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[Detecting Major Problems in Learning English Through Blog-based Class ]]>
<![CDATA[Budianto Hamuddin]]>;
<![CDATA[Kurniawan Kurniawan]]>;
<![CDATA[Syaifullah Syaifullah]]>;
<![CDATA[Herdi Herdi]]>
<![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.v12i3.7766
<![CDATA[Students’ blog in PBIG Unilak have been used to promote English skills during these two years. This mixed method study aimed to identify and describes the major problems faced by the students during the implementation of blogging based class. This study based its data from 168 students who attended 5 different classes based-blog. Employing a total sampling technique, the students were invited to fill up online questionnaire and interview. However, only 161 feedbacks can be processed. The analysis in this study reveals there are three major problems in blog-based class, which significantly contributed to an unproductive learning process atmosphere at PBIG Unilak namely: Lack of confidence in posting article and comments in the blog; Lack of IT skills and Cyberbullying.]]>
<![CDATA[The Impact of Attending Religious Schools on the Moral Competencies of Accounting Students ]]>
<![CDATA[Umaru Mustapha Zubairu]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 10, No 4: November 2016 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v10i4.3945
<![CDATA[For over a century, scholars have argued that religious education is crucial for the developed of students' moral competencies. This study sought to empirically test this assertion by comparing the moral competencies of two sets of Muslim accounting students: those who had attended a religious secondary school and those who attended a public (secular) secondary school in Malaysia. The focus on accounting students is quite important in an era where the moral competencies of accountants has been in the public eye due to their complicity in the rash of financial scandals that have plagued the business world over the last two decades. The Muslim Accountant Moral Competency Test (MAMOC) was developed by a collaboration with Islamic accounting scholars and was used to measure the students' moral competencies. Although the results revealed that there was no difference in the moral competencies of both sets of students, they both displayed satisfactory levels of moral competency which vindicates the Malaysian government's policy of mandating Islamic education in all secondary schools, whether religious or secular. ]]>
<![CDATA[Study on Related Courses to Help Undergraduate Students Write Research Reports: A Curriculum Evaluation ]]>
<![CDATA[Eny Winarti]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 8, No 1: February 2014 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v8i1.209
<![CDATA[From the experience of joining the boards in the students’ research report defence, teaching education research methodology, and classroom action research, the researcher indicated that students had challenges related with the logic of research methods and academic research writing. These findings encouraged the researcher to study the courses that have potential in helping students writing their research reports. To study the courses, the researcher analysed related documents, such as syllabi and lesson plans. The researcher also interviewed teachers and students to clarify the relevance of the syllabi and the classroom learning. The results of the study indicated that logic, academic writing, statistics, research methodology, and classroom action research had the potential of helping the students write their research report. The researcher also indicated that the content of the courses should have been more helpful. The fact, however, was that the students still had challenges understanding the materials after taking the courses. Further study about this fact is then recommended.]]>
<![CDATA[The integration of imagery training to increase gymnastic skill learning outcomes ]]>
<![CDATA[Aqim Visalim]]>;
<![CDATA[Sri Winarni]]>;
<![CDATA[Tri Ani Hastuti]]>
<![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.v13i2.12184
<![CDATA[Imagery training had been proven to improve skills in some athletes in sports training. Yet in education, it left a big question. The purpose of this research was to prove whether the learning process integrated by imagery training could improve learning outcomes in cartwheel skill. The research method used Classroom Action Research method with two cycles. Each cycle consisted of four stages, namely: preparation, implementation, observation, and reflection. The action was conducted by the integration of imagery training in learning cartwheel motion. Data collection techniques used observation and performance test. The increase of learning outcomes in skill aspects of 34 students reached 58.82% in the first cycle, and increased to be 76.67% in the second cycle. The result of the study showed that through learning process integrated by imagery training could improve learning outcomes in gymnastic material about cartwheel skill.]]>
<![CDATA[The Influence Process of Science Skill and Motivation Learning with Creativity Learn ]]>
<![CDATA[Yoga Budi Bhakti]]>;
<![CDATA[Irnin Agustina Dwi Astuti]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 1: February 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i1.6912
<![CDATA[This research aims to understand the influence process of science skill and motivation learning with creativity learn. Data about the process of scince skill, motivation and creativity learn collected by test questioner instrument. Data analysis with regression analysis and correlation. Research shows that: There is the influence of skill process of science to the process of creativity learn with correlation coefficient r=0.634, there is the influence of motivation learn students to creativity learning with correlation coefficient r=0.55, the process of science skills and motivation to study for students influence of creativity learn with correlation coefficient r=0.935. This study concluded that skill process of science and the motivation to study student could creative learning.]]>
<![CDATA[Managing human resource development of educators in inclusion-based elementary school ]]>
<![CDATA[Kartika Eva Prestiana]]>;
<![CDATA[Sugito Sugito]]>
<![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.v15i1.16749
