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[User Acceptance Test of Computer-Assisted Problem-Based Learning Assessment Tool (CAPBLAT) ]]>
<![CDATA[Muhammad Qomaruddin]]>;
<![CDATA[Azizah Abdul Rahman]]>;
<![CDATA[Noorminshah A.Iahad]]>
<![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.v8i1.207
<![CDATA[Problem-based Learning (PBL) is an instructional design method that is used by many lecturers to create more efficient and meaningful learning experiences. PBL emphasizes the lecturer in facilitating in collaborative learning. They conventionally play a little role in the formal assessment process. Peer-assessment and self-assessment are the most frequent methods of assessment employed by the lecturers in conducting PBL approach. This paper presents acceptance testing of a computer-based tool for peer-assessment and self-assessment in PBL approach, which called Computer-Assisted Problem-Based Learning Assessment Tool (CAPBLAT). The tool was designed to assist a lecturer in conducting PBL teaching method and assess students learning progress. Two PBL classes participated in the testing of the tool. During the study, questionnaires were administered to students. The results concerning the assessment tool acceptance demonstrate that using CAPBLAT in the PBL assessment process received better acceptance from both the students and lecturers.]]>
<![CDATA[Emotional intelligence: A study on university students ]]>
<![CDATA[Ravi Kant]]>
<![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.v13i4.13592
<![CDATA[Nature bestowed humans with emotions. Emotions are significant predictors of anyone’s success. Now Emotional Intelligence is an established phenomenon is under eye of researcher and psychologist. The objectives of this study were (i) to explore the level of Emotional Intelligence of University’s students. (ii) to find ouu the difference between Emotional Intelligence on the basis of gender, locality, level of course and School of study. This survey based study used data from 200 students of Central University of South Bihar, Gaya, India. Results indicated that all university’s students were having high level of emotional intelligence. Result indicates that all students of School of Education have emotional Intelligence of high level except in comparison of students of School of Law and Governance. Male and female students are significantly differed from each other on Emotional Intelligence on overall sample. Female students found more Emotional Intelligent with high mean value. UG and PG students of were found not significantly differ from each other on Emotional intelligence. UG students were more emotionally intelligent on the basis of mean value. Residential location does not have any significant role but rural students were more emotionally intelligent in comparison to their counterpart.]]>
<![CDATA[Determination Of Elementary Students’ Learning Styles Reviewed From Gender Aspects ]]>
<![CDATA[Marleny Leasa]]>;
<![CDATA[John Rafafy Batlolona]]>;
<![CDATA[Javier Julian Enriquez]]>;
<![CDATA[Mehmet Altan Kurnaz]]>
<![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.v12i3.8978
<![CDATA[Students use different styles or ways of receiving and managing information during learning. VARK learning style was developed based on the physiological aspect of students in the form of sensory modalities. This survey research was conducted at 30 elementary schools in Ambon City. The data of student learning was obtained by filling out the learning style questionnaire developed by Fleming. The results showed that 88.7% of students used a learning style (unimodal) and 11.3% of students combined more than one learning style (multimodal). For the unimodal learning styles, kinesthetic is most prevalent in male and female students with a percentage of 58.6%, whereas visuals are least found with a percentage of 6%. The study also revealed that multimodal learning styles were found at all bimodal, trimodal, and quadmodal combinations. The more blend of learning style, hence the frequency of determination of student learning style even less.. The combination of multiple unimodal learning styles with large numbers will result in multimodal learning styles with large numbers.]]>
<![CDATA[Teacher Resilience in Remote Islands Area: A Case Study in Small Pagerungan Island Sumenep Regency, Indonesia ]]>
<![CDATA[Nurwidodo Nurwidodo]]>;
<![CDATA[Abdulkadir Rahardjanto]]>;
<![CDATA[Husamah Husamah]]>;
<![CDATA[Mas'odi Mas'odi]]>;
<![CDATA[Arina Mufrihah]]>
<![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.v11i1.4669
