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[Motivation to learn and employability of Vocational High School students ]]>
<![CDATA[Fatwa Tentama]]>;
<![CDATA[Ghazi Arridha]]>
<![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.v14i2.14170
<![CDATA[Motivation to learn is one of the factors that can play a role in determining student employability. This study aimed to empirically test the role of motivation to learn on student employability. The population in this study were all grade twelve students in Vocational High School 1 Dlingo Bantul Yogyakarta, which is as many as 110 students. The sample in this study was 54 grade twelve students of Vocational High School 1 Dlingo Bantul, which consisted of two classes namely fashion and wood craft classes. The selection of the research sample was made by randomization using the cluster random sampling technique. Data collection was carried out by using the employability scale and motivation to learn scale. Data analysis was conducted using Pearson product-moment analysis technique. The analysis result shows that the magnitude of the correlation coefficient (r) between motivation to learn and employability was 0.747, p = 0.000 (p less than 0.01). This finding indicates that there is a very significant positive correlation between motivation to learn and student employability. Motivation to learn contributes as large as 55.8 percent of employability. Thus, motivation to learn does contribute to explaining the level of employability of Vocational High School students.]]>
<![CDATA[Preservice biology teachers’ knowledge and usage level regarding lab equipment and materials ]]>
<![CDATA[Ahmet Gökmen]]>;
<![CDATA[Burak Gürkan]]>;
<![CDATA[Hikmet Türk Katırcıoğlu]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 3: August 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i3.20018
<![CDATA[Laboratories are an indispensable part of the fundamental sciences. Laboratories are important learning environments that enable students to relate events to daily life as well as being places where theoretical knowledge is implemented. The present study investigated the knowledge and usage level of preservice biology teachers regarding lab equipment and materials. The study utilized a descriptive survey. A total of 61 preservice biology teachers from the Biology Education Department of a public university in Turkey constituted the participants. Lab Equipment and Materials Recognition Form that is developed by the researcher of the present study was used to collect data. In the design of this form, the 9–12 grade biology curriculum was first analyzed, and a list of frequently-used equipment and materials of biology laboratories was created in line with the opinions of field experts. The form included 40 laboratories equipment and materials and questions regarding the recognition of these items, their functions, and their application processes. The preservice teachers’ answers to these questions were graded as: zero points for each incorrect answer, one point for each partially correct answer, and two points for each correct answer. The data obtained were analyzed using cluster analysis, descriptive analysis, one-way analysis of variance, and independent samples T-test in SPSS27 software, and the Polycoric correlation coefficient in Factor Analysis software. The results revealed that the preservice teachers mainly recognize the biology laboratories equipment and materials but generally lack information regarding the application process of laboratories equipment and materials.]]>
<![CDATA[Mitigating turnover intention among private school teachers ]]>
<![CDATA[Moh. Alifuddin]]>;
<![CDATA[W Widodo]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 3: August 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i3.20069
<![CDATA[This study explored the effect of compensation on teachers’ turnover intention mediated by organizational commitment. The research data was collected by a questionnaire through the survey methods toward 207 honorary teachers of a private school in Indonesia. Data analysis employed path analysis, supported by descriptive statistics and a correlational matrix. The result indicated that compensation significantly affects teachers’ turnover intention meditating by organizational commitment. This study also found a fit research model that can discuss among researchers and practitioners as references/discourse or a strategy for mitigating turnover intention in various contexts and research fields.]]>
<![CDATA[Association between interprofessional collaboration readiness and clinical decision making ability of midwifery students ]]>
<![CDATA[Bulan Kakanita Hermasari]]>;
<![CDATA[Brian Sahar Afifah]]>;
<![CDATA[Erindra Budi Cahya]]>
<![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.v13i4.13581
