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[Problem based learning to increase competence of critical thinking and problem solving ]]>
<![CDATA[Tri Murhanjati Sholihah]]>;
<![CDATA[Badraningsih Lastariwati]]>
<![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.v14i1.13772
<![CDATA[Critical thinking and problem solving is one of the competencies that must be possessed to meet the 21st Century. This competence is very important to be mastered by students, especially vocational high school students. One learning model that can hone 21st Century competencies is Problem Based Learning. This research was carried out on productive subjects of the Trial. This study aims to determine the improvement of critical thinking and problem solving competencies, and student learning outcomes on subject matter subjects. This study uses a classroom action research design with measurement of competence using observation and measurement of learning outcomes using a multiple choice written test. The results of the study showed an increase in thinking and problem solving critical competencies from the first cycle of 37.4% to the second cycle of 78.2%. While the average value of the first cycle is 70.4 and the second cycle is 86.4. Students who reach KKM in cycle I are 38% and in cycle II 82%.]]>
<![CDATA[Secondary school students’ errors and misconceptions in learning algebra ]]>
<![CDATA[Zakaria Ndemo]]>;
<![CDATA[Osten Ndemo]]>
<![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.v12i4.9556
<![CDATA[The aim of the study is to develop an understanding of the kinds and sources errors and misconceptions that characterise students’ learning of school algebra. Systematic random sampling was used to draw sixty-five participants from a population of two hundred and twenty-three form three students. A cross sectional survey design was employed to collect data using written tests, a structured questionnaire and interviewing of the students from one high school in Zimbabwe. Content analysis technique was applied to textual data from three sources in order to determine the types of errors and misconceptions. The main findings are that both procedural and conceptual errors were prevalent that errors and misconceptions can be explained in terms of the students’ limited understanding of the nature of algebra; in particular their fragile grasp of the notion of a variable. Sources of misconceptions could be explained in terms of the abstract nature of algebra Mathematics educators should embrace errors and misconceptions in their teaching and should not regard them as obstacles to learning but rather engage with them for better understanding of algebraic concepts by students. Future studies can be carried on systematic errors as one of the ways of improving students’ understanding school mathematics.]]>
<![CDATA[Software Development using Object-First Approach: a New Learning Strategy ]]>
<![CDATA[Gurdeep S Hura]]>
<![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.v11i3.5127
<![CDATA[Software Engineering approach deals with the Software Development (SD) that is aligned with design and development of software applications. The Software Development may be implemented in a variety of techniques but its implementation using a procedural paradigm and an imperative language seem to be more effective and efficient for the design and implementation of software applications. The procedural approach for Software Development offers advantages as this it may be used to teach some basic features of programming languages. The object of this paper is to introduce the software development and associated object-first approach for the design of software project application using top-down method. This approach defines functions and modules as basic units for the design and implementation and also for offering hands-on experiences with the basics of programming languages of sequences, selections, iterations structures. These structures will be used to define various modules with programming language constructs for of software development process. The software Development process is one of the very crucial processes of software engineering.]]>
<![CDATA[The Effect of Personality Value Practice of Principals toward Attitude, Discipline, Qualities and Communications of Work ]]>
<![CDATA[Muhammad Asri]]>;
<![CDATA[Lokman Bin Mohd Tahir]]>
<![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.v9i1.1006
<![CDATA[This study aims to identify the effect of personality value practice of principals toward work attitude, work discipline, work quality and work communication of teachers in senior high schools such as public senior high schools (SMA), vocational senior high schools (SMK), religion senior high schools (MAN) in Makassar city, South Sulawesi province of Indonesia. The sample consisted of 295 teachers. It used random sampling method. The study used a questionnaire to collect data. Data were analyzed by the statistical inference of linear regression to test the hypotheses. Cronbach's alpha of the questionnaire is 0.879. The results showed a strong effect of personality values of principals toward work attitude, work quality and work communication of teachers at schools. While, personality value of principals have moderate influence on teachers’ work discipline.]]>
