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
1,192 Documents
<![CDATA[Deaf Students Higher Education System Using E-Learning ]]>
<![CDATA[N. Vinoth]]>;
<![CDATA[K. Nirmala]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 1: February 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (254.495 KB)
|
DOI: 10.11591/edulearn.v11i1.5131
<![CDATA[E-learning includes computer and electronically supported learning and teaching methods. E-learning used in Web-based learning, computer-based learning, virtual based learning and digital technology. It is a computer and network-enabled transfer of knowledge. it is the combination of learning and knowledge management. It is also a useful tool that has contributed in facilitating education for deaf people. Deaf people are able to get benefit from this technology by increasing their knowledge and improving their skills. They can utilize the mobility feature to learn anywhere and at any time. E- Learn is an important one in higher education. Most of the students easily learn and develop skill and knowledge in e-learning method. Now a day’s e-learning tools are mostly used in learning method. In this paper we study about how deaf students used e-learning system in higher education institutions in and around Chennai.]]>
<![CDATA[Limiting Skills Gap Effect on Future College Graduates ]]>
<![CDATA[James A. Ejiwale]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 8, No 3: August 2014 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (64.617 KB)
|
DOI: 10.11591/edulearn.v8i3.263
<![CDATA[Many graduates upon graduation from college or university find it difficult to get the job they planned to enter after they leave school. Employers are claiming that the new graduates are not equipped with the necessary skills required to work for them. Hence, they are not hirable. Obviously, it is easy to shift blame on academic for failing to prepare students with the necessary skills to be gainfully employed upon graduation. However, this is an issue that needs to be addressed jointly by all stakeholders involved in educating these potential college graduates while in school. This article addresses what skills gap is, some of its causes, and what to be done by students, educators and the industry to limit its effect on the future college graduates.]]>
<![CDATA[Awareness, Knowledge, Proficiency, Training and Expertise of Public Elementary School Teachers in Tacloban City on Education for Sustainable Development ]]>
<![CDATA[Generoso Nielo Mazo]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 2: May 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (266.849 KB)
|
DOI: 10.11591/edulearn.v11i2.6241
<![CDATA[Education for Sustainable Development is a thrust pursued by the United Nations to ensure that future generations are protected from key issues that tend to heighten the deterioration of the present society and environment. Using the descriptive survey method this study focused on the awareness, knowledge, proficiency, training and expertise of 112 teachers in the Philippine public elementary schools in Tacloban City. Collected data were processed through SPSS. Fifty-two (52) or 46.42% respondents were not aware of ESD. Some 31 or 27.67% were aware of ESD. The overall mean on the knowledge of teachers stood at 3.68 interpreted as having More than Enough Knowledge. On Proficiency the overall mean stood at 3.57 interpreted as a Beginner. On Training and Expertise the overall mean stood at 3.45 interpreted as Novice. ]]>
<![CDATA[Critical Analysis of the Supportive and Suppressive Factors for the Children’s Literature Program in Malaysia ]]>
<![CDATA[Siti Salina Mustakim]]>;
<![CDATA[Ramlee Mustapha]]>;
<![CDATA[Othman Lebar]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 9, No 1: February 2015 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (121.72 KB)
|
DOI: 10.11591/edulearn.v9i1.1003
<![CDATA[Literature in Education (LIE) is aimed at enhancing the pupils’ linguistic competence by providing an early beginning to a foundation in literature and literary works. In 2006, the literature component was introduced to pupils in Malaysian primary schools through two programs: Contemporary Children’s Literature (CCL) and Extensive Reading Program. The literature program is viewed as a vehicle to provide an early exposure to pupils on literary genres to enhance their understanding and appreciation of people’s cultures, values, and traditions. The primary aim of this study was to evaluate the provision of support, resources, training, and time allocation in the implementation of children’s literature among upper primary school teachers in Malaysia via the utilization of survey questionnaires, classroom observations and interviews. This study was conducted in a district in the state of Selangor. A sample of 56 upper primary school teachers from 19 schools were selected to answer the survey questionnaires. Interviews were conducted in one selected school in the District. The school was chosen based on the highest academic performance in the Malaysia Standard Examination for Primary Schools. Data were analyzed using SPSS version 19, and coded manually. Findings from survey indicated that 75% of the school management understand the objectives and goals of CCL in order to provide effective support to the program. Majority of the respondents (82%) agreed that the school management has allowed the English Language Department to manage its own expenses or resources for the program. Almost three-fourths (71.4%) of the respondents agreed that the provision of training and resources has produced capable and knowledgeable teachers to teach literature. However, the majority of the respondents (76.8%) disagreed that the time allocation provides sufficient time for them to fulfil the requirements of teaching two textbooks in a year. Interview data confirming the survey data reveal that the respondents were less satisfied with the time allocation to conduct their lesson for literature.]]>
