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[Extensive reading among Agroecotechnology students: What and why they read? ]]>
<![CDATA[Mushoffan Prasetianto]]>;
<![CDATA[Rizkiana Maharddhika]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i2.20427
<![CDATA[Reading is a pivotal skill for non-English department students as a vehicle to update their knowledge. One of reading activity which is beneficial is extensive reading. Several studies have proved the advantage of extensive reading, but study regarding what reading material is read by students is under explored. To fill this gap, this research aimed to uncover what non-English department students read during extensive reading program and why they chose that theme. The participants were Agroecotechnology students (n=52). The data was collected from the reading log sheet and participant interview. The reading log sheet was analyzed by the researcher to find the theme of the text that students read. The interview was conducted in Indonesian to make students at ease. After the interview, the transcript was written and translated into English. The result shows that there are 32 types of themes with various frequency distributions. Theme that students read is mainly caused by their hobby, favorite idol, and a senior student who influence them to read certain theme. ]]>
<![CDATA[Character education trend in Indonesia ]]>
<![CDATA[Mohamad Joko Susilo]]>;
<![CDATA[Mohammad Hajar Dewantoro]]>;
<![CDATA[Yuningsih Yuningsih]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i2.20411
<![CDATA[Character education is an educational concept to form and foster a Muslim personality as a whole (syumuliyah). This literature study aimed to determine the implementation of character education and supporting and inhibiting factors for the implementation of character education in formal schools in Indonesia. Data analysis techniques by means of data reduction, data display, and conclusion. Based on research findings, the trend of implementing character education in Indonesian formal schools has the same spirit in the content of character education. In formal schools with the status of public schools, the implementation of character education follows government regulations as stated in the Strengthening of Character Education (SCE), which is an implication of Islamic teachings. As for formal schools with private status on an Islamic basis, character education tends to be oriented towards cultivating akhlakul karimah (moral education) combined with government regulations. The implications of this research lead to the cultivation of character values that are embedded in social attitudes and spiritual attitudes as provisions for students' daily lives. The supporting and inhibiting factors for the implementation of character education are also discussed.]]>
<![CDATA[Different perspective on teaching socio-scientific subjects ]]>
<![CDATA[Erol Koçoğlu]]>;
<![CDATA[Özlem Ulu Kalin]]>;
<![CDATA[Fatıma Betül Demir]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i2.20446
<![CDATA[In the ever-changing world based on the needs, curiosity and entrepreneurial drive of the humankind, interest in socio-scientific issues has been increasing every day with the discussion and different approaches in society. It could be suggested that the increase in this interest has been due to both the contribution and damages of these issues to the environment. The present study aimed to analyze the socio-scientific issues instructed with various strategies, methods and techniques in different learning environments in educational institutions as a result of the developments in science and technology due to social needs based on teacher perceptions. The study group included 50 teachers in different fields and employed in various schools in Turkey. The study sample was assigned with criterion sampling technique and the admission criterion was employment in Turkish public schools. In the study, the data were collected with a semi-structured interview form developed by the authors, and the findings were analyzed with content analysis. The study findings demonstrated that the teachers in the study group had different and significant perceptions on the instruction of socio-scientific topics in learning environments.]]>
<![CDATA[State defense internalization in a university: Theory of planned behavior approach ]]>
<![CDATA[Nurul Azizah]]>;
<![CDATA[Nurul Retno Hapsari]]>;
<![CDATA[Siti Ning Farida]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i2.20403
<![CDATA[Universitas Pembangunan Nasional “Veteran” Jawa Timur (UPNVJT) is a university with state defense education’s characters. In practice, those character did not cover the academic field as a whole. Through the theory of planned behavior (TPB), the research carried out the process of internalizing state defense values in thesis writing as a form of character graduates. The research was conducted using a quantitative approach involving stakeholders at UPNJT, namely LP3M and head of department. Data were analyzed using partial least squares structural equation modeling (PLS-SEM) software. The results found that two TPB variables, namely attitudes and subjective norms in the organization, had an influence on the intention in implementing state defense values. The intention in implementing state defense values will influence perceived self-efficacy of state defense values. Meanwhile, the subjective norms of the perpetrators and the perception of behavioral control in accordance with the state defense values have no influence on the intention in implementing the state defense values.]]>
<![CDATA[The motivation and teaching strategies in pre-service physical education teachers ]]>
<![CDATA[Singha Tulyakul]]>;
<![CDATA[Amonwan Werathummo]]>;
<![CDATA[Hareesol Khun-inkeeree]]>;
<![CDATA[Witsanu Rotsuwan]]>;