<![CDATA[This study was a descriptive qualitative research. The respondents of were headmasters, human resource (HR) coordinators, teachers and special guide teachers. Data were collected through observation, interview, and documentation. Data were validated using source and method triangulations. Data were then analyzed. The results are as follows: 1) HR planning started from needs preparation, recruitment, selection, placement, orientation and adaptation to the new workplaces. The difference is found in SDIT Al Irsyad Al Islamiyyah 2 Purwokerto compared to the other two elementary schools. The recruitment of its new employees at all levels is carried out by the Committee of Education and Teaching from recruitment to orientation stages; 2) HR development is basically the same, i.e. through education or training. The difference is also found in SDIT Al Irsyad Al Islamiyyah 2 Purwokerto, where it provides scholarships; 3) HR evaluation is implemented by the headmasters regularly every semester in the form of classroom supervision and administration; 4) Compensation and other benefits received by employees depend on the employees’ work term, typesof employees (job training employees, non-permanent employees, permanent employees, and school headmasters).]]>
<![CDATA[Sustainable development education practices in elementary schools ]]>
<![CDATA[Ganes Gunansyah]]>;
<![CDATA[Ulhaq Zuhdi]]>;
<![CDATA[Suprayitno Suprayitno]]>;
<![CDATA[Manda Rohadatul Aisy]]>
<![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.v15i2.17091
<![CDATA[This study described the practice of Education for Sustainable Development (ESD) along with the supporting factors of the implementation of ESD in three elementary schools (SD) which are referred to as pilot education schools in Surabaya, namely SD Al Irsyad, Citra Berkat Primary Schooland Putat Gede I Surabaya Elementary School. The study used a qualitative approach with comparative descriptive methods. The instrument used in the form of in-depth interviews and documentation studies. Data analysis techniques included data reduction, data presentation and verification. The results of this study indicated that sustainable development practices that have been implemented in the Primary School in Surabaya take place (1) as diverse as conservation which includes the stages of preservation, restoration, adaptation and revitalization and ecoliteracy to facilitate so students can build connections, awareness and experience, (2) has been supported by the commitment of the school community and the leadership of the school principal as outlined in various policies and integrated into curricular and extracurricular activities, and (3) has shown a number of development indicators sustainable in the field of education. Based on the linkages of the three main aspects of ESD, it appears that practices implemented in schools are still dominantly focused on environmental activities. However, there have been efforts to link environmental activities with social and economic activities through entrepreneurship week, cultural appreciation shows and other collaborations and participation that involve the participation of school members, the community and other policy makers even though in a limited scope and simple activities.]]>
<![CDATA[Assessing socio-cultural factors affecting integration of Almajiris into formal education system in Katsina state, Nigeria ]]>
<![CDATA[Adekunle Thomas Olutola]]>;
<![CDATA[Rafiu Ademola Olatoye]]>;
<![CDATA[Garba Kofanaisa Adamu]]>
<![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.v15i2.20276
<![CDATA[This study investigated the socio-cultural factors affecting integration into the formal education system in Katsina State, Nigeria. Descriptive survey design was adopted for this study. There were 653 Almajiris purposively selected from twelve Almajiris schools in Katsina State. A researcher-designed questionnaire titled: ‘‘Almajiris socio-cultural factors questionnaire’’ (ASCFQ) with test-retest reliability coefficient of 0.88 was used to collect data for the study. Analysis of data was carried out using frequencies and percentages. Findings revealed that most parents abandon their children in these informal Arabic schools. Most Almajiris (603, that is 92.3%) responded that their Mallams (Teachers) do not feed them. Therefore, the only means of survival is through begging and doing menial jobs. Based on these findings, it is recommended that all the identified socio-economic factors affecting the integration of Almajiris into the formal education system should be addressed by the government. This can be done through public enlightenment campaigns and provision of incentives.]]>
<![CDATA[Peer tutoring analysis in inclusive classes using character education approach ]]>
<![CDATA[Johana Manubey]]>;
<![CDATA[John Rafafy Batlolona]]>;
<![CDATA[Marleny Leasa]]>
<![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.v15i2.19190
<![CDATA[This study aimed to analyze peer tutoring in inclusive classes with character education approaches for elementary students. The target of this study were 30 teachers, 525 students, and 98 disabled students from nine elementary schools in East Sumba Regency. This research focused on changing the character of students with special needs or not using peer tutoring methods that are modified with various learning techniques. The results showed a change in the character of students with special needs and not with the peer tutoring method. Thus, peer tutoring can be recommended in improving learning skills and forming student character. Future studies are expected to show how peer tutoring shapes students' emotional intelligence in inclusive classes.]]>
<![CDATA[The use of mind maps related to the four operations in primary school fourth-grade students as an evaluation tool ]]>
<![CDATA[Alper Yorulmaz]]>;
<![CDATA[Hümeyra Uysal]]>;
<![CDATA[Sabri Sidekli]]>
<![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.v15i2.19894
<![CDATA[The aim of the study was to determine the concepts that primary school fourth-grade students reveal with their mind maps related to four operations (addition, subtraction, multiplication, division) and to compare the mind map and achievement test scores. In the study, a mixed method was used in which quantitative and qualitative data were collected and presented together. The study was carried out with a total of 14 students. There were eight girls and six boys, who studying in the fourth-grade of a primary school in Menteşe district of Muğla, in the spring semester of the 2019-2020 academic year. In the research, mind maps created for four operations and success test were used as data collection tools. The data collection process was carried out simultaneously. In the analysis of the data, qualitative data were transformed into the quantitative analysis, and quantitative analyzes were made. Concepts in mind maps created for four operations were subjected to qualitative analysis and photos were added as evidence. As a result of the research, it was determined that the majority of the students adopted the concepts of addition, subtraction, multiplication, and division. Besides, it was revealed that there was a high-level positive relationship between the scores of the students obtained from the achievement test and the scores from the mind maps they created. The evaluation made using the mind map for primary school fourth-grade students is more advantageous than the achievement test in terms of determining the conceptual understanding.]]>
