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[Developing instrument of academic potential test analogy verbal ability for undergraduate students ]]>
<![CDATA[Efi Septianingsih]]>;
<![CDATA[Mohammad Adam Jerusalem]]>
<![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.v15i2.14220
<![CDATA[The paper aims to develop the instrument about analogy test to measure the level of intelligence of undergraduate students. Determination of the number of samples is done by purposive sampling technique. This instrument is analyzed by factor analysis. Of the 15 items that will be used to develop the academic potential test instrument for verbal analogies, 4 analysis factors. The formation of these 4 factors is from Eigenvalues greater than 1 so that there are only 4 factors that fulfill the requirements. Furthermore, 15 items of the tested instrument to 91 undergraduate student respondents obtained 2 items of invalid instrument with correlation coefficient ≤0.3, Kaiser-Meyer-Olkin (KMO) and Bartlett's test amounted to 0.785 with p less than 0.05. Trial results from the results of the trial results obtained that the average validity of the questions is 96.8%. Test reliability was analyzed using the Alpha (α) formula of Cronbach. The calculation is done using the help of the IBM SPSS version 22.0 Windows program and the coefficient of 0.806 is obtained. Based on the results of the research, it can be concluded that the quality of the developed instrument items has been valid and reliable.]]>
<![CDATA[Intrinsic motivation, career exposure, and quality of life: How do they influence the accounting students’ career choice? ]]>
<![CDATA[Saarce Elsye Hatane]]>;
<![CDATA[Fenia Agustin Gunawan]]>;
<![CDATA[Stella Wulan Pratama]]>
<![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.v15i3.19870
<![CDATA[This study aimed to determine the factors that are considered by accounting students who choose careers as public accountants and private accountants. Three factors that became the focus of observation are intrinsic motivation, career exposure, and quality of life. Data collection in this research was organized in several public and private universities in Java. The survey was distributed online and obtained 445 valid questionnaires used to test the research model. The findings indicated that students who have more career information are more likely to choose a career as a public accountant. Besides, students who have a higher perception of the quality of life tend to choose a career as a private accountant. This study has not found significant evidence on the effect of intrinsic motivation on career choice. This study promotes accounting career institutions and universities in developing the interest of the younger generation in the accounting profession, be it public accountants or private accountants. Developing from the limitations in this study, further research can develop this accountant career research model by considering other factors, as well as observing accounting students in various demographic variations.]]>
<![CDATA[The Role of Service Quality toward Open University Website on The Level of Student Satisfaction ]]>
<![CDATA[Wildoms Sahusilawane]]>;
<![CDATA[Lilian Sarah Hiariey]]>
<![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.v10i2.3238
<![CDATA[The purpose of this research is to find out the impact of variable service useability, information quality, and service interaction quality to students’ satisfaction in applying open-university website. The population is non-primary education students on two district areas, that is, West Ceram and Southeast Moluccas including thirty (30) respondents. This research uses purposive sampling as research method in which it fulfils total of thirty (30) respondents. The questionnaire was tested by using reliability test and validity test. Then, it was continued with classic assumption test contained of multicollinearity test, normality test, and heteroskedasticity test. After that, there was hypothesis test and discussion. The results of research in partial showed that variable service useability and service interaction quality have given positive and significant impact to students’ level of satisfaction. While, service information quality did not give significant impact to students’ level of satisfaction. Results of research conducted jointly from three variables Usability, Information Quality and Service Interaction positive and significant impact on the level of student satisfaction results of research conducted jointly from three variables Usability, Information Quality and Service Interaction positive and significant impact on the level of student satisfaction that Fhitung = 39.246 with a significance of 0.000 less than 0.5.]]>
<![CDATA[Career of horizontal education mismatch workers: Career competency, job crafting, and work engagement ]]>
<![CDATA[Laila Meiliyandrie Indah Wardani]]>;
<![CDATA[Dyah Ayu Sekarini]]>;
<![CDATA[Rahmat Dwi Syaputra]]>;
<![CDATA[Mayang Safira Kartikawati]]>;
<![CDATA[Rizki Dawanti]]>;
<![CDATA[Dian Din Astuti Mulia]]>;
<![CDATA[Mohd Dahlan A. Malek]]>
<![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.v15i3.19866
