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 ICT Competency for Thai Teachers through Blended Training ]]>
<![CDATA[Chaiya Akarawang]]>;
<![CDATA[Pachoen Kidrakran]]>;
<![CDATA[Prasart Nungchalerm]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 10, No 1: February 2016 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v10i1.2830
<![CDATA[The purpose of this study aims to enhance teachers’ ICT competency. Three hundred and thirty seven teachers are surveyed through a questionnaire to identify training problems and training needs. Then the blended training model is implemented with teachers. The result showed that it can increase score in cognitive and attitude tests. The posttest score is higher than those pretest score at .01 level of statistical significance. Also, teachers’ ICT competency is in good level.]]>
<![CDATA[Implementation of think-pair-share to mathematics instruction ]]>
<![CDATA[Benidiktus Tanujaya]]>;
<![CDATA[Jeinne Mumu]]>
<![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.v13i4.14353
<![CDATA[The purpose of this research was to study the procedure of think pair share, the type of cooperative learning models, which can be implemented in mathematics instruction in Manokwari, West Papua Indonesia. This study was conducted at Senior High School in Manokwari (SMA Negeri 1), Manokwari West Papua Indonesia. The research was carried out using research and development methods. The Think Pair Share learning model was modified to get the procedure of implementation in accordance with the characteristics of students studying mathematics in Manokwari, West Papua. The results of the research showed that there were two principals in the application of the think pair share model in mathematics instruction in Manokwari West Papua, selection of group members and the determination of the number of group members. Students individually start thinking of finding answers to the assignment submitted. Group members must consist of students who already know each other well, but should not to have a similar level of knowledge, while the number of group members must start from two students.]]>
<![CDATA[Socio-cultural determinants of female students’ participation in school sports in Kogi State, Nigeria ]]>
<![CDATA[Memunat Tunrayo Ajadi]]>;
<![CDATA[Falaye Elijah Kayode]]>
<![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.v15i2.16941
<![CDATA[The decline in female participation in school sports is undesirable because of the fact that it is considered to be for boys only. It is in light of this, the study was carried out to examine socio-cultural determinants of female students’ participation in school sports in Kogi State, Nigeria. The population was 3,290 female students while 310 respondents were sampled for this study. Three hypotheses were postulated and tested using inferential statistics of Chi-square to analyze the data. Questionnaire was used to collect data from the respondents. The findings show that gender, cultural and religious belief served as a significant determinant of female participation in sports. Based on the finding, it was concluded that both male and female students should be encouraged to develop right attitude towards sports participation in schools so as to enhance gender equality in sports. There is need to sensitize the general public through various agents of socialization on how to change the negative cultural belief of people towards female participation in sports.]]>
<![CDATA[Integrating Sangiran Early Man Site Museum to Project-Based Learning in Science Course: The-Earth Materials ]]>
<![CDATA[Rindi Liskasari]]>;
<![CDATA[Soeparmi Soeparmi]]>;
<![CDATA[Puguh Karyanto]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 4: November 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i4.9142
<![CDATA[The purpose of this study is to explain the benefits of integrating Sangiran Early Man Site Museum and Project-based Learning in The-Earth Material in Science. Twenty-eight seventh grade Junior High School students in Karanganyar, Central Java follow this course in the second semester in the academic year of 2016/2017. The students work in teams to do the project based on their observation and analysis on the phenomena in Sangiran. The researchers use a mixed method research approach to analyze this research by using questionnaire and interview to obtain data on students’ responses to the course. The conclusions of our study are: 1) this course is successful in developing of research skills, teamwork and group discussions; 2) students are not accustomed to learn independently and to learn by using scientific approach; 3) students faces difficulties in making project report and in doing presentation. 4) Project-based-learning can be used as a media to help the students to know about local wisdom in their motherland]]>
<![CDATA[Quality of blended learning as perceived by Arab Open University students ]]>
<![CDATA[Mohammad Abdel-Rahman Tawalbeh]]>
<![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.v14i3.14553
<![CDATA[The primary goal of this research was to investigate AOU students' conceptions of the quality of online experience through the learning management system in supporting their classroom tutorials. A 32-item questionnaire was administered to a randomly selected sample (205) of Elementary Education students at the AOU Jordan Branch. On one hand, the results showed that the objectives of the courses were very clear to students, online materials on the learning management system were interesting and supported to classroom learning, students preferred online quizzes, the online materials supported key assessment tasks and tutors provided continuous access to relevant information about assessment. On the other hand, the findings revealed that the online materials and e-activities were too loaded for the students to understand thoroughly, and much of the feedback they received from the tutor was not helpful. The results also indicated that there were no statistically significant differences among students’ views of BL or their overall satisfaction of the online experience that could be attributed to gender or academic achievement level. Results suggest some pedagogical implications for tutors and programmer coordinators.]]>
