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[Survey of Education, Engineering, and Information Technology Students Knowledge of Green Computing in Nigerian University ]]>
<![CDATA[Tajudeen Ahmed Shittu]]>;
<![CDATA[Amosa Isiaka Gambari]]>;
<![CDATA[Alabi Omotayo Thomas]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 10, No 1: February 2016 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v10i1.3185
<![CDATA[The use of computer system is growing rapidly and there is growing concern on the environmental hazard associated with its use. Thus, the need for every user’s to possess the knowledge of using computer in an environmental friendly manner. This study therefore, investigated the knowledge of green computing possessed by university students in Nigeria. To achieve this, survey method was employed to carry out the study. The study involved students from three schools (Computer Science, Engineering, and Education). Purposive sampling method was used to draw three hundred (300) respondents that volunteer to answer the questionnaire administered for gathering the data of the study. The instrument used was adapted but modify and subjected to pilot testing to ascertain its validity and internal consistency. The reliability of the instrument showed a .75 Cronbach alpha level. The first research question was answer with descriptive statistic (perecentage). T-test and ANOVA was used to answer question two and three. The findings showed that the students do not possess adequate knowledge on conscious use of computing system. Also, the study showed that there is no significant difference in the green computing knowledge possesses among male and female as well as among student from the three schools. Based on these findings, the study suggested among other an aggressive campaign on green computing among university communities.]]>
<![CDATA[The effectiveness of videos and pocket books on the level of knowledge and attitudes towards stigma people with HIV/AIDS ]]>
<![CDATA[Nanik Setiyawati]]>;
<![CDATA[Niken Meilani]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 14, No 4: November 2020 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v14i4.15751
<![CDATA[Cases of human imunnodeficiency virus/acquired immune deficiency syndrome (HIV/AIDS) in middle and low income countries were very many. One of the biggest obstacles in the prevention of HIV/AIDS is the high stigma people with HIV/AIDS (PLWHA). There are still 34% of health students stigmatizing PLWHA. Appropriate learning media is needed to provide information about HIV/AIDS to midwifery students. The purpose was to determine the effect videos and pocket books on the knowledge, attitudes towards stigma of PLWHA. This research was a quantitative study with quasi-experimental non equivalent control group design. The intervention group was given information using video, the control group was given a pocket book. The number of samples is 100 respondents. Data analysis using t-test and simple linear regression. There is a relationship between the provision of videos and pocket books on the post test knowledge with p=0.002. There is an influence of giving video to attitude with p=0.022 OR 2.731. There was a relationship between the provision of videos and pocket books on the knowledge and attitudes of respondents. There was no relationship between the source of video information on the adequacy of material about HIV AIDS and the experience of meeting PLWHA with the level of knowledge and attitude of respondents.]]>
<![CDATA[The Effect of Learning Method and Confidence Level on the Ability of Interpreting Religious Poem ]]>
<![CDATA[Kinayati Djojosuroto]]>
<![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.v11i4.6923
<![CDATA[This research aims to determine the effect of the learning method (expository and authentic) and the level of confidence in the ability of religious poetry interpretation of the students of the third semester, majoring in the Indonesian Language and Literature Education of Universitas Negeri Manado. The method used is the quasi-experimental method with 2 x 2 factorial designs. The measurement of Y variable (ability to interpret the religious poetry) uses the writing test and the level of confidence uses a questionnaire. Data analysis technique in this study is analysis of variance (ANOVA) followed by two lanes and Tuckey test to look at the interaction of the group. Before the test, the hypothesis is that analysis requirements normality data test using Liliefors test and homogeneity test data using Bartlett test. The results show differences in the ability to explain the religious poetry among students who study with the expository method and the students who study with the authentic method. That is, overall, the expository method is better than the authentic method to improve the ability of the students. To improve the ability of the students to interpret the religious poetry, it is better to use the authentic method for the group that has a lower level of confidence. There is the influence of the interaction between learning method (expository and authentic) and the level of confidence in the ability of religious poetry interpretation. Based on these results, it can be concluded that: First, lecturers can determine what materials and method that can be used to enhance the ability to interpret religious poetry when the level of confidence of the students has been known. Second, expository teaching methods and authentic teaching method for group of students with different level of confidence will give you different result on the ability of that group of students to interpret religious poetry as well. Third, the increase of the ability to interpret religious poetry can be affected by factors of learning methods and level of confidence. Finally, learning methods and the level of confidence have a very close interaction toward the ability to interpret the religious poetry.]]>