<![CDATA[Education is one of many factors that has the biggest impact toward unemployment rate due to the fact that there are mismatches between educational background and the intended job, and it is named horizontal education mismatch. The employee who is run into educational mismatch condition is seen less-competent, less-qualified, and less accomplished associated with company and work engagement which should be owned by every employee, both supervisors and subordinates. The purpose of this study was to test out that Job Crafting can play a role as a relation mediator between career competencies and work engagement toward employees which run into horizontal education mismatch. This was quantitative research; with purposive sampling method to recruit the respondent. The respondent of this research was people with age range 17-65 years old and using Process v3.5 by Hayes, The Simple Mediation Model No.4. Considering the phenomenon of Horizontal Education Mismatch which has an impact on competency and work engagement. The uniqueness of this research was to pay attention to the suitability of educational background with the current occupation, which indirectly affects the competence of workers. The results of this study were in accordance with the aims and expectations of the researchers. The results of this study indicated that job crafting plays a role as a mediator in the correlation between career competencies and work engagement. Hopefully, it will be able to meet the competency needs of employees to increase employee engagement with the company.]]>
<![CDATA[Urgency of Adiwiyata School for education as sustainable development ]]>
<![CDATA[Wiwik Okta Susilawati]]>;
<![CDATA[Yulia Darniyanti]]>;
<![CDATA[Dian Estu Prasetyo]]>;
<![CDATA[Lika Apreasta]]>;
<![CDATA[Ana Novitasari]]>
<![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.v14i4.15584
<![CDATA[This research is intended to be understood; 1) the urgency of education as an environmentally sustainable development; 2) the background of implementing the adiwiyata school program at SMP Muhammadiyah 3 Yogyakarta; and 3) the implementation of the adiwiyata school program at SMP Muhammadiyah 3 Yogyakarta. The research used in this research is qualitative research. The research subjects were the chief coordinator of the adiwiyata team, and the teacher. Determination of research subjects is done by purposive sampling technique. Data collection techniques were carried out using interview, observation and documentation methods. This type of data analysis uses the Milles and Huberman model, namely reduction, data display, and drawing conclusions/verification of data. The results of this study are; 1) The concept of sustainable development is related to ethical issues, the discussion of the concept of sustainable development in the future (future) and also focuses on the problem of welfare (poverty); 2) There are a number of things underlying the implementation of the adiwiyata school program at SMP Muhammadiyah 3 Yogyakarta, both the overall background, philosophical, geographical, juridical, both organizational background; and 3) To support the growth of the values of attention problems in SMP Muhammadiyah 3 Yogyakarta can use four aspects of the Adiwiyata program, such as environmentally sound policies, implementation of environment-based policies, participatory based planning activities and management of environmentally friendly supporting facilities.]]>
<![CDATA[The schemes of students' understanding through digital argumentation in online learning during pandemic COVID-19 ]]>
<![CDATA[Marheny Lukitasari]]>;
<![CDATA[Jeffry Handhika]]>;
<![CDATA[Wasilatul Murtafiah]]>;
<![CDATA[Ahmad Sukri]]>
<![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.v15i3.19088
<![CDATA[The student conception needed to analyze problems and obtain effective solutions. It is also required to train students to think reflective and argumentative, so expressing student conception is necessary. This research aimed to describe the schemes of students' conception through digital arguments in online learning. This research was descriptive qualitative by uncovering students 'digital arguments and making schemes of students' understanding based on digital arguments presented in written discussions. Research Data were from electronic discussion forums, and unstructured interviews in biology and physics. The analysis results describe that digital argumentation can use to schemes students' conception.]]>
<![CDATA[How does educational technology answer challenges? Empirical theoretical studies and public perspectives ]]>
<![CDATA[Zahid Zufar At Thaariq]]>;
<![CDATA[Ence Surahman]]>
<![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.v15i3.19598
