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[Development of Learning Device based Ethnoscience for Heat Material in Kabupaten Tegal ]]>
<![CDATA[Susilawati Susilawati]]>;
<![CDATA[Nizar Setiawan]]>;
<![CDATA[Nur Khoiri]]>
<![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.v12i3.6981
<![CDATA[The purpose of this research is produce learning set equipment on heat material of ethnoscience based in Tegal district, The results showed that the feasibility of syllabus-based ethnoscience include into the category is very good because it has a percentage of 96,43%. The feasibility learning device of an ethnoscience-based into a very good category because it has a percentage of 91,37%. Ethnoscience-based learning tool able to improve student learning outcomes from the average value of 42,82 to 80,06 and the gains value 0,65. While the questionnaire of student’s learning interest after the application of physics learning device on ethnoscience based heat material in Kabupaten tegal get the average value 3,01 with the high criteria.]]>
<![CDATA[Human resource management motivational strategies for enhancing business educators’ job performance in tertiary institutions in Edo and Delta states, Nigeria ]]>
<![CDATA[Robinson Osarumwense Owenvbiugie]]>;
<![CDATA[Roseline Efosa Ekhaise]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 14, No 1: February 2020 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v14i1.14072
<![CDATA[The study assessed human resource management strategies for enhancing employees’ motivation in Edo State. Four research questions guided the study. The study size was 182 business educators in tertiary institutions in Edo and Delta States. The descriptive survey design was used for this study. The instrument used was validated by three experts. Pearson’s Product Moment Correlation coefficient was used to compute reliability of the instrument which yielded a correlation coefficient of 0.71. Data collected were analyzed using descriptive statistics. Means were used to answer all the research questions. From the results of the analysis, it was discovered that employers empowered their employees to very low extent; employers rewarded their employees to high extent; employers redesigned employees’ jobs to low extent, and employers created flexible jobs for their employees to low extent respectively. Consequently, it was recommended that workers should be sufficiently empowered to enhance higher performance and more productive. This will also go a long way to reduce attrition rate, the use of verbal praise, allowing workers’ personal development should be given priority attention by management to enhance higher productivity, management should redesign tasks/jobs from time to time so as to enhance motivation, job satisfaction, commitment to reduce absenteeism and turnover, among others.]]>
<![CDATA[Influence on Emotional Intelligence through Money Attitude against Consumptive Behavior of Student ]]>
<![CDATA[Dyanti Mahrunnisya]]>;
<![CDATA[Mintasih Indriayu]]>;
<![CDATA[Dewi Kusuma Wardani]]>
<![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.v12i4.8031
<![CDATA[The research objective is to understand the influence on emotional intelligence through money attitude against consumptive behavior of student. The method used in this research was descriptive verification method with ex post facto and survey approach. The research held in Bandar Lampung City. Data collection technique were conducted by using questionnaires. Sampling technique in this study is Proportional Stratified Random Sampling, the number of samples as many as 165 students. The result showed 1) there is influence on emotional intelligence againts consumptive behavior of students in Bandar Lampung. The calculation obtained the coefficient of ρYX path was 0.289 which means the magnitude of influence on emotional intelligence against consumptive behavior as many as 0.289 or 28.9%. 2) The value of influence on emotional intelligence against consumptive behavior indirectly was obtained 5.15 %. In other words, emotional intelligence through money attitude has the role of the consumptive behavior of students.]]>
<![CDATA[The contribution of placement school experiences to prospective teachers’ multicultural competence development: Ethiopian secondary schools in focus ]]>
<![CDATA[Solomon Melesse]]>;
<![CDATA[Dawit Mekonnen]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 14, No 1: February 2020 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v14i1.14272
<![CDATA[This study was designed to examine the contribution of placement school experiences to prospective teachers’ multicultural competence development in Ethiopia. The major sources of data were prospective teachers of the three randomly selected Teacher Education Institutes who took their placement school experiences at the respective secondary schools. Two hundred and forty prospective teachers were selected from five hundred and seventy three prospective teachers of the 2011/2012 academic year cohort using a proportional random sampling technique to fill in the questionnaire. Fifteen prospective teachers were also selected for interview using purposive sampling technique. Data were collected through questionnaire and interview. The data collected through the questionnaire were analyzed using percentage and one sample t-test. Interview data were reported in words following themes made vis-à-vis the research questions of this study. The findings of the study pointed out that collaboration among prospective teachers, staffs of placement schools, and students’ parents have brought the required multicultural knowledge, attitude, and skill to prospective teachers. However, the findings noted that learner-centered knowledge construction philosophy is at its infant stage at the placement schools. In light of these findings, relevant recommendations have been made in the paper.]]>
<![CDATA[The Proportion of Problem Solving and Scientific Reasoning Skills in Biology References ]]>
<![CDATA[Dhora Vasminingtya Reginaning Charysma]]>;
<![CDATA[Sri Widoretno]]>;
<![CDATA[Sri Dwiastuti]]>
<![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.v12i4.10224
<![CDATA[Problem-solving is a vital component under the cognitive standard of the 21st century skills for preparing students to face global competition. Problem-solving supported by another skill, one of which is scientific reasoning. Research objective is to analysis profile content and context of Biology references by interaction of problem-solving and scientific reasoning aspects. Research procedure applied Toulmin Argument Pattern (TAP) as a basic framework to identify the scientific reasoning aspects. Data obtained from the questionnaire, survey, and analyzed descriptively. Result indicates that the majority of Biology references does not required of balance proportion between problem-solving and scientific reasoning aspects. The lower aspect both of content and context was located in explore and Look back for Ground and Rebuttal aspects. In addition, this result can be used to inform future development of instruction and assessment problem solving and scientific reasoning skills.]]>