<![CDATA[This study aims to describe resilience teacher at Elementary school III at Small Pagerungan Island. Aspects of resilience in this study are phase of resilience refers to Patterson and Kelleher (2005) and the strategy of resilience refers to Diah and Pradna (2012). This type of research is descriptive qualitative with case study approach. The subjects were 5 teachers (Subject I: government employee (PNS) teachers senior and immigrant from Java, Subject II: government employee (PNS) teachers senior natives, subject III: temporary teacher who has taught more than 10 years, Subject IV: new civil servant teachers a few years removed, and subject V: new no permanent teachers who teach less than 5 years). Data collected through in-depth interviews with each subject of study. Analysis of data using thematic analysis approach hybrid refers to Fereday and Muir-Cochrane version. The results showed that the phase of resilience to be taken by each teacher is different. Subjects I and II has reached growing phase. Subject IV and V are still at the stage of deteriorating phase, while the subject III only at adapting phase. Subjects I and II have an optimistic view and gave rise to 7 points strategy of resilience, which is a positive attitude to face difficulties, focusing on the core value, versatile in the running for the purpose, willing to take concrete steps to face difficulties, create conditions of self and supportive environment, maintain hope and expectation is high, and develop an attitude of participation and responsibility. Subject IV and V are relatively more optimistic, but because the teaching experience is still limited cause-point strategy of resilience that appears only reached 4, which is flexible in an effort to achieve goals, create conditions of self and supportive environment, maintain hope and expectation is high, and develop an attitude of participation and responsibility. Subject III is more pessimistic and pragmatic look at the future of the profession so that a strategy of resilience that comes only three, namely flexible in an effort to achieve the goal, to create the conditions themselves and a supportive environment, and develop an attitude of participation and responsibility. Point’s resilience strategy that appears, consciously or not by the fifth subject, has been assisting survive to teach at Elementary school III Small Pagerungan Island belonging to the category of remote schools, schools with limited resources, and minimal attention from government.]]>
<![CDATA[Spatial Correlation Analysis on the Resource Allocation Efficiency of Regional Higher Education in China ]]>
<![CDATA[Li Yuanjing]]>;
<![CDATA[Wang Chengzhang]]>
<![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.v7i2.224
<![CDATA[This analysis may promote the regional development of higher education, resolve problems associated with inadequate resources, and improve efficiency of resource allocation. In this study, we examined the efficiency of resource allocation for higher education in 31 Chinese provinces using data envelopment analysis (DEA); spatial correlation was used concurrently for analytical purposes. Our aims through this study are to promote the optimal allocation of resources and healthy development of higher education.]]>
<![CDATA[Game based learning for safety and security education ]]>
<![CDATA[Ge Jin]]>;
<![CDATA[Shoji Nakayama]]>;
<![CDATA[Manghui Tu]]>
<![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.v14i1.14139
<![CDATA[Safety and security education are important part of technology related education, because of recent number of increase in safety and security related incidents. Game based learning is an emerging and rapidly advancing forms of computer-assisted instruction. Game based learning for safety and security education enables students to learn concepts and skills without the risk of physical injury and security breach. In this paper, a pedestal grinder safety game and physical security game have been developed using industrial standard modeling and game development software. The average score of the knowledge test of grinder safety game was 82%, which is higher than traditional lecture only instruction method. In addition, the survey of physical security game shows 84% average satisfaction ratio from high school students who played the game during the summer camp. The results of these studies indicated that game based learning method can enhance students’ learning without potential harm to the students.]]>
<![CDATA[The Effect of Gratitude on Parental Stress among Mothers’ of Early Children ]]>
<![CDATA[Ika Febrian Kristiana]]>;
<![CDATA[Darosy Endah Hyoschamina]]>;
<![CDATA[Niken Fatimah]]>
<![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.v12i4.7248
<![CDATA[The stress of parenting as a distress experience in carrying out the demands of parenting role becomes greater experienced by the mother as the primary caregiver as a culture in Indonesia. Be grateful to be a strength-based intervention aimed at strengthening positive emotions and protecting individuals from psychological problems. This experimental study aims to test the effectiveness of gratitude in reducing maternal stress. The experimental design between subjects was selected by dividing the 70 mothers who had early childhood into two groups: the experimental and control group. The data analysis using 2 independent samples test with R statistic showed (p = .023; Cohen's d = .183), and Wilcoxon 2 related samples test (p = .0087) showed that gratitude training was effective to decrease maternal stress. Being grateful for a moral response based on personal reinforcement through thoughts, emotions, and positive and pleasant attitudes that then lead to the ability to give goodness to others. The findings of this study become interesting when examined also from the social context such as the existence of social support where the attitude of gratitude is related to it.]]>
