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[Teaching factory, internal quality assurance system, and vocational teacher quality culture ]]>
<![CDATA[Agustina Sri Purnami]]>;
<![CDATA[Mulyanto Mulyanto]]>;
<![CDATA[Susilo Utomo]]>
<![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.v15i3.18947
<![CDATA[The purpose of this study was to determine the effect of the effectiveness of the application of teaching factory learning and Internal Quality Assurance System on motivation of quality culture. This was a quantitative research which is analyzed using multiple regression. The sample used in this study were 79 teachers who were taken by purposive sampling. The instrument used to obtain data using a questionnaire. The results showed that the regression line equation with the significance test of the F test= 60.414 with a significance level of 0.00, meaning that the equation is able to predict changes in the culture of teacher quality caused by changes in variants of teaching factory and Internal Quality Assurance System. The effect of teaching factory and Internal Quality Assurance System on motivation of quality culture stated the value of R2 is 0.530. In this regard, it can be concluded that there is an influence between teaching factory and Internal Quality Assurance System on motivation of quality culture.]]>
<![CDATA[Realistic mathematics education: An approach to improve problem solving ability in primary school ]]>
<![CDATA[Lutfi Putri Nugraheni]]>;
<![CDATA[Marsigit Marsigit]]>
<![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.v15i4.19354
<![CDATA[Mathematical problem solving was an crucial skill to be mastered by primary school student so that will help student to unravel their problems encountered in everyday life. By using the realistic mathematics approach, students learn mathematical concept based on reality or scope around students. This study aimed to develop an eligible learning materials and test the effectiveness of learning materials based on realistic mathematics education to enhance the problem solving skill of primary school students. This research and development study was conducted in Sawangan Subdistrict, Magelang Regency, Central Java, Indonesia. The testing subjects consisted of 12 students in the the preliminary field, there were 42 students in the main field, and 90 students in the operational field that divided into experiment and control class. The data were collected by interviews, observation, and tests. The analyzing N-gain score and t-test with a significant level of 0.05 done to find out th effectiveness of the teaching materials. The developed of realistic mathematics eduation learning materials is feasible and effective in improving problem solving skill with significance value of 0.000 (p≤0.05). It can enhance the problem solving skills of 4th grade elementary school.]]>
<![CDATA[Identification of a framework for implementing ICT in Sri Lankan secondary education system ]]>
<![CDATA[Tharinda Nishantha Vidanagama]]>;
<![CDATA[Shashikala Lakshani Karunathilake]]>
<![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.v15i2.19601
<![CDATA[This research work was focused on finding the affected indicators on the barriers to use Information and Communications Technology (ICT) in Sri Lankan Secondary Education System. It also explores a framework to implement ICT in schools overcoming these barriers. In particular, it examined the viewpoint of teachers and principals on the integration of ICT into the schools’ policy in the Western Province of Sri Lanka. Interviews were conducted for 60 secondary school principals and a questionnaire base survey was conducted for 500 teachers of several schools selected from the above pool. What materialized from the analysis showed that, infrastructure facilities, any policies related to the school, Planning and usage of ICT in teaching and learning, Current views held by principals as well as teachers regarding their ICT competencies, Teacher’s fluency of ICT, the perceived viewpoint of teachers and principals regarding the influence and subsequent function of ICT in education has an influence on the magnitude of ICT usage in schools. According to the analyzed data, a framework was designed to make readiness and maintain smooth Teaching and Learning system in secondary schools. Finally, the research has collected feedback from involved parties during the implementation process to evaluate competency of the suggested framework.]]>
<![CDATA[Reviewing students’ evaluation standards for “practical education” in Arab Open University/Jordan ]]>
<![CDATA[Harith Abood]]>;
<![CDATA[Bahjat Hamid Altakhayneh]]>
<![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.v15i3.20288