<![CDATA[Preparing STEM Teachers for Integration of NGSS: A Summer Workshop Development ]]>
<![CDATA[Gonca Altuger-Genc]]>;
<![CDATA[Marjaneh Issapour]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 9, No 4: November 2015 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v9i4.2369
<![CDATA[The increasing emphasis on Science, Technology, Engineering and Mathematics (STEM) education in United States and across the world created the demand for STEM education to start as early as elementary school. Especially in the past decade, the demand for middle schools and high schools to increase the involvement of the STEM components in their curriculum has been on the rise. The Next Generation Science Standards (NGSS)(http://www.nextgenscience.org/) are testimonial to this demand and need. With the fast-pace the NGSS are being adopted by different states, the expectations from science, engineering, and technology teachers to develop and design their courses to reflect the new standards and meet the updated goals increased. To support teachers with the necessary resources and training, a Summer STEM training program and a set of STEM training modules have been developed by a 4-year accredited State College. This paper provides an overview of the STEM initiatives and a step-by-step approach of the design and development of the STEM modules to train K-12 teachers.]]>
<![CDATA[Utilisation of internet-enabled devices for academic and religious purposes among Muslim undergraduates ]]>
<![CDATA[Abdulganiyu Salman Sebutu]]>;
<![CDATA[Olaofe Musa Adeyemi]]>;
<![CDATA[Abdullahi AbdulGaniyy]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 1: February 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i1.15817
<![CDATA[This study investigated utilisation of internet-enabled devices for academic and religious purposes among Muslim undergraduates in University of Ilorin, Nigeria. All Muslim students in the University constituted the population of the study, while only those in the Faculty of Arts were the target population. Meanwhile, 50 Muslim students were randomly selected from each of the seven departments which totaled 350 undergraduate Muslim students. The instrument used to collect data was researcher-designed questionnaire. Two research hypotheses were formulated and tested using inferential statistics of Pearson Product Moment Correlation Statistics, at 0.05 level of significance. It was revealed from the findings of the study that utilisation of internet-enabled devices significantly related to Muslim students' religious practices and academic performance. Therefore, it was concluded that students should always ensure moderation in chit-chatting and use their internet-enabled devices for the purposes which would boost their academic performance and improve them spiritually.]]>
<![CDATA[Classroom Management to Support Active Middle Level Classrooms ]]>
<![CDATA[Bryan Lloyd McCoy]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 6, No 4: November 2012 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v6i4.163
<![CDATA[This article presents a discussion of connections between middle level concepts of teaching and learning and managing a classroom through creating opportunities for active and engaged learning. The article argues and concludes that classroom management is more about managing learning than managing behavior and that one effective way to manage student behavior is to create an environment where students continuously engage in active learning (Haydon, Borders, Embury, and Clarke, 2009).]]>
<![CDATA[Improving mathematical literacy of problem solving at the 5th grade of primary students ]]>
<![CDATA[Umi Zainiyah]]>;
<![CDATA[Marsigit Marsigit]]>
<![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.v13i1.11519
<![CDATA[This quantitative descriptive study aims to describe the Mathematical Literacy of Grade 5 of Primary Students regarding their mathematical problem-solving abilities. The samples of this study were 35 5th-grade-students at Muhammadiyah Condongcatur Elementary School in academic year 2017/2018. The data were collected through observations and tests with five questions containing indicators of mathematical literacy regarding mathematical problem-solving abilities; two experts have validated the test instruments. Moreover, the test estimated Cronbach's alpha of 0.749 proved reliability. The data analysis in this study was carried out descriptively based on the average score, the standard deviation, the maximum score, the minimum score, the total score, and the percentage correct answer. The results showed that the mathematical literacy of the 5th-grade students at SD Muhammadiyah Condongcatur was generally at the high category (indicated by the problem-solving abilities). Students have been able to understand a problem, to use logic to describe the solution to a problem, and to choose the most appropriate solution to solve a problem.]]>