<![CDATA[Maternal mortality remains a major challenge to health system worldwide. This problem requires the attention of health practitioners and health professional educators including midwives. Effective clinical decision making is among the most important skills required by healthcare practitioners in the intra-profession and interprofessional context. This study aims to explore the midwifery student's clinical decision-making ability and attitude toward interprofessional learning. This study used quantitative design with cross-sectional approach. Subjects of research were 50 midwifery students. The instruments were The Readiness for Interprofessional Learning Scale (RIPLS) questionnaire; and an assessment rubric of the obstetric case study. Most of the students are not ready to collaborate with other health professions (68%), and have low and moderate clinical decision-making abilities (98%). There is a significant positive correlation (p less than 0.05) between student readiness for interprofessional collaboration with clinical decision-making ability. This study emphasizes that the ability of a midwife in clinical decision making, especially in emergency cases, is related to their readiness or experience in collaborating with other health professionals.]]>
<![CDATA[Developing instrument to measure the use of online comic as educational media ]]>
<![CDATA[Radeswandri Radeswandri]]>;
<![CDATA[Afiq Budiawan]]>;
<![CDATA[Rian Vebrianto]]>;
<![CDATA[Musa Thahir]]>
<![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.v15i1.18961
<![CDATA[Studies related to the development of instruments to measure the use of online comics as an educational media in tertiary institutions are still limited. A survey study was carried out on 60 students from various study programs at open university. The data collection was done using an online questionnaire. The data were analyzed using quantitative data analysis assisted by SPSS version 23.00 for Windows. The results of this study showed that: 1) the preparation and development of an evaluation instrument for the use of online comics for students was carried out using a theoretical development model to test seven research constructs; 2) the results of the construct validity and reliability testing indicated that the validity of the evaluation instrument for the use of online comics for students met the valid criteria because the value of r-count more than r-table (r-count more than 0.254); and 3) the reliability of the online comic use evaluation instrument for students that had been compiled and developed in this study also fulfilled the high category as indicated by the alpha Cronbach reliability coefficient of 0.980. This indicates that the instrument developed meets the requirements to be used in measuring the use of online comics for students.]]>
<![CDATA[Researching anxiety of pre-service teachers in teaching science and mathematics program ]]>
<![CDATA[Veena Prachagool]]>;
<![CDATA[Prasart Nuangchalerm]]>;
<![CDATA[Juhji Juhji]]>;
<![CDATA[Thanapol Thavornsil]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 3: August 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i3.20282
<![CDATA[This study purposed to investigate researching anxiety of pre-service teachers that might want to explain why they are able to learn successfully in the context of difference in program of study. There were 15 pre-service teachers in M.Ed. program of teaching science and mathematics voluntary participated. Learning Anxiety Questionnaire (LAQ) was employed their anxiety towards learning through Google Form. The study revealed that pre-service teachers had anxiety at medium level. However, some of item present they had different level of anxiety. The effective learning for decreasing level anxiety needs to be more discussed.]]>
<![CDATA[Strategy of teachers in suporting environmentally sustainable development ]]>
<![CDATA[Wiwik Okta Susilawati]]>;
<![CDATA[Hendro Widodo]]>;
<![CDATA[Sumarno Sumarno]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 2: May 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i2.12167
<![CDATA[This study aims to find out: 1) strategy of teachers in instilling character caring for the environment ; 2) successful instilling character caring for the environment; 3) supporting and inhibiting factors for instilling character caring for the environment. The research used in this study is qualitative research. The research subjects were headmaster, deputy headmaster, teachers, and students. Determination of the subject of the study was carried out by purposive sampling technique. The technique of data collection is done by using interview, observation and documentation methods. The type of data analysis uses the Miles and Huberman model, namely reduction, data display, and conclusion/data verification. 1) Strategy of teachers in instilling character through materials, methods, and implementation of tasks; 2) Successful instilling character attention can be seen from students who have been able to find answers to the assignments given by the teacher which make the students increase. 3) Supporting factors character development are teachers being role models, able to move other teachers to continue to accompany activities, teachers always appeal, teachers integrate the concept of environmental care in the RPP, syllabus and teaching and learning process. While the inhibiting factor of student character involvement is in the students themselves.]]>