<![CDATA[This study was an assessment of the evaluation standards of “Practical Education” module of the Elementary Education Undergraduate Program in Arab Open University/Jordan. Its main focus was to investigate problems and views raised by the students in order to develop more accurate standards to evaluate their performance. The curriculum characteristics of the module as well as the students’ portfolios and field reports had been reviewed. A questionnaire and a detailed face-to-face interactive meeting had been conducted with 55 male and female students in the academic year 2018/2019. The results show that the students stress the need to adopt practical applications standards to evaluate the skill goals sought by the curriculum instead of focusing on their knowledge. The students express their need to develop their skills in planning, implementation of teaching tasks and evaluation, while the evaluation standards measure their ability to recall theoretical information. They stress their need to extend their training period in field in order to acquire enough practical experience to be more efficient to carry out their tasks properly. The findings of the study can be applicable for other countries, especially the developing countries, in the sense of developing modern evaluation standards for practical field training of their student teachers, as well as improving curricula that respond to the schools’ requirements in a changing world.]]>
<![CDATA[Multicultural strip comic as a learning media to improve the caring character in primary school ]]>
<![CDATA[Nisa Aulia]]>;
<![CDATA[Wuri Wuryandani]]>
<![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.v13i4.13330
<![CDATA[This research of development aims to produce eligible media and test the effectiveness of multicultural strip comic to improve the caring character of primary school students. It referred to the 10 steps of Borg and Gall. This research was held on fourth-grade students at five primary schools in Gondokusuman District, Yogyakarta. It consisted of 9 students at the preliminary field testing, 36 students at the main field testing and 62 students at the operational field testing which were divided into two groups, namely experiment class and control class. The technique of data collection involved interviews, observation, scales, and questionnaires. The expert rating scale and the response questionnaire were used to determine the feasibility of the media. The effectiveness of the media was analyzed by the N-Gain score and t-test with a significance level of 0.05. The result showed that multicultural strip comic media is feasible and effective to improve caring character. This is seen from the N-Gain score and the result of the t-test which obtained a significance value of 0.000 (p ≤ 0.05) which means it can improve the caring character of primary school students.]]>
<![CDATA[The job satisfaction of university teachers ]]>
<![CDATA[Fatwa Tentama]]>;
<![CDATA[Netty Merdiaty]]>;
<![CDATA[Subardjo Subardjo]]>
<![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.v15i1.17054
<![CDATA[Employee job satisfaction is an important factor that can determine organizational productivity, and organizations need to pay attention to this pivotal aspect. This study aimed to empirically examine the role of transformational leadership styles and employability on employee job satisfaction. The participants of this study are 49 university teachers at the University of X Yogyakarta. The sampling is randomly chosen using a simple random sampling technique. In addition, data are collected using the scale of job satisfaction, the scale of transformational leadership style, and scale of employability. The data are then analyzed using multiple linear regression techniques. The results showed that 1) Simultaneously, transformational leadership style and employability provide a very significant role in influencing job satisfaction with p=0.000 (p less than 0.01); 2) Partially transformational leadership style provide a significant role on job satisfaction with p=0.019 (p less than 0.05); 3) Partially there was a very significant role of employability on job satisfaction with p=0.000 (p less than 0.01). Transformational leadership style and employability contribute 52.5% to job satisfaction. Employability contributed more dominantly to job satisfaction (35.8%) than the transformational leadership style (16.7%).]]>
<![CDATA[Perspectives of Thai educators toward 21st century instruction ]]>
<![CDATA[Veena Prachagool]]>;
<![CDATA[Prasart Nuangchalerm]]>
<![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.v15i3.20281
<![CDATA[The rapidly changed in our society and education may influence to nature of learning and learning behaviors in young new generation. The 21st century learning is requiring educators to prepare our children by quality of learning and teaching. Teachers are key change agent to help learners live and learn with new learning environments. The study aimed to explore perspective of Thai educators toward 21st century learning and teaching by surveying method. The study investigated 41,991 educators who have responsibility or concerns in teaching and learning. Data were collected through online questionnaire and then analyzed by statistical package in terms of frequency and percentage. Finding revealed that 21st century learning and teaching in classroom should be conducted in appropriate ways, but a few misunderstand in support system and learning environment were reported. Educators should be discussed and prepared both teachers and learners to modern classroom.]]>
