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[A meta-analysis study on the attitudes of pre-service music teachers towards the teaching profession in Turkey ]]>
<![CDATA[Rasim Erol Demirbatır]]>;
<![CDATA[Zeynep Özer]]>
<![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.v15i4.20325
<![CDATA[The objective this study was to determine whether music teacher candidates’ attitudes towards the teaching profession in Turkey differ with respect to different variables. In this direction, a meta-analysis study was carried out on the pre-service music teachers’ attitudes towards their profession. The study consists of 12 studies chosen with predetermined criteria. Since the effect sizes of these studies display a heterogeneous structure, the random effects model was conducted. Effect sizes in the random effects model were calculated by using Hedges g coefficient with 12 studies for gender and nine studies for the form of high school graduated. Taking the results of the findings into consideration, it was concluded that the attitudes of female music teacher candidates towards the teaching profession are more positive than male candidates. There is no difference between Fine Arts and other high schools regarding the variable of the form of high school.]]>
<![CDATA[Impact of the society’s perception on teachers’ professionalism ]]>
<![CDATA[Arifah Fauziah]]>;
<![CDATA[Maksim Kim]]>;
<![CDATA[Mulunesh Aye]]>;
<![CDATA[Venant Hakizimana]]>;
<![CDATA[Ju Hur]]>
<![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.v15i4.20292
<![CDATA[An effective teaching contributes to the students’ performance and this depends on qualified-trained teachers, school administration, parents and conducive environment for teaching and learning. It is proven that students are more successful in their academic achievements, in the societies where teachers perceive their profession as their job. This paper explores the impact of the society’s perception on teachers’ professionalism. The method employed in this paper is qualitative by using interview technique and used audio-recorded to ensure a complete transcript. The result indicated that in some developing countries including Cameroon, Kenya and Fiji has various reasons for their job. Teaching profession was affected by how the society considers teachers whereby they are perceived as disadvantaged population who cannot fully take part in the social and economic activities due to the fact that their salary is very low compared other public servants. This low salary and loss of respect of teachers by the society lead to the job dissatisfaction and made the teaching profession as a transitional job before waiting to move to another different professional field.]]>
<![CDATA[The effect of birth month and seasons on athlete aggression ]]>
<![CDATA[Mahmut Gülle]]>;
<![CDATA[Yavuz Bolat]]>
<![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.v15i4.19810
<![CDATA[In this study, there were 3,335 football players from four continents from around the world formed a study universe in which the causes of athlete aggression. Also, the factors affecting athlete aggression were investigated with different variables. It has been observed that the levels of aggression of footballers are different according to the positions they play. As the number of matches that players participate in increases, aggression levels increase among the important results. A correlation was found between the ages of the footballers and their levels of aggression, but it was concluded that athletes born in December were more aggressive. Those born in January and those born in winter have shown minimal levels of aggression compared to other footballers. It has been interpreted as having higher levels of aggression, with football players born in December and winter receiving more penalties than other participants. In the continents where football players were born, the highest number of athlete aggression was observed in the participating football players from the continent of Europe, while the aggression of athletes born in the continent of Africa and Asia was found to be lower. Taking into account the data obtained from the research, it was concluded that the athlete's position, age, month, and season of birth and continent of birth are factors affecting athlete aggression.]]>
<![CDATA[4’33â€: Multiplicity of cultural and economic agents in Hong Kong ]]>
<![CDATA[Ko, Charles]]>
<![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.v15i4.16934