<![CDATA[Extensive Reading in Action: Voices from the Grounds ]]>
<![CDATA[Dzulfikri Dzulfikri]]>;
<![CDATA[Ali Saukah]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 2: May 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v11i2.5971
<![CDATA[This study is aimed at investigating how extensive reading affects students’ reading attitude and comprehension. Based on two participants’ pretest and posttest results and analyzing the results of interviews, the study reveals that extensive reading tends to promote participants’ reading comprehension as indicated by the improvement of their scores in posttest and participants’ reading attitude as indicated by their responses to interviews. Their positive attitude develops particularly because of the autonomy given to them to select any materials in their interest as when finding interesting reading texts beyond their current linguistic competence, which is not recommended to read in extensive reading, they struggle to understand them regardless of their reading proficiency. Their positive attitude is also shown by their increasing reading amount week after week and their dreams to have a private library and be lifelong readers. Moreover, exposure to a large number of different texts, a large array of words, and different topics enables them to build background knowledge which helps them understand texts better which subsequently affects their reading ability positively.]]>
<![CDATA[Muslim Women in Past and Present Governmental Leadership: Case of Rulers of the Sultanate of Aceh and the Fifth President of the Republic of Indonesia ]]>
<![CDATA[Ita Syamtasiyah Ahyat]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 8, No 4: November 2014 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v8i4.378
<![CDATA[A Muslim woman is a woman who believes in Islam. In its historical path, Indonesia has been led by Muslim women along with the development of Islam in the Archipelago in the 17th century. A case example among others is the Sultanate of Aceh during the colonial period. During the independence period, Indonesia was also led by a Muslim woman as the fifth President of the Republic of Indonesia around the early 21st century. In these case examples of Muslim women as rulers, they received criticism during their reigns from men who viewed the matter from the perspective of Islam. This made an impact on the ongoing governance and the people. The article discusses how Muslim women leaders faced these criticisms from men who viewed the matter from the point of view of Islam and how it affected their governmental administration. Therefore, the article is expected to be able to reconstruct how Muslim women leaders face criticism from men who viewed the matter from the perspective of Islam. Research in this paper is conducted through historical method actions, preceded by source collection, selection and interpretation along with the reconstruction of the intended events, which is referred to as historiography. The study is also based on local sources, documents, and writings of related critics on the issue.]]>
<![CDATA[Training programme impact in improving the working memory of students with learning disabilities in reading arabic ]]>
<![CDATA[Khalid Mohammad Aljundi]]>
<![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.v14i1.14639
<![CDATA[The study aimed to investigate the effect of a training program on improving working memory for students with learning difficulties in reading Arabic. The study sample consisted of (10) students with learning disabilities from Basic Education students from the fifth and sixth grades, and those between the ages (10-11) years as a pilot group and (10) students from the same stage and of the same age as a control group. The researcher used a working memory battery, Raven Test, and a training program he prepared to achieve the study goal. The results showed that there are statistically significant differences in the fields of working memory scale between the members of the experimental and control groups in the dimensional measurement, and in favor of the experimental group to which the training program was applied, by applying the measure of working memory in its three fields. The results also showed that there are statistically significant differences between the pre and post measurements of the areas of the working memory scale in favor of the post application, and for the benefit of the experimental group,This confirms the effectiveness of the training program used. Some recommendations were suggested.]]>