<![CDATA[Educational technology is part of a scientific that is mostly engaged in education. Actually, this scientific has significant benefits, especially in the field of education. However, many people do not understand the role of educational technology in education. This can be seen from the diverse perspectives of society on educational technology. When it is associated with educational technology science, there are many views of the community that are very opposite to the scientific clusters of educational technology taught from lectures. So, the purpose of this study was to find out the various perspectives of society regarding educational technology itself. This paper is presented with the addition of theoretical educational technology clumps. This research employed a descriptive qualitative approach. This study used indirect interviews, which means giving unstructured questions but still focusing on what will be researched. The subjects in this study were six participants who were people outside the educational technology scientific clump. In addition, the author also conducted a literature review which was taken from six articles from three different journals. The results of this study reveal a diverse picture of views on educational technology. All participants argue that educational technology has a significant role, but in terms of the dominant conception they still do not understand it like other scientific. From the results it can be a separate challenge for educational technology. It can be used as an alternative reference in improving the quality of educational technology, either through formal education or other forms.]]>
<![CDATA[A scrapbook of child stories as a media to improving the story-telling skill ]]>
<![CDATA[Fetty Fellasufah]]>;
<![CDATA[Ali Mustadi]]>
<![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.v15i2.18014
<![CDATA[This research aimed to determine the effect of scrapbook child stories as a media for storytelling skills for elementary school students. This type of research was a quasi-experimental quantitative study with a pretest-posttest group design. The population of this research was second grade elementary school students of Candimulyo sub-district, involving two classes as the control class and the experimental class. The test results were then analyzed using the prerequisite test and hypothesis testing. The prerequisite test consists of the normality test using the Kolmogorov Smirnov test and the homogeneity test using the One Way Anova. Hypothesis testing using t-test with independent sample t-test. The results of the analysis were then tested using a significance level of 0.05. The results of this result showed that the control class and the experimental class had a normal and homogeneous distribution. The t-test results showed a significance level of 0.05. It means that there was a significant effect of scrapbook child stories to improve storytelling skills.]]>
<![CDATA[Developing a parenting program for young couples ]]>
<![CDATA[Nurul Hidayah]]>;
<![CDATA[Fuadah Fakhruddiana]]>;
<![CDATA[Ega Asnatasia Maharani]]>
<![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.v15i3.17828
<![CDATA[In support of developing a parenting program for young couples, this study conducted to determine whether and how significantly the module was affects parenting practice among young couples in a small groups. Data were collected through experimental research. The subjects of this research were young couples with requirements as follows: have children whose age is maximum five years old, graduated from high schools, able to communicate fluently, and are willing to attend all interventions and are not joining any similar training. The subjects were 26 parents who are domiciled in the Province of the Special Region of Yogyakarta, Indonesia and recruited through social media. The data analysis technique was a paired sample t-test. The result indicated -6.299 value t and value p=0.000 or (p less than 0.01). It showed a significant development of parenting comprehension before and after training (mean pretest is about 62.13 and mean post-test is about 78.26). This parenting program module needs to be tested in the wider population to form into final results.]]>
<![CDATA[Assessment and verification: A higher education perspective ]]>
<![CDATA[Afzal Sayed Munna]]>
<![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.v15i3.20080
<![CDATA[The term Assessment and Verification is an integral part of the student achievement and considered as a fundamental function of higher education. Assessment and verification confirm and assures the academic integrity and standard which has a vital impact on student behaviour, colleagues’ involvements, the university reputation and finally the student’s future lives. The research aimed to explore various academic and industry-based literatures to analyse the importance of assessment and verification and to identify areas to ensure reliability in assessment by testing skills and knowledge. The research used experimental research methods (primarily reflection) using literary forms to analyse the theory with the reinforcement of the practice from the university experiences. It also has collected data using semi-structured interview from mutually agreed department colleagues from five different higher educational institutes consists of three universities and two alternative providers based in London, United Kingdom. The result showed that assessment in higher educational institutes have not kept pace with the changes and no longer justify the outcomes we expect from a university education in relation to wide-ranging knowledge, skills, and employability. The research findings enable the educators to help create and implement an inclusive teaching and learning environment to improve the learner’s expectation and academic performance.]]>