<![CDATA[Learning adaptation during the COVID-19 pandemic in Muhammadiyah inclusion schools ]]>
<![CDATA[Sri Lestari]]>;
<![CDATA[Waode Hamsia]]>;
<![CDATA[Radius Setiyawan]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 2: May 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (213.928 KB)
|
DOI: 10.11591/edulearn.v15i2.19863
<![CDATA[The Muhammadiyah organization has inclusive schools that need to adapt during the coronavirus disease 2019 (COVID-19) pandemic. This study aimed to analyze the adaptation strategies carried out by two Muhammadiyah inclusion schools in Surabaya, Indonesia, Sekolah Peduli Anak Hebat (SPAH) and the Sekolah Kreatif Surabaya. This study used a qualitative descriptive approach with a phenomenology method to see the particular context of the two inclusion schools' learning situation during the COVID-19 pandemic. The data were collected using interviews and observations. Two coordinators for students with disabilities and five teachers were interviewed about policies and learning processes during the pandemic. The observation was done during the learning process. The secondary data was also collected by searching in their social media and e-learning platforms. The data analysis showed that the adaptation strategies were to coordinate and regularly collaborate between parent-teachers-students, build community cooperation, and make flexible and accessible learning policies. It proved that the two Muhammadiyah inclusion schools in Surabaya had adapted to online learning during the pandemic COVID-19. However, the two schools still need to improve quality, especially in creating an accessible asynchronous learning platform for students with disabilities.]]>
<![CDATA[EFL Students’ Attitudes and Perception towards English Language Learning and Their English Language Proficiency: A Study from Assa’adah Islamic Boarding School, Indonesia ]]>
<![CDATA[Falita G. Jaliyya]]>;
<![CDATA[Faizah Idrus]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 3: August 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (251.488 KB)
|
DOI: 10.11591/edulearn.v11i3.4621
<![CDATA[The English language has been given the status of Foreign Language (FL) in Indonesia, unlike the language being a second language in its neighbouring countries. However, the language has becoming quite popular and dominant in certain parts of Indonesian schools, especially private schools and colleges. Thus, this investigation sought to examine the attitudes and perceptions of selected Indonesian English language learners. It also aspired to find out how these attitudes and perceptions towards the English language affect their proficiency. A qualitative research design employing the in-depth semi-structured interview was carried out with 12 students at the As’saadah Islamic Boarding School in Banten, West Java. Thematic analyses were also performed to analyse the data. The findings point to the direction of students’ motivation in learning English as a foreign language. Students were found to have positive attitudes and were motivated to learn the language although learning the language might not stem from their own willingness to learn.]]>
<![CDATA[Effects of an Informal Energy Exhibit on Knowledge and Attitudes of Fourth Grade Students ]]>
<![CDATA[David Goodman]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 9, No 2: May 2015 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (764.113 KB)
|
DOI: 10.11591/edulearn.v9i2.1713
<![CDATA[The public has limited knowledge of renewable energy technologies. An increase in energy literacy can potentially lead to desired energy-related behavioral changes in the future. One potential solution is to increase the public’s access to renewable energy information by placing informal energy education exhibits in libraries, community centers, and parks. After calibrating the exhibit based on observations of children’s interactions at a children’s museum, the exhibit was displayed at a university, a private school, and a community center. The opinion surveys and interviews both showed that participants enjoyed and learned from the exhibit. Students showed no significant statistical improvement between the pretests and posttests, but interviews showed that they could recall facts, explain processes, and make inferences from the exhibit. Fourth-grade students can benefit from interacting with an informal energy exhibit in order to increase their knowledge of energy topics and technologies.]]>
<![CDATA[Effects of Cooperative Learning on Students’ Academic Achievement ]]>
<![CDATA[Fariha Gull]]>;
<![CDATA[Shumaila Shehzad]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 9, No 3: August 2015 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (125.838 KB)
|