<![CDATA[The Influence of Biology Learning Using Concept Attainment Model on Student’s Cognitive Learning Achievement ]]>
<![CDATA[Yuliati Yuliati]]>;
<![CDATA[Maridi Maridi]]>;
<![CDATA[Mohammad Masykuri]]>
<![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.v12i4.9296
<![CDATA[This research aimed to find out the difference of cognitive learning achievement between students taught with Concept Attainment Model and those taught with Discovery Learning model. This study was a quasi-experimental research. The population of research was the 12th Science graders of SMAN 1 Karas of Magetan Regency in school year of 2016/2017. The sample was taken using cluster random sampling technique, consisting of two grades: the 12th Science 4 grade as the first experiment class using Concept Attainment Model and the 12th Science 3 grade as the second experiment class using Discovery Learning model. Technique of collecting data used was t-test technique for data of students’ cognitive learning outcome. Data analysis was carried out using unpaired two-sample variance analysis. The result of research showed there was a difference of cognitive learning outcome between the students treated with learning using Concept Attainment Model and those treated with learning using Discovery Learning. The cognitive learning achievement of students taught with Concept Attainment Model was higher than that of those taught with Discovery Learning.]]>
<![CDATA[The influence of project-based learning strategies on the metacognitive skills, concept understanding and retention of senior high school students ]]>
<![CDATA[Dominggus Rumahlatu]]>;
<![CDATA[Kristin Sangur]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i1.11189
<![CDATA[Biology learning in the 21st century leads to the empowerment of metacognitive skills. Increased metacognitive skills can support concept understanding and maximize the students’ retention of concepts. This research aimed at investigating the effect of project-based learning strategy on metacognitive skills, concept understanding and retention of class X students of Senior High School 1 Kairatu, West Seram District, Maluku. This research is a quasi-experimental research using pre test-post test nonequivalent control group design. The samples of this research were all students of classX1 of Senior High School 1 Kairatu. The data obtained in this research were the learning results of metacognitive skills, concept understanding, and retention of the students. The data were analyzed by using analysis of covariance (ANCOVA). The research results showed that the implementation of project-based learning strategy had a significant effect on students’ metacognitive skills, concept understanding, and retention. Furthermore, the results of post hoc LSD test showed some differences in the notation between the project-based learning strategy and the conventional learning strategy. These results indicated that the learning stages of project-based learning strategy could empower the students’ metacognitive skills, concept understanding, and retention.]]>
<![CDATA[Constructivist Learning Paradigm as the Basis on Learning Model Development ]]>
<![CDATA[Kurniawan Yudhi Nugroho]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 4: November 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v11i4.6852
<![CDATA[Research on the knowledge quality development has advanced very rapidly in these recent years. Yet, researchers have conducted their studies mostly in a specific issue within the frame of classroom teaching. This paper aims at presenting the conceptual design of academic knowledge development based on the theories of constructivist learning. These theories suggest that learning process should have been able to provide students with opportunities to get involved in an active process to make sense of new experience by connecting ideas with the basic knowledge they have. In addition, this conceptual design is made as an endeavor to discuss how the theories of constructivist learning may impact to the students’ knowledge quality enhancement. This paper would also discuss about how the concept of constructivist learning impacts to learners’ academic learning environment, learning participation and learning responsibility. ]]>
<![CDATA[The mediating role of responsibility and friendship between empathy skill and benevolence ]]>
<![CDATA[Ali Gökalp]]>;
<![CDATA[Yusuf Inel]]>
<![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.v15i2.20168
<![CDATA[The purpose of this study is to investigate the mediating effect of friendship and responsibility between benevolence and empathy skill in the context of social studies courses. The data in the study, which involves a total of 646 8th grade school students from Turkey, was collected using the scales "Empathy Scale, Benevolence Scale, Friendship Scale, and Responsibility Scale" developed by the authors. It was seen that the research variables have significant positive correlations with each other. It was found that empathy predicts benevolence, friendship, and responsibility significantly and in a positive direction. Friendship and responsibility, on the other hand, were found to play a significant, fully mediating role in the relationship between empathy and benevolence. These results were discussed using the relevant literature and suggestions that were gathered.]]>
<![CDATA[The influence of beliefs upon pre-service teachers’ professional identity ]]>
<![CDATA[Monica Ella Harendita]]>;
<![CDATA[Truly Almendo Pasaribu]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 2: May 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i2.8642
<![CDATA[Bearing in mind the interplay between beliefs and professional identities, constantly re-examining teachers’ beliefs is deemed to be significant in teachers’ identity formation. However, not much attention has been given to pre-service teachers’ beliefs. Through a case study, this research sought to reveal some beliefs held by four pre-service teachers doing their teaching practicum at a state junior high school in Yogyakarta. In addition, this study also attempts to describe the interplay between beliefs and the professional identity of those pre-service teachers’. Participants’ reflections, observations, and a focus group discussion were employed in order to figure out the answers to the research questions. The findings show that each of the participants processed the experiences they had in their teaching practicum differently. They started their teaching with pre-existing beliefs that were either confirmed or confronted when they did their practicum. The findings of this study also suggest that the interplay between beliefs and professional identity is complex. Not all beliefs were clearly reflected in the participants’ teaching performances. Some may seem contradictive to their beliefs. It implies that although the participants had sets of beliefs in their minds, teaching itself does not only represent their beliefs, but also serves as a stage where many intertwined factors occur.]]>