<![CDATA[The Comparison of Students Achievement by the College Entrance Lane at the Teachers Training and Education Faculty of Syiah Kuala University ]]>
<![CDATA[Amiruddin Amiruddin]]>;
<![CDATA[Zulfadhli Zulfadhli]]>;
<![CDATA[Asmaul Husna]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 3: August 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i3.7507
<![CDATA[The study aims to determine differences in the achievement of students who pass the National Selection of State Universities (SNMPTN), the Selection of Joint Entrance State University (SBMPTN), and the Joint Entrance examination (UMB) at the Faculty of Teachers Training and Education (FKIP) at the University of Syiah Kuala. The study used descriptive method with a quantitative approach. The population in this study were all FKIP Unsyiah students entering university in 2013 that passed the SNMPTN, SBMPTN, and UMB. The population pool was as many as 1,038 students with 289 students selected for the sample using the Proportionate Stratified Random Sampling technique. The One Way Anova Test was used for data analysis followed by a Least Significance Difference (LSD) test. Hypothesis in this research is there are differences in the achievement of FKIP Unsyiah students passed through SNMPTN, SBMPTN, and UMB. The results showed that the achievement of FKIP Unsyiah students who passed through the SBMPTN had average GPAs of 3.46, 3.32 for the SNMPTN and 3.36 for the UMB. Based on the results, it can be concluded that students who pass the SBMPTN had greater achievement than student who pass the SNMPTN and UMB.]]>
<![CDATA[The New Role of Principals in Improving Teachers’ Personal Mastery at Schools in Indonesia ]]>
<![CDATA[Settaraming Algi]]>;
<![CDATA[Mohd Anuar Abdul Rahman]]>;
<![CDATA[Lokman Mohd Tahir]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 6, No 2: May 2012 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v6i2.149
<![CDATA[The aim of the study was to investigate the new role of principals at senior secondary (SMA) State 1 Lamuru in Bone district in improving teachers’personal mastery. The new roles covers aspects such as designer, teachers, and steward. This sample consists of 40 teachers from secondary school in Lamuru. The researcher developed and tested the questionnaire to ensure the validity and reliability by conducting a pilot study. This study uses the Alpha-Cronbach to analyze and find its values for the principals as a designer, (overall 0.743); the teacher (0.751), and steward (0.678). Meanwhile, the Alpha value the personal mastery was at (0.675). The findings revealed that teachers evaluated their principals at the high level for each dimension. Whereas the finding obtained between the new roles of principals and personal mastery of teachers is at the fair level on each dimension. Therefore, the principals were hoped to play a recent responsibility more effective in schools in such a way the teachers’ personal mastery could be more increased.]]>
<![CDATA[Model of Management Capacity Building for Improving The Quality of School ]]>
<![CDATA[Djaman Satori]]>;
<![CDATA[Aan Komariah]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 9, No 4: November 2015 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v9i4.2424
<![CDATA[This study was aimed to develop a Model of Management Capacity Building for Improving The Quality of Elementary School in Bandung, West Java. The research method used the research and development prosedure and the main stages were: a preliminary study, development of the design and the product model, expert analysis judgment, operational testing, validation testing through pre-experiment, and product dissemination. The model developed consisted of six components, i.e. vision, skills, resoures, insentive, action plan, and partnership. The study revealed that this model had a significant influence on improving the quality of education through capacity building school management in an integrative model of partnership between school, university and ministry of education.]]>
<![CDATA[Character Education and Students Social Behavior ]]>
<![CDATA[Syamsu A. Kamaruddin]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 6, No 4: November 2012 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v6i4.166
<![CDATA[In an educational environment, in the form of character education program has been done both formally and informally. It's intended as one of the supporting ideas for follow-up in the form of design activities. Character education should basically refers to the vision and mission of the institution concerned. It shows the orientation of the two things in the character of the students are: aspects of human character and individual learners hallmark institution. In this paper, these two aspects is the author trying to ideas by referring to some other writings. The end result, the authors expect the birth of a design patent as early referral to spearhead a character development program learners.]]>
<![CDATA[A Survey of User-Centered System Design for Supporting Online Collaborative Writing ]]>
<![CDATA[Nani Sri Handayani]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 7, No 3: August 2013 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v7i3.183
<![CDATA[Collaborative Writing (CW) is a new emerging issue in education that must be addressed interdisciplinary. Nowadays there are a lot soft ware that can be use to support and enhance the collaboration in group writing. This paper presents the discussion about the recent user centre system design for supporting collaborative writing. Based on the taxonomy and collaborative writing and the problems appear in collaborative writing, we will proposed the required design of the User-Centered System Design (UCSD) for CW software. The last part of this paper will be dedicated to examine the recent available CW soft wares based on the required designed proposed]]>