<![CDATA[Tertiary education trust fund intervention on academic staff capacity building in Lagos State University, Nigeria ]]>
<![CDATA[Abdulaziz Isiaka]]>;
<![CDATA[Olokooba Issa Nasiru]]>;
<![CDATA[Iyekolo Olushola]]>
<![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.v14i2.14544
<![CDATA[The study adopted the descriptive survey research design to assess Tertiary Education Trust Fund intervention on academic staff capacity building in Lagos State University, Nigeria. The population for this study was all academic staff of Lagos State University. Two purposes of the study were raised and two research questions were also formulated. One hundred and ninety-six questionnaires were randomly administered to one hundred and ninety-six (196) academic staff in the university. The questionnaire titled “Tetfund Intervention on Academic Staff Capacity Building Questionnaire” was used for data collection. The findings of the study revealed that provision of infrastructure for effective teaching and learning is the major the fund intervention towards qualitative transformation of academic staff in Lagos State University. The finding of the study also showed that the fund intervention in Lagos State University for academic staff capacity building was major priority. Based on the findings of the study, it was recommended that the fund should eliminate the level of bureaucratic bottlenecks often associated with accessing approved funds. Having noted that University education is cost-effective, donor agencies and philanthropic individuals and groups, should assist governments in funding tertiary education in the country.]]>
<![CDATA[The Development of Metacognitive Skills-Based Teaching Materials ]]>
<![CDATA[Mas'ud Mas'ud]]>;
<![CDATA[Arifin Ahmad]]>;
<![CDATA[Nurdin Arsyad]]>
<![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.v12i4.8215
<![CDATA[It is necessary to develop metacognitive skills-based teaching materials to foster mathematical problem-solving abilities. This research is a research and development. Method used for development is based on [1] using four phases: Design, Construction, Testing, Evaluation and Revision. The criteria used to assess the quality of the learning device refer to the material quality criteria proposed by [2], namely: validity, practicality, effectiveness. Subject of trials in this research are 25 students of XI IPA-4 and 25 students of XI IPA-2. Two indicators of this study are metacognitive skills and problem solving. Metacognitive skills are: prediction skills, planning skills, monitoring skills, and evaluation skills. Indicators of problem solving are: understanding the problem, devising a plan, carrying out the plan, and looking back. The data are collected by giving Tests and questionnaires, and through observations. The research instruments are: questionnaire of validation for teaching materials, student questionnaire responses to instructional materials, observation sheet activities of learners, observation sheets of learning implementation and learning management observation sheet. The result of this research is metacognitive skills-based teaching materials are succeeded (fulfilling the criteria of valid, practical, and effective) to emerge students mathematical problem-solving. ]]>
<![CDATA[Teenager Attitude in Globalization Era in Senior High School in Yogyakarta ]]>
<![CDATA[Surahma Asti Mulasari]]>;
<![CDATA[Tri Wahyuni Sukesi]]>;
<![CDATA[S. Sulistyawati]]>
<![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.v11i4.5820
<![CDATA[The students that come from outside of the city, stay alone without parental presence and direct supervision. The dynamic and variation of culture, rapid flow of information, and accessible information source contribute to increasing of the knowledge, attitude, and behavior of teenagers, either with the positive or negative tendency. The objective was assess teenager’s attitude in religion-based private high school in Yogyakarta used an analytic observational study with cross sectional design. The population and sample of this research were high school students in religion-based private school in Yogyakarta. The sample was selected by proportional stratified random sampling method. The results were analyzed using univariate and bivariate analysis. Bullying, truancy, school tardiness, dating, unwanted pregnancies, brawls/fights, gang students, poor manners, smoking, and pornography were the negative attitudes found in the subject of this research. About 45,3% of them had a bad attitude and 33,7% of them had a bad attitude. Several approaches for example, asking the commitment from a certain organization which concerns on mentoring and coaching of students, cooperation with student parents, and make the school environment more pleasant.]]>
<![CDATA[The Challenges and Prospects of E-learning in National Open University of Nigeria ]]>
<![CDATA[Olukayode Solomon Aboderin]]>
<![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.v9i3.1728