DOI: 10.11591/edulearn.v9i3.2071
<![CDATA[Multiple teaching methods are used by teachers in order to improve learning of students. The most popular is lecture method, while very effective is cooperative learning method. Later teaching method had been preferred for teaching science and languages as cited by previous research studies. However, in the subjects of social sciences and humanities, its importance cannot be ignored. Following study is an effort to determine effect of cooperative learning method on students’ achievement in subject of Education. Qusi experimental design, with pre and post test of control and experimental group was used to achieve target of the study. Sample of the study consisted of 63 female students enrolled in grade 12 of a public college. An achievement test was used as a pre-test, the students were than divided in experimental and control groups. Multiple cooperative learning activities were performed with experimental group by using three common methods of cooperative learning i.e., STAD, TGT and Jigsaw II. The control group was taught by lecture method only. After 8 weeks a post test was administered on both experimental and control group in order to identify difference in achievement. The independent sample t-test was used to measure the mean scores difference between achievement scores of control and treatment groups on pretest. The results showed that there was no significant difference between the two groups (p=.825) leading to assumption that both groups were on equal level of achievement before intervention. Same test was applied to find out difference between two groups before and after intervention. The results showed that there was a significant difference in scores of control and experimental group in post-test. In addition to this paired sample t-test was conducted to compare the effect of intervention on achievement scores of experimental group. The results showed that there was significant difference between scores of experimental group before and after intervention (p=.000). It can be concluded from results that cooperative learning activities had a positive effect on academic achievement of students enrolled in the subject of Education. This study is a contribution in knowledge body of teaching methods for social sciences. This had clarified that cooperative learning activities are equally helpful for the subject that was considered truly a lecture subject. The teachers can use this teaching method in their classes.]]>
<![CDATA[Home Literacy Environment of African American Head Start Children ]]>
<![CDATA[Janese Daniels]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 6, No 3: August 2012 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (103.411 KB)
|
DOI: 10.11591/edulearn.v6i3.156
<![CDATA[Researchers have documented culturally specific family literacy practices in which low-income families engage, which are often a function of the context in which the family is currently embedded. These practices are well documented in ethnographic literature. Although this evidence exists, its utility is limited due to small sample sizes and lack of quantitative documentation on their contribution to children’s language and literacy development. This study attempted to quantify those culturally specific family literacy practices. 51 low-income African-American mother-child dyads participated. The contribution of multiple literacy practices was examined in relation to child language and literacy outcomes. Most low-income African-American families engaged in multiple literacy practices. Recommended areas for future research directions are discussed.]]>
<![CDATA[To pass or not to pass: A qualitative inquiry on students’ views on the academic retention policy ]]>
<![CDATA[Mark Lloyd E. Oding]]>;
<![CDATA[Jemarie A. Palang-at]]>;
<![CDATA[Ariel E San Jose]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 2: May 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (264.077 KB)
|
DOI: 10.11591/edulearn.v15i2.20067
<![CDATA[Retention policy is an important guiding principle implemented by academic institution to promote students’ development, yet evidence is unable to disentangle how the effect of retention policy varies by the outcome in student’s intellect and morality. This study gathered the views and perspectives of students in relation to the retention policy of the college. This study used the qualitative-phenomenological method. Seven participants who gained the lowest general percentage average were purposively selected. In-depth interviews were conducted to obtain the pertinent information. Results revealed that retention policy was a source of encouragement for students to perform well and it was a necessity to develop and enhance students’ cognition. However, few students mentioned that the retention policy was a source of stress because they needed to comply with the standard requirements imposed by the college. They reiterated that the policy discriminated against slow-learners. The findings implicate that concrete actions may be done to address the misconception on the retention policy. Strong academic support and resources may be offered to address students’ needs especially to those who were at-risk. Retention policy will remain a challenge to all students if the academic institution is not fully equipped to respond to the needs of the students.]]>