<![CDATA[Purpose–While coronavirus was ubiquitous in 2020, e-learning businesses were everywhere. The present research is to investigate the success entrepreneurial factors in e-learning at that time.Design/methodology/approach–This research is not intended to be a pure historical study, but a study of the economy of business. From the perspectives of sociolinguistics, it is a firm belief that on its own, linguistics by no means can provide all the answers to the question; as we said this research is not merely based on historical perspectives. In fact, it is a universally accepted method in this kind of interdisciplinary research to scrutinize and to co-ordinate sources and findings available from the perspectives of history.Findings–Businessmen (or entrepreneurs) should sometimes be opportunity seekers, looking at problems as opportunities. Upon this, a competitor’s failure might just be the opportunity for your next big success. However a greatly successful businessman should not always be an opportunistic behaviorist. In general, a typical businessman must be action-oriented: entrepreneurs get things done; they are focused on action plans and results, although some ‘atypical’ entrepreneurs are not necessarily ‘action-oriented’, unfortunately. A golden rule, entrepreneurs need to be able to speak persuasively, analyze situations, think creatively, understand financial information, and lead others in order to be successful. After the development of the COVID-19 pandemic, also known as the coronavirus pandemic, we find that an entrepreneur also extremely needs to be open-minded, especially entrepreneurs are required to consider new ways of getting things done, for example the solution of coronavirus problems in terms of business: maybe, sometimes success depends on not politics, also does not depend on luck, in fact. Originality/value/implications–In specific, the entrepreneurial studies of management scientists are illustrated by two Representatives: Drucker and Mintzberg (success factors in 2020 of which will be discussed.) Like many other management scientists, [16] emphasizes more on practice and principles rather than the definition of concepts. Hopefully, this study emphasized both.]]>
<![CDATA[An investigation of teacher experiences in learning the project-based learning approach ]]>
<![CDATA[Dazhi Yang]]>;
<![CDATA[Shannon Skelcher]]>;
<![CDATA[Fei Gao]]>
<![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.v15i4.20302
<![CDATA[Project-based learning (PBL) has a positive impact on student motivation, students’ perceived learning, and performance. However, many teachers are reluctant to adopt PBL. This mixed-methods study examined in-service teachers’ learning experiences of planning and implementing PBL situated in a graduate level PBL course and sought insight into the challenges and ways to overcome the challenges in implementing PBL in practice. Results indicate that teachers’ confidence about their ability to plan and implement a PBL project improved upon completion of the course. Nevertheless, teachers cited various obstacles, such as a lack of mentoring, planning time and implementation experiences, which had prevented them from complete implementation of PBL in teaching. Possible ways to overcome the challenges in adopting PBL include school support, opportunities for experience and practice with PBL, and peer collaboration. The study also showed that a semester-long course focused on designing and developing a PBL project of teachers’ choice was effective in helping increase their confidence and experience in potential implementation of PBL in classroom practice. This study contributes to the implementation of PBL in classrooms and teacher education as well as teacher professional development on the PBL approach.]]>
<![CDATA[Rethinking active learning program for primary English teachers through connoisseurship technique ]]>
<![CDATA[Nippita Kulachit]]>;
<![CDATA[Prasart Nuangchalerm]]>
<![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.v15i4.20313
<![CDATA[From the importance of Englishin world of internationally communicated, the problems of learning management in each area seems to be differenced, language and culture are needed for recognizing, active learning is called for effectiveness instruction, and primary English teachers need to prepared in modern classroom. This research employed evaluative research to employ active learning for primary English teachers through professional program. Data were collected by setting a connoisseurship technique. Seven experts are appointed and read carefully a tentative program for primary English teachers. The connoisseurship technique allowed all experts share their experiences and ideas to promote active learning in freely. Video recording and note taking were recorded during the validation activity. Active learning program for primary English teachers is approved before implementation in different school contexts. The uncertainty situations, COVID-19 pandemic may be affected to schooling, teachers have to redesign lesson. The implementation though active online learning is needed to discuss and rethinking how it be effectively in authentic classroom.]]>
<![CDATA[Children’s safety and security in non formal pre-primary schools: The intervention measures ]]>
<![CDATA[Catherine Gakii Murungi]]>;
<![CDATA[Begi Nyakwara]]>;
<![CDATA[Teresa Mwoma]]>
<![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.v15i4.20287