<![CDATA[The study investigated the challenges and prospects of e-learning in National Open University of Nigeria. It sought to find out Attitudes of students towards e-learning. The study investigated the various challenges of e-learning in NOUN. Also the studies investigated prospects of e-learning, availability of e-learning facilities and also determine the ICT competence of NOUN students. The design of the study is a descriptive survey type. The sample for the study consisted of 250 students randomly selected from all the faculties in National Open University of Nigeria, Akure Study Center. 50 students were drawn from each faculty using simple random sampling technique giving a total of 250 students (respondents). A questionnaire titled “Challenges and Prospects of E-learning in National Open University of Nigeria” designed by the research was used to collect data. The instrument was validated by expert in Computer Science, Educational Technology and Test and Measurement. To ensure the reliability of the instrument, a Cronbach alpha statistics technique was employed and a reliability coefficient of 0.84 was obtained. This value is high enough for a study of this nature. The data collected were analyzed through the use of descriptive statistics such as frequency count, percentage and bar chart. The result of the findings showed that: NOUN students show positive attitude towards the use of e-learning. Majority of the respondents agreed that NOUN does not have enough e-learning equipment and facilities. There are challenges affecting the utilization of e-learning in NOUN for instructional purposes. The study also revealed that e-exam adopted by NOUN contributes to students’ ICT competence and prospects of e-learning if fully implemented.]]>
<![CDATA[Integration of strengthening of character education and higher order thinking skills in history learning ]]>
<![CDATA[Apriliana Rusly Haniah]]>;
<![CDATA[Aman Aman]]>;
<![CDATA[Risky Setiawan]]>
<![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.v14i2.15010
<![CDATA[The purpose of this study is to find integration packages for Strengthening Character Education (PPK) and Higher Order Thinking Skills (HOTS) in history learning at SMAN 1 Yogyakarta, which includes: (1) form of integration packaging for strengthening character education in history learning, (2) forms of integration packaging higher-order thinking skills in history learning, (3) constraints and solutions for integrating strengthening of character education and higher-order thinking skills in history learning. This research is qualitative research with a naturalistic research type. The subjects in this study were the principal, deputy headmaster of the curriculum section, history teacher, and students who were drawn using purposive sampling techniques. The results showed: (1) Integration of character education reinforcement was found in history learning, namely in the planning, implementation and evaluation stages of learning. Forms of integration packaging or containers for strengthening character education that can be seen in learning activities and attitude assessments that contain religious values, conscientious, disciplined, responsible, communicative, collaborating, confident, caring, critical thinking, nationalist and creative; (2) The packaging for integrating higher-order thinking skills in history learning is found, namely in assessment and questions as well as in learning planning. The assessment carried out is an assessment of attitudes, knowledge, and skills that are integrated with the questions by conducting KD analysis. The results of the analysis then the teacher chooses the KD that can be made about HOTS; and (3) Obstacles that are found that are technical in inserting character values in learning activities on historical subjects that are suggested to history teachers to always participate in the Subject Teachers' Deliberation (MGMP) which is felt by researchers to be very helpful for teachers to exchange information, and sharing about the obstacles encountered. For the constraints of making assessment instruments, advice to the Principal, Teachers, and Education Office to conduct socialization and training in making assessment instruments, the grid then starts making HOTS questions]]>
<![CDATA[Development and Validation of Chemistry Virtual Test Based Multiple Representations ]]>
<![CDATA[Nahadi Nahadi]]>;
<![CDATA[Harry Firman]]>;
<![CDATA[Hendri Kurniadi]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 1: February 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i1.6963
<![CDATA[The purpose of this study was developing and validation virtual test based multiple representations to facilitate students to understand the questions that assess students’ decision-making competence of buffer solution. This research was conducted using the method development and validation. The participants were 136 high school students who take science class. Data obtained were content validity, reliability, item difficulty index, discrimination index and readability of virtual test that has developed. This study also compared the item difficulty and readability between virtual test and paper and pencil test. The results showed that the virtual test had CVI’s value was 0.71, the Cronbach's Alpha value was 0.925 which was showed that the reliability with included in “very good” category, the item difficulty index was moderate categories and the readability of virtual test was higher than paper and pencil test. It could be concluded that the virtual test that had developed was feasible to use and could facilitate students in understanding the questions that assess students’ decision-making competence of buffer solution.]]>