<![CDATA[School Effectiveness Policy in the Context of Education Decentralization ]]>
<![CDATA[Nurkolis Nurkolis]]>;
<![CDATA[Dwi Sulisworo]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 2: May 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i2.7728
<![CDATA[This article examines the characteristics of school effectiveness and how the school effectiveness policy works in the context of education decentralization. The research approach is qualitative exploratory and was conducted in 2016 in 10 out of 35 districts/cities in Central Java Province. The results showed that there are eight characteristics of effective schools: effective school leadership, efficient learning processes, active community participation, a conducive school environment, increased professionalism of educators, heightened expectations of students, the commitment of teachers, which together lead to good student achievement. Local government policy has not been mentioned explicitly to build an effective school. The government system should contribute to creating effective schools through human resource development, community participation, provision of facilities and infrastructure, professional development of educators, guiding students’ and teachers' achievement, monitoring student progress, education financing to some degree, and the commitment of local governments to give appreciation to education actors.]]>
<![CDATA[Pre-Service Teachers’ Experiences during Off-Campus Observation: Basis for Improving the Roles of Teacher Education Institutions and Cooperating Schools ]]>
<![CDATA[Maripaz C. Abas]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 10, No 2: May 2016 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v10i2.3449
<![CDATA[Observing experienced teachers is an indispensable part of practicum studies in teacher education. This paper examined the perceptions of pre-service teachers from five major fields of teacher education program on their experiences during off-campus observation in selected secondary schools. This used qualitative content analysis method in order to “subjectively interpret the content of text data through the systematic classification process of coding and identifying themes or patterns” (Hsieh and Shanon, 2005 p. 1278) . Data were taken from 136 pre-service teachers through open-ended questions and two high school principals, 10 cooperating teachers, six student supervisors and 12 pre-service teachers through Focus Group Interview (FGI) and Key Informant Interview (KII). Codes and emerging themes were derived using content analysis. Results showed 18 themes for desirable experiences and 24 themes for undesirable experiences. Pre-service teachers’ experiences mostly focused on students’ attitudes and behaviors. Suggestions to improve off-campus observation from multi-level participants of the study concentrated on preparedness, orientation programs, supervision and monitoring, personal attributes and roles, values, attitudes and behaviors, deployment, post conferences, supervisory plan, observation policies and guidelines, required documents, seminars, time management, evaluation, coordination, and cultural diversity. To sustain the desirable experiences, both cooperating teachers and student supervisors believed that their roles were to serve as model, guide, leader, monitor, planner, and motivator. The varied experiences of pre-service teachers imply that Teacher Education Institutions (TEIs) and cooperating schools should provide opportunities, develop competencies, take responsibilities and strengthen partnership to enhance off-campus observation.]]>
<![CDATA[Exploring the internationalisation strategy of higher education: A case of Muhammadiyah Higher Institution ]]>
<![CDATA[Dede Iskandar Siregar]]>;
<![CDATA[Intan Diane Binangkit]]>;
<![CDATA[Agung Prasetyo Wibowo]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 1: February 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i1.17436
<![CDATA[This article aimed to identify the inhibiting factors and the internationalisation strategy of higher education in Indonesia. The study deployed a qualitative based on the case study at Muhammadiyah Higher Education Institutions. Data collected through in-depth interviews with key respondents include the leader of Higher Education, Research and Development Council of Muhammadiyah, university chancellors, and International Affairs Office head. Findings illustrate the factors hindering the internationalisation which are generally not much different from those described by previous research but here found one factor which has not been explained before, the geographical location of the university, which mostly located in small urban areas that depicted a condition in which cooperation with external parties, foreign institutions, is challenging. The finding also suggests that the internationalisation strategies formed in a very structured manner, involving internal and external university parties. Therefore, this is significant as it explores inhibiting factors and internationalisation strategy of higher education in Indonesia, where it still prioritises religious and cultural values in their educational systems. Practically, this result expected to be a useful reference for university leaders in formulating internationalisation strategies so that the quality of graduates produced can be further improved.]]>