<![CDATA[Comparison of the physical education & sports teachers’ educational research attitudes with other teachers ]]>
<![CDATA[Fatih Özgül]]>;
<![CDATA[Murat Kangalgil]]>;
<![CDATA[Rahmi Yıldız]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 3: August 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i3.19899
<![CDATA[The aim of this research was to compare the attitudes of physical education and sports teachers and other branch teachers towards educational research. The sample group of the study was determined by convenient sampling method. The data of the study were collected from 304 teachers in different fields (152 Female, 152 Male; 102 of them are in 23-29 age group, 131 of them are in 30-36 age group and 71 of them are above 37 years). In the research, "Attitude Scale for Educational Researches" was used. The Cronbach Alpha value of the scale was calculated as .87. In the analysis of the data, SPSS (ver.22.0) program was used. Since the data were normally distributed (Kolmogorov-Smirnov), t test, ANOVA and Tukey test were applied and level of significance taken as .05. The total scores of the teachers were compared according to some variables in the study. As a result that the teachers’ attitudes towards educational researches found to be a high level in the study. The female teachers’ attitudes were found to be higher than the male teachers’ towards educational research. The attitudes of the teachers were compared in terms of the branches towards educational researches and there was not found any significant difference between them.]]>
<![CDATA[The effectiveness of IDEA learning model in mathematics concept understanding ]]>
<![CDATA[Sunismi Sunismi]]>;
<![CDATA[Yayan Eryk Setiawan]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 1: February 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i1.20317
<![CDATA[This research aimed to determine the effectiveness of the issue, discussion, establishment, and application (IDEA) learning model in embedding mathematical concepts understanding. It is a quantitative study with a quasi- experimental approach. This research was conducted at Malang Islamic University with students majoring Mathematics education study program and in their first academic year as the subjects. Subjects were divided into two group, experimental and control and measured their result using posttest only control group design. There are six instruments consisting six items used to measure mathematical concepts understanding. The results confirmed that H0 is rejected, while Ha is accepted proved by t count (3.132) more than table (1.674). It means there is a significant difference between the of both groups (experimental and control). In addition, the results indicated that the IDEA learning models is effective to assist students in understanding mathematical concepts showed by the higher score of experimental groups than control group. Three factors are involved in order to implement the IDEA learning model effectively; namely: individual problem-solving opportunities, active student involvement, and guidance and assistance (from lecturer) on the IDEA learning model. This research is only limited to preservice teacher, further research is required in order to implement this model for mathematics learning at junior and senior high schools’ level.]]>
<![CDATA[The Impact of a Leadership Development Program on Saudi University Students’ Perception of Leadership Skills ]]>
<![CDATA[Amani Hamdan Alghamdi]]>;
<![CDATA[Al- Hattami]]>
<![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.v12i2.5840
<![CDATA[This study was conducted to examine whether a leadership training program increases university students’ perception of leadership skills. Female students, like their male counterparts, have to play a central role in the economy of the country, regardless of the existing social constraints. Therefore, they need to be equipped with leadership skills in order to ensure that they are capable of making authentic changes in society. The survey included 42 components with seven subscales that were used to measure the following leadership skills: communication, planning, teamwork, decision-making, controlling, motivation and evaluation. The sample consisted of 36 female students who were randomly selected to participate in a two-day leadership training program at the University of Dammam. A questionnaire was distributed at the end of the program. This questionnaire was applied with the objective of estimating the students’ perception of the importance of leadership-related skills. The results demonstrate that this program significantly develops participants’ perceptions of leadership skills, as t(35) = 7.81, p less than 0.05, regardless of their area of academic specialization, their history of participation in organized social activities, any previous leadership roles that they may have held, and any previous leadership training that they may have received. The authors recommend that this study be replicated on a larger sample.]]>
