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[The students attitudes' toward the flipped classroom strategy and relationship to self-learning skills ]]>
<![CDATA[Hussain Aburayash]]>
<![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.v15i3.18132
<![CDATA[The study aimed to identify the attitudes of students of open education towards the flipped class strategy of the opposite grade and its relation to self-learning skills. To achieve the goals of the study, the measure of the direction towards education was constructed in the opposite grade and the self-learning skills scale. The sample of the study consisted of 60 male and female students of higher diploma in education studying the decisions of the educational administration and Educational Psychology in the Arab Open University/Jordan. The results of the study showed a positive trend for university students towards education in the opposite grade, with the percentage of the trends as a whole 90%. The results also showed a positive correlation between each of the students' attitudes toward education in the opposite grade and each of the variables (academic motivation, self-monitoring, self-learning skills, self-learning writing skills), and no correlation between students' and skills in dealing with information technology.]]>
<![CDATA[The use of e-learning in motivating students to excel towards learning outcomes ]]>
<![CDATA[Hendrik A.E. Lao]]>;
<![CDATA[Ezra Tari]]>;
<![CDATA[Ishak Nahas]]>;
<![CDATA[Hengki Wijaya]]>;
<![CDATA[I Putu Ayub Darmawan]]>
<![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.v15i3.19368
<![CDATA[Researchers focus on the efforts of teachers to improve learning outcomes. Researchers examined the use of e-learning in motivating student achievement on learning outcomes. The influence of student activity on learning outcomes. Student achievement motivation on learning outcomes. The reason for the low quality of student learning makes the author interested in studying this problem. This paper contributes to using e-learning methods, student activeness, and student achievement motivation and can improve learning outcomes. Researchers find a digital-based learning process, the use of e-learning teaching methods in students' achievement motivation towards learning outcomes. The authors see student learning outcomes after using e-learning. Respondents of the study were 35 students who took Christian religious education subjects. The results of the study revealed that independent use of the material received very high scores. Student activeness is carried out correctly and effectively, the highest perceived to be at a mean value of 4.35. Students who take advantage of e-learning have high learning outcomes. The use of e-learning methods, student activeness, and student achievement motivation is implemented correctly and effectively. It was believed to be able to improve the learning outcomes of Christian Religious Education.]]>
<![CDATA[Personality, Social Support, and Quality of Life as Determinants of Coping Behavior among Visually Impaired Individuals ]]>
<![CDATA[Henry O. Imhonde]]>;
<![CDATA[Olubuogu A. U.]]>;
<![CDATA[Lina Handayani]]>
<![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.v11i1.5682
<![CDATA[This study examined personality, social support, and quality of life as determinant of coping behaviour among the visually impaired individuals. Fifty (50) visually impaired individuals drawn from Benin City participated in the study. Four hypotheses were stated and tested using independent t. test and regression analysis. The results confirmed three out of the four hypotheses stated. High social support was found to significantly determine high coping behaviour (t = 3.261, df 48, P less than 0.05), high quality of life significantly determine high coping behaviour (t = 5.136, df 48, P less than 0.05), and that personality, social support, and quality of life jointly predict coping behaviour among visually impaired individuals (R =0.647, R2 = 42%, F(34.626) =; P less than 0.001). Based on the findings of this study, it is recommended that parents/guardians, teachers/counselors of visually impaired individuals should not relent in supporting them. Also relevant authorities should facilitate programmes that will enhance quality of life of individuals with visual impairment to enable them cope better.]]>
<![CDATA[Assessing the impediments to e-learning utilization by higher institution students ]]>
<![CDATA[Adekunle Thomas Olutola]]>;
<![CDATA[Rafiu Ademola Olatoye]]>;
<![CDATA[Olufunke Omotoke Olatoye]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 2: May 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i2.17838
<![CDATA[This study assessed the impediments to e-learning utilization by higher institution students in Katsina State, Nigeria. Survey type of descriptive research design was used in the study. There were 381 students randomly selected in four higher institutions. A questionnaire with test-retest reliability coefficient of 0.88 was used to gather data from the respondents. The researchers used Frequencies, percentages, means and t-test to analyze the data collected for the study. Findings revealed that all the fifteen impediments investigated in this study affect the e-learning utilization by higher institution students in Katsina State, Nigeria in varying degrees. The foremost factor is money to purchase e-learning resources followed by limited electricity supply. Moreover, significant difference was not found in the impediments to e-learning utilization by higher institution students on the basis of gender (t=-.796, Df=397, P more than 0.05) but significant difference was found in the factors affecting the use of e-learning by students’ of Universities and Colleges of Education (t=-2.969, P less than 0.05). It was recommended that all the identified impediments affecting the e-learning utilization by higher institution students in Katsina State, Nigeria should be addressed by the government.]]>
<![CDATA[Investigating entrepreneurship levels of pre-service music teachers ]]>
<![CDATA[Rasim Erol Demirbatır]]>
<![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.v15i3.20298
<![CDATA[The aim of this study was to examine the entrepreneurship levels of Pre-Service Music Teachers (Bursa Uludağ University Faculty of Education Music Teaching Undergraduate Program students) in terms of gender, grade level and career goals. For this purpose, data were collected from all 1st and 4th year students studying at Bursa Uludağ University Faculty of Education, Department of Music Education. The Individual Entrepreneurship Perception Scale (IEPS) and a Personal Information Form were used to collect the data. Mann Whitney U test was used to analyze the data. In line with the findings obtained, it was found that there was no significant difference in terms of IEPS total and subscale scores by gender. However, there were significant differences in favor of 4th year students in terms of locus of control, self-confidence and self-discipline sub-scores, as well as the total IEPS scores by grade level. It was concluded that those aiming for a non-teaching profession got significantly higher locus of control scores than those aiming to become a teacher. Regarding these results, suggestions have been developed to increase the entrepreneurship level of pre-service music teachers.]]>
