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[Pilot study: Impact of school director-led workplace professional development training for in-service teachers ]]>
<![CDATA[Oluwaseyi Olubunmi Sodiya]]>;
<![CDATA[Samira Hajiyeva]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 1: February 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i1.20371
<![CDATA[Teacher’s attitudes and strategies can be influenced by workplace professional learning, which in turn affects student engagement and learning. Although educators are accountable for their professional development, the school must be learning-centered and able to provide resources for all members of the institution to improve their teaching and learning skills for the overall development of the school. The project's goal was to perform a pilot intervention study on the impact of school director-led workplace professional development for in-service teachers to provide evidence and recommendations on the impact of school director-led workplace professional development training for teachers. The intervention study on school director-led workplace professional development training for teachers on formative assessment indicates that there were significant changes in teachers’ understanding and use of formative assessment. The result found that there is statistical difference between the teacher’s pre- and post- intervention survey response on formative assessment workplace professional development training. The evidence stands as a recommendation for school directors, teachers, the ministry of education and other stakeholders for quality teaching and whole school development.]]>
<![CDATA[Elevating natural science learning achievement: Cooperative learning and learning interest ]]>
<![CDATA[Mamik Suendarti]]>;
<![CDATA[Virgana Virgana]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 1: February 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i1.20419
<![CDATA[Natural science learning achievement is an essential factor in learning outcomes. This research investigated an experimental study that aimed to improve concept science test result in online learning through Jigsaw cooperative learning model and learning style. The research involved the sample of 80 students from junior high school in South Jakarta, Indonesia divided into two groups: the experimental class and the class control. Raw data were statistically analyzed using the two-way variance technique at the .05 significance level. The findings revealed an effect between cooperative learning on natural science learning achievement, learning interest in natural science learning achievement, and interaction between cooperative learning and learning interest in natural science learning achievement. As a result, cooperative learning type Jigsaw shows a significant impact and had a good test result on natural science learning achievement. Therefore, the research suggests that Jigsaw cooperative learning is well suited to use as a learning model among junior high school students based on effect size test results.]]>
<![CDATA[Critical thinking skills and concepts mastery on the topic of temperature and heat ]]>
<![CDATA[Jamaludin Jamaludin]]>;
<![CDATA[Sulastri Kakaly]]>;
<![CDATA[John Rafafy Batlolona]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 1: February 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i1.20344
<![CDATA[This study aimed to determine the effect of the inquiry-discovery learning model on critical thinking skills and mastery of students' physics concepts on the topic of temperature and heat. This quasi-experimental research used posttest only control group design in which there are two groups in this design, each of which was selected randomly. The sample in this study was 34 students for the experimental class and 34 students for the control class. The results showed that there was a difference between inquiry-discovery learning and conventional learning in improving students' critical thinking skills and mastery of physics concepts. Inquiry-discovery learning affects critical thinking skills and students' mastery of physics concepts. Future research is expected to explore variables that can sharpen students' physics skills through inquiry-discovery learning.]]>
<![CDATA[Digital literacy competency indicator for Indonesian high vocational education needs ]]>
<![CDATA[Sintha Wahjusaputri]]>;
<![CDATA[Tashia Indah Nastiti]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 1: February 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i1.20390
<![CDATA[In the face of the COVID-19 pandemic, education in Indonesia has shifted from face-to-face learning to online learning via the internet and digital technology. Therefore, digital literacy is a skill needed by vocational students and teachers today. This study aimed to identify and analyze digital literacy competency indicators to improve the quality of learning in high vocational education. This research employed a systematic review method, especially a qualitative meta-ethnographic approach, by reviewing various studies related to digital literacy competencies from various journal articles and conferences to then carry out the synthesis process. Meta-ethnography as part of the systematic review method integrates data across studies to obtain new theories and concepts with a deeper and more thorough understanding. The results showed four competency factors and 28 indicators to improve digital literacy competence. This research can be the basis of creating a digital literacy assessment model for high vocational education in Indonesia.]]>
<![CDATA[Nearpod use as a learning platform to improve student learning motivation in an elementary school ]]>
<![CDATA[Muhammad Ilyas Abdullah]]>;
<![CDATA[Dian Inayati]]>;
<![CDATA[Ninik Nurlaila Karyawati]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 1: February 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i1.20421
<![CDATA[Education sector is heavily affected by COVID-19 pandemic, leading to reduced learning motivation among students. Factors including incondusive learning environment, stress, and anxiety are believed to be the reasons of students’ lower motivation among students. This study investigated the use of Nearpod in an elementary school to improve student learning motivation during online learning. In this qualitative experimental research with thematic analysis, three classes with a total of 46 students and three teachers were participating for one week. The results of the study showed that gamification and interactivity of Nearpod help build up and develop students’ learning interests, leading to greater attention, engagement, and improvement of student attendance rates. Some suggestions on how to effectively integrate gamification in learning are postulated.]]>
<![CDATA[The relationship between wellbeing and job satisfaction of instructors in English Programs ]]>
<![CDATA[Gizem Adeka]]>;
<![CDATA[Enisa Mede]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 1: February 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i1.20349