<![CDATA[This study sought to come up with intervention measures that could be put in place to mitigate the challenges experienced in non-formal schools to enhance safety and security of children. Purposive sampling was used to select Nairobi City County and all the pre-primary schools attached to non-formal schools in informal settlements in the county and the head teachers/managers and teachers working in these pre-primary schools. A sample size of 54 pre-primary schools was selected. A total number of 136 participants from the sampled pre-primary schools participated in the study comprising of 78 preschool teachers, 54 head teachers, and four education officers. The findings revealed various intervention measures by participants such as intervention by: county government, school management such as picking and dropping children, fencing school and having lockable gates.]]>
<![CDATA[Online mathematics learning experiences of the colleges of education students in Ghana ]]>
<![CDATA[Isaac Bengre Taley]]>;
<![CDATA[Farouq Sessah Mensah]]>;
<![CDATA[Philip Acheampong Adjei]]>
<![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.v15i4.20293
<![CDATA[The dominant mode of instructional delivery in Ghanaian Colleges of Education has been the conventional face-to-face. However, the second semester of the 2019/2020 academic year teaching had to be done via an emergency remote online teaching mode due to the novel covid-19 pandemic. In a cross-sectional survey, the online mathematics learning experienced of 497 students sampled from three Colleges of education in Ghana were explored using the adapted community of inquiry survey instrument. It was observed from the study that students’ online mathematics learning experiences were low. Further observation showed that while class cohesion and resolution dimensions were absent, teaching presence, exploration, affective expression, and triggering event dimensions of students’ online mathematics learning experiences were present. Additionally, the results showed that the difference in the magnitude of means in gender was partly dependent on the category of internet use before the remote online mathematics teaching was observed in the dimension of lack of class cohesion. Besides, the students were generally indifferent in their learning experiences regarding genders but significantly in terms of their internet use before the remote online mathematics teaching. Based on the results, implications of the state of the college of education (CoE) students’ online mathematics learning experiences and suggestions for improvement have been proposed.]]>
<![CDATA[Comparison of curriculum implementation between public and private schools based on Adiwiyata ]]>
<![CDATA[Mohamad Joko Susilo]]>;
<![CDATA[Junanah Junanah]]>;
<![CDATA[M Hajar Dewantoro]]>
<![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.v15i4.20361
<![CDATA[The curriculum is the heart of education, whose job determines the life or death of a school. This study aimed to compare the implementation of Adiwiyata school curriculum between public and private school in junior high schools, especially in Bantul Regency, Yogyakarta, Indonesia. Data collection techniques by means of literature studies. Data analysis techniques were carried out with qualitative comparative analysis. The results showed that: public and private schools in junior high schools in Bantul Regency, had fulfilled the four main components of the Adiwiyata curriculum, in terms of objectives, content, methods, and evaluation. The implementation of Adiwiyata curriculum in each public and private school varies according to the characteristics and potential of each school.]]>
<![CDATA[Examination of postgraduate thesis studies on teachers working in the field of special education in Turkey (2000-2020) ]]>
<![CDATA[Cahit Nuri]]>;
<![CDATA[Selçuk Özer]]>;
<![CDATA[Merve Parlayan]]>
<![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.v15i4.20294
<![CDATA[The aim of this research was to examine graduate thesis studies conducted in the field of special education in Turkey about special education teachers in terms of various variables. In the thesis scanning center of the Council of Higher Education Center (YOK), it was determined that 89 graduate thesis studies in the special education field were conducted. Yet, due to the reason that six of them did not have access permissions, 83 graduate thesis studies were examined. Of the postgraduate thesis examined, 79 of them are master's and four are doctoral dissertations. As a result of the research, it was determined that most of the graduate thesis studies were conducted in 2019. Moreover, when the distribution of universities is examined it has been observed that most of the graduate thesis were studied at Necmettin Erbakan University and Marmara University, and most of the thesis advisor titles are Assist. Prof. Dr. It was concluded that most of the postgraduate thesis were carried out in the Special Education Department and when the methods used in the studies were examined, it was noted that the quantitative method was preferred the most. Considering the research models used in the studies, it was concluded that the correlational survey model was used the most and the sources used in the graduate thesis were mainly domestic sources.]]>