<![CDATA[Factors affecting teacher educators adoption of formative assessment strategies in the mathematics classroom ]]>
<![CDATA[Justice Enu]]>
<![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.v15i4.20341
<![CDATA[The purpose of this study was to look into the factors that influence mathematics teacher educators' formative assessment practices. This paper took a qualitative case study research design approach with six educators teaching mathematics in three teacher Colleges of Education in Ghana. The exploration focused on factors that hinders teacher educators use of formative assessment practices. Data were generated through the administration of semi – structured interviews and lesson observations. The qualitative data was analyzed using thematic analysis. Findings revealed that major factors which limit teacher educators formative assessment practices were: large class size, time, lack of transparency in assessment, and internal and external summative assessment issues. The factors limiting teacher educators' use of formative assessment (FA) discussed in this study are beneficial for teacher college administration in addressing the issues and educators in assisting pre-service teachers in eliminating these factors during their training and after passing out from the college of education to the teaching field. Based on the findings, it is recommended that a large scale study is conducted on factors that affect teachers formative assessment practices and the effect on students mathematics learning.]]>
<![CDATA[Development and application of a managerial creativity scale for school principals ]]>
<![CDATA[Shirbagi, Naser]]>;
<![CDATA[Kazemi, Amjad]]>
<![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.v15i4.17212
<![CDATA[This study was conducted based on a dual purpose; the first purpose wasvalidation of managerial creativity assessment scale from the perspective ofteachers; the second purpose was establishing of a qualification profile of the principals` managerial creativity using this standard tool. The currentresearch applied a positivist epistemological orientation with a quantitativeapproach and evaluation method. The study population involved 1256Sanandaj high school teachers from which 296 teachers were selected bystratified random sampling using selected using Morgan Table. In evaluatingthe validity of managerial creativity questionnaire factor analysis was usedand in assessing the reliability of it, Cronbach’s alpha coefficient was appliedKhandawalla [1] to assess principles` managerial creativity by teachers andthe influence of demographic variables on teachers` assessment. Based onthe findings of the study teachers evaluated their principals` level ofmanagerial creativity at a high level in their workplace. Moreover, it wasrevealed that teachers` demographic variables had no significant correlationto the scores of managerial creativity assessment.]]>
<![CDATA[Mapping metacognitive awareness of Chinese language learners ]]>
<![CDATA[Diana Nur Sholihah]]>;
<![CDATA[Zakiyah Arifa]]>;
<![CDATA[Kartika Ratnasari]]>;
<![CDATA[Nur Ila Ifawati]]>
<![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.v15i4.20352
<![CDATA[The role of metacognitive awareness on language teaching and learning have been confirmed by several studies, but the discussions of this topic in Chinese as foreign language are limited. The aim of the present research was to map metacognitive awareness profile of Chinese language learners. Total respondent of this research was 80 Chinese language learners (38 males and 42 females) which comprise secondary students. Convenience sampling technique was employed to select the respondents. Meanwhile, the metacognitive awareness data were collected utilizing Junior Metacognitive Inventory. The obtained data were analyzed using descriptive statistic. Mann-Whitney U Test was employed to investigate the significance differences of metacognitive awareness between male and female. The findings showed that 46.25% of Chinese Language Learners have a good metacognitive knowledge, 28.75% fair, 20% very good, 3.75% poor, and 1.25% very lacking. The finding also showed that 40% students have good metacognitive regulation, 36.25% fair, 15% very good, 7.50% poor, and 1.25% very lacking. In addition, between male and female students have no significant difference in knowledge of cognition. On the contrary, regulation of cognition female learners (Mdn= 32.50) significantly (U= 551.000, p more than 0.05) better compared to male (Mdn= 30).]]>