<![CDATA[This study investigated the relationship between the wellbeing and job satisfaction of English instructors working at language preparatory programs offered by Turkish universities. The study also attempted to explore if any difference between these two variables existed in relation to the teachers’ characteristics, i.e. years of experience, the proficiency level taught and educational degree. Finally, the reflections of the participants about the influential factors on their wellbeing and job satisfaction were further explored in this study. The quantitative data were obtained from 168 participants though teacher wellbeing survey and teacher job satisfaction survey, whereas the qualitative data came from semi-structured interviews carried out with 10 volunteers. The results revealed that there was a statistically significant, positive and moderate relationship between the participants’ job satisfaction and their wellbeing. Besides, no difference was found between the participants’ wellbeing and their teacher characteristics. Similarly, there was no difference between teachers’ predefined characteristics and their job satisfaction. As for the results of the qualitative data, personal, organizational, student-related and pandemic-related factors were found to be influential on the wellbeing and job satisfaction of the participants. The obtained findings provide pedagogical implications and suggestions for further research in language education and teacher development.]]>
<![CDATA[Gifted students' number sense skills in terms of number sense components ]]>
<![CDATA[Zübeyde Er]]>;
<![CDATA[Perihan Dinç Artut]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 1: February 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i1.20424
<![CDATA[As a descriptive survey research, this study aimed to investigate the number sense skills of gifted in terms of number sense components. Participant of this research consisted of 123 gifted secondary school students, who were selected according to the convenience sampling method in Turkey. The data of this research were collected in the 2021-2022 academic year. The number sense test was used as the data collection tool. This test is comprised of 20 items which were prepared in line with five basic number sense components. The data obtained from the data collection tool were analysed by quantitative analysis methods. As a result of the analysis, it was confirmed that the number senses of gifted secondary school students differed according to gender and this difference was in favour of the male students. The highest number sense performance according to grade levels belonged to eight grade level students. Furthermore, it was observed that the number sense performance increased in parallel with the grade levels of the students. In addition, when the mean of correct answers for the number sense components was considered, it was concluded that the highest mean was in the understanding of the effect of the operation and the lowest mean was in the understanding of the number concept, respectively.]]>
<![CDATA[Nonformal Education in Improving Quality of Life of Underprivileged Children ]]>
<![CDATA[Abdullah Al Mamun]]>;
<![CDATA[Kh. Atikur Rahman]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 7, No 1: February 2013 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v7i1.171
<![CDATA[This study explores the role of Non-formal Primary Education (NFPE) in improving the quality of the life of underprivileged children in Bangladesh considering their economic, health, environmental issues and life skills. It uses a mixed method approach of research where three NGOs which run NFPE programs were selected purposefully. Data were derived from six NGO officers, nine teachers, ninety students and eighteen guardians by using two sets of questionnaires for NGO officers and teachers, an interview schedule for guardians and 9 focus group discussions with the students. The findings show that there is no income generating program initiated by the organizations for the learners along with education. So, the scope of their income has reduced. But their daily life behavior and skills have improved. Besides, their awareness on health and environmental issues have increased. The findings lead to some recommendations which will give insights to policy makers and professionals engaged in this field.]]>
<![CDATA[Examining EFL Pre-service Teachers’ TPACK trough Self-report, Lesson Plans and Actual Practice ]]>
<![CDATA[Thooptong Kwangsawad]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 10, No 2: May 2016 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v10i2.3575
<![CDATA[Technological Pedagogical Content Knowledge (TPACK) has been proposed as a conceptual framework to describe the knowledge base teachers need for effective technology integration. The present study aimed to determine EFL pre-service teachers’ TPACK trough self-report, lesson plans and actual practice. This study used a wide range of approaches (self-report, lesson plan assessment and classroom observations) to measure TPACK of EFL pre-service teachers in order to examine EFL pre-service teachers’ ability to apply and foster the interplay between content, pedagogy and technology in their classrooms. The results of self-reported data (as measured by TPACK survey), lesson plan assessment and classroom observations showed high scores for all domains. The EFL pre-service teachers’ actual practice aligned with their self-reported and their lesson plans. ]]>
<![CDATA[The Competence of School Principals: What Kind of Need Competence for School Success? ]]>
<![CDATA[NFN Mustamin]]>;
<![CDATA[M. Al Muz-zammil bin Yasin]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 6, No 1: February 2012 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v6i1.188
<![CDATA[Competence is generally defined as the ability, the knowledge; attitudes and skills to do job effectively and efficiently. Because the school principals is a key success of a school, the this study can provide information about the competencies that need to be supplied to the school principals as educational leaders, who in accordance to various references, study results or documents. Hence, this study specifically focuses on the competence of school principals based on Ministry of Education Malaysia; Florida Department of Education, and Ministry of National Education Indonesia. Base on the purpose of this study, document analyzed was conducted by adapting methods of Concept Mapping. Based on the results obtained that, in generally competencies that need to be supplied to the competence of school principals based on schools; teachers (staff); and students. Meanwhile, results of document analyzed of the school principals from three documents are oriented to the school in general; oriented instructional leadership to the aspects of teaching done by teacher; and operational oriented to the school for student success. Therefore, this study suggests that the importance of school principals should be provided as has been highlighted competencies for school achievement.]]>