<![CDATA[Effect of guided-discovery technique on Colleges of Education Social Studies students’ learning outcome ]]>
<![CDATA[Abdulsalam Alliyu Ayodele]]>;
<![CDATA[Olokooba Issa Nasiru]]>
<![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.v15i3.20300
<![CDATA[This study examined the effect of Guided-Discovery (GD) technique on Colleges of Education Social Studies students’ learning outcome in Nigeria. The study employed 2x2x2 randomized research design. A total of 100 students participated in the study, consisted of 50 GD and 50 Lecture Technique. Social Studies Performance Tests (SSPT) was used to collect data. It was designed using National Commission for Colleges of Education curriculum and validated by four Social Studies experts. The reliability value of 0.82 was obtained for the instrument using Cronbach Alpha. ANOVA and t-test were used for data analyses. This study found that GD technique of teaching Social Studies was next in producing higher significant effect in students’ learning outcome than LT. Gender has no significant interactive effect on students’ learning outcome in Social Studies. The mode of entry had no significant interactive effect in the learning outcome of Colleges of Education Social Studies Students. The study concluded that GD was found to be more effective in enhancing Social Studies Students’ learning outcome in Colleges of Education. It was recommended that GD technique should be used in teaching Social Studies in Colleges of Education.]]>
<![CDATA[Progress testing and its effect on medical student motivation ]]>
<![CDATA[Bulan Kakanita Hermasari]]>;
<![CDATA[Dimar Yudistyaningrum]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 4: November 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i4.20283
<![CDATA[Assessment has a pivotal role in medical education, as it can direct student learning. Motivation is an essential factor that determines learning assessment results. One of the aims of assessment is to determine the level of student knowledge, one of which can be measured by a progress test. This study aimed to determine the relationship between progress test and student motivation. This study used a cross-sectional observational analytic method. It was conducted in 2017 at Faculty of Medicine Universitas Sebelas Maret (FM UNS), Indonesia. The respondents consisted of 253 students from batch 2014, 2015, and 2016. The sample was selected by stratified random sampling. The instrument used to assess academic motivation was the academic motivation scale (AMS). The research data were analyzed using the Pearson correlation test. There is a significant positive correlation between progress test results and academic motivation (r=0.500; p=0.000). However, there is no significant difference in motivation level based on gender (p=0.889) and student cohort (p=0.533). In the progress test score, there are significant differences based on gender (p=0.014) and grade-point average (p=0.000). However, there is no significant difference in the progress test scores based on the student batch (p=0.212). The results support that progress test is useful assessment method to support medical student’s motivation.]]>
<![CDATA[The history learning module integrated character values ]]>
<![CDATA[Jems Sopacua]]>;
<![CDATA[Muhammad Rijal Fadli]]>;
<![CDATA[Saefur Rochmat]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 14, No 3: August 2020 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v14i3.16139
<![CDATA[The history learning module integrated character values is an innovation in history learning in schools to support educational progress. This module serves as teaching material for the process of character formation of students obtained through independent learning to achieve the desired competency goals. This research uses the development (R and D) of the 4D model (define, design, development and dissemination). The results showed that the module was declared feasible based on the results of the validation of the experts, so the modules that had been developed were feasible, effective and practical to be used as teaching materials and learning resources by students in the history learning process. This module has the advantage that there are character values (love of the motherland, curiosity, religious and tolerance) in the material presented for the formation of students' character.]]>
<![CDATA[Basic school teachers’ personality type as determinant of classroom management in Lagos State, Nigeria ]]>
<![CDATA[Omoshalewa Lasbat Badamas]]>
<![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.v15i3.18993
<![CDATA[Teachers encounter many problems in the classroom and amongst is classroom management. Classroom management pose a problem to teachers especially the novice teachers who are not privileged to undergo the training of teaching profession. Teachers’ personality type play an important role in whether to increase positive behaviours or decrease negative behaviours among the students in classroom environment. This study therefore examined teachers’ personality type as determinant of classroom management in Lagos State. Descriptive method of research was used for this study. The respondent comprised of 180 teachers selected from 15 schools in Lagos State. Two instruments were used in gathering data for the study. Mean rating and Pearson Product Moment Coefficient were used to answer and test research questions and hypotheses respectively. Findings revealed that teachers personality determines their classroom management.]]>
<![CDATA[Developing online learning guidebook for junior high school level in Kendari City ]]>
<![CDATA[Darnawati Darnawati]]>;
<![CDATA[Jamiludin Jamiludin]]>;
<![CDATA[Mursidin Mursidin]]>;
<![CDATA[La Ili]]>
<![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.v15i3.18934
<![CDATA[This research aimed to develop online learning guidebook for junior high school level. The method used in this research was research and development in terms of 4-D model development which consists of four main stages: Define, Design, Develop, and Disseminate. The informants were study consisted of 2 expert informants and 17 junior high school teachers in Kendari City, Southeast Sulawesi, Indonesia. This type of research data was descriptive qualitative. The data collected were in the form of suggestions and responses put forward by the informants. This information was collected and summarized to improve the learning products developed. The results showed that the developed online learning guidebook has met the appropriate criteria in the media and language aspects by the respective experts. Besides, Teachers find that this guidebook is very interesting and useful as a guide in online learning, especially during the current pandemic. Furthermore, the developed guide book fosters curiosity of teachers to find out the use of applications in the book, and makes teachers think creatively in making learning media. The online learning guidebook is advantaged for the teachers to provide interesting learning media and material for students especially in this pandemic era.]]>
