of Sundanese Pupuh ]]>
<![CDATA[Dena Damayanti]]>;
<![CDATA[Burhan Nurgiyantoro]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 4: November 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (302.08 KB)
|
DOI: 10.11591/edulearn.v12i4.9291
<![CDATA[As character educational values for elementary students deteriorated, the appreciation of Sundanese language by West Javanese people faded. One of many ways to be done was through the use of learning materials in the form of Sundanese pupuh for elementay school students. Pupuh is a literary work in the form of poem in Sundanese language which contains character educational values. This study aimed to describe character educational values in Sundanese pupuh and their relevance as learning materials for elementary school students. Data collection was conducted using the techniques of reading and taking notes of Sundanese pupuh lyrics which contain character educational values, and then identifying the compatibility as elementary school learning materials. The data were analyzed qualitatively, with the steps of: (1) data comparison; (2) data categorization; (3) data presentation; dan (4) inferencing. This study resulted in teamwork as the most occurring value in pupuh Asmarandana, Sinom, Balakbak, Ladrang, Pucung, Lambang, Gambuh, Gurisa, dan Magatru. Thus, this study concluded that Sundanese pupuh had many character educational values relevant to be taught and to be used as learning materials in elementary school.]]>
<![CDATA[The Role of Research-Based Learning to Enhance Students’ Research and Academic Writing Skills ]]>
<![CDATA[Rully Charitas Indra Prahmana]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 3: August 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (2318.721 KB)
|
DOI: 10.11591/edulearn.v11i3.5871
<![CDATA[This paper exposes the role of research-based learning to enhance students’ research and academic writing skills in mathematics education. A learning trajectory of research in mathematics education using research-based learning designed and developed for pre-service mathematics teachers. In this study, the research methodology used is a design research to develop research-based solutions and validate theories about learning processes. The subjects are 35 pre-service mathematics teachers from higher education institution in Tangerang, Indonesia. The contribution of this investigation to mathematics education research field is produced a local instruction theory to enhance preservice teachers’ skills in doing research and writing academic paper, which yet developed in Indonesia. This theory provides an explanation of the steps that preservice teachers’ must go through using research-based learning. The enhanced research skill is focused on the trend of mathematics education research, and the improved academic writing skill is focused on the articles published in a journal.]]>
<![CDATA[The Influence of Netspeak on Students' Writing ]]>
<![CDATA[Shalini Raj Thangaraj]]>;
<![CDATA[Mahendran Maniam]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 9, No 1: February 2015 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (93.391 KB)
|
DOI: 10.11591/edulearn.v9i1.963
<![CDATA[This study on Netspeak writes about words or phrases that are abbreviated and used frequently by Internet users. Language incorporates explosive items which need special care when handling the components in it. Wide knowledge regarding the various aspect of language will help readers to be able to handle the substance. Therefore, the author calls for a deeper comprehension of certain linguistic realities. This study helps to enlighten the various types of language used while using different mode of communication, thus avoiding harsh judgments regarding the informal use of language. The study also hopes to show that there is nothing linguistically eccentric about using Netspeak while communicating online. They are regarded a negative influence only if they are used in a formal environment. This study deals with the notion that Netspeak is a common language used especially by the younger generation to communicate with one another while online. Although, most educators have regarded the influence of Netspeak as negative and detrimental towards students’ writing, however, Netspeak is still prevalent. This study also gives the statement of problem, its objectives, significance and limitations. It is hoped that the people in the society, especially educators will not view Netspeak as only a cause of the decline of students’ writing standard, but a fixture in language, which is acknowledged for its passing style and momentary trend.]]>
<![CDATA[Self-regulation of primary education pre-service teachers ]]>
<![CDATA[Sukowati Sukowati]]>;
<![CDATA[Ali Mustadi]]>;
<![CDATA[Ahmad Agung Yuwono Putro]]>;
<![CDATA[Gunarti Ika Pradewi]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 14, No 2: May 2020 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (308.665 KB)
|
DOI: 10.11591/edulearn.v14i2.13983
<![CDATA[Motivation for the achievements is urgently needed when attending a class. For renforcing the motivation can be obtained through self-regulation this research aimed to discover students’ self-regulation in a private university at Yogyakarta. This research used quantitative approach in the form of survey. The population in this research was all students in Primary school Teacher Education comprising 233 students. Whereas, there were 155 students as the sample taken by using random sampling technique. Furthermore, students’ self-regulation was measured by using self regulation learning. The data analysis was conducted qualitatively in the form of descriptive or inferential showed by self-regulation in high category comprising 11 students or 7,09%, medium category comprising 97 students or 62,58%, and low category comprising 47 students or 30,32%. The result of this study showed that: (1) self-regulation of prospective primary school teachers was included into medium category, (2) self-regulation had an important role to improve students’ motivation.]]>