<![CDATA[Ratchaneekorn Reudhabibadh]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i2.20396
<![CDATA[Coronavirus disease 2019 (COVID-19) pandemics significantly affect teaching and learning. Especially physical education teaching that emphasizes practice in the field or large space. On the other hand, physical education classes must do online teaching, which leads to students not being interested in learning. This reason affects the teacher's motivation, making most teachers bored to teach without motivation. Specifically, in the pre-service physical educators who have low experience in teaching and leads to unenjoyed in their class. Consequently, pre-service physical educators need to find new strategies to teach students to be of greater interest. Thus, this study examined the relationship between teachers' motivation (intrinsic and external motivation) towards teaching strategies among pre-service physical educators. The instruments were regarding teachers' motivation in terms of intrinsic and external motivation and teaching strategies. The respondents were 157 pre-service physical educators in five universities in the border provinces of Southern Thailand. The result showed that there is a relationship between intrinsic and external motivation towards teaching strategies among the participants. These results provide guidelines for pre-service physical educators to improve their teaching and enhance students' achievement in the future through online physical education classes.]]>
<![CDATA[Effectiveness of video education on intention for cervical cancer screening ]]>
<![CDATA[Nanik Setiyawati]]>;
<![CDATA[Niken Meilani]]>;
<![CDATA[Nur Khafidhoh]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i2.20420
<![CDATA[Cervical cancer represents 7.5% of deaths caused by cancer in women. Prevention of cervical cancer can be done by cervical cancer screening. The purpose of the study was to determine the effect of video on knowledge level, attitude, and intention for cervical cancer screening in Yogyakarta. This study was a quantitative study with a quasi-experimental nonequivalent control group design. The study was carried out in April-October 2021. The population of the study was all women of childbearing age. The sample was 50 respondents for each group, experiment group and control group. The intervention was given through video education for the experiment group and pocketbooks for the control group. Data analysis used T-test, Wilcoxon test, and Mann-withney. There was a difference in the pre-test and post-test of knowledge level (p=0.002), attitude (p=0.023), intention (p=0.005) in the experiment group and knowledge level (p=0.001), attitude (p=0.000), intention (p=0.004) in the control group. There was a significant difference in women’s intention (p=0.001) for cervical cancer screening with the video education method than pocketbooks. The method of providing educational videos and pocketbooks is effective for increasing the knowledge level, attitude, and intention for cervical cancer screening. Video has influence on intention to detection cervical cancer. ]]>
<![CDATA[The effect of Kahoot! learning media on learning outcomes of German language students ]]>
<![CDATA[Samuel Jusuf Litualy]]>;
<![CDATA[Henderika Serpara]]>;
<![CDATA[Eldaa Crystle Wenno]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i2.20458
<![CDATA[This study aimed to determine the effect of the Kahoot! educational game learning media on German language students' learning outcomes in the Sprechfertigkeit 2 course. The sample of this study consisted of 37 students. The test instruments were given during the pretest and posttest. The data were processed and analyzed by the SPSS program. The Cronbach Alpha validity test showed that the study had high validity (0.764). The instrument normality test shows the value of p more than alpha (0.05). The statistical test resulted that the value of t-test=631 (more than t-table=398). The study revealed a significant effect of the Kahoot! educational game learning media on learning outcomes of German students in Sprechfertigkeit 2. ]]>
<![CDATA[Hyper content e-module in information behavior course with the assistant of screencast ]]>
<![CDATA[Riche Cynthia Johan]]>;
<![CDATA[Gema Rullyana]]>;
<![CDATA[Ardiansah Ardiansah]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i2.20339
<![CDATA[In the 21st century, continuous innovation and adaptation in every component of learning is required in education, both in the competency component, material content, strategy and media, as well as its evaluation. This study emphasized the development of an electronic or digital module in the information behavior course, it is one of the courses regarding the characteristics of the student activity level that accommodates information retrieval and strives to use appropriate information. The e-module design is developed utilize the 4D model by define, design, develop and disseminate. The participants of this research involved media experts, material experts and students of the Library and Information Science study program at two universities, which are are Universitas Pendidikan Indonesia and Universitas Negeri Malang, there are 20 people in total who used e-modules in limited dissemination on information behavior course. This research revealed the electronic module in the course, the emphasis of the module content design which is enriched with digital-based information sources or in another word called as hyper content that becomes a differentiator in presenting the module content, coupled with the power of audio and visual media or called as screencast. Through this research, lecturers able to prepare independent learning materials by utilizing digital technology.]]>
<![CDATA[Development of primary school fourth-grade students’ fraction calculation strategies through the argumentation method ]]>
<![CDATA[Adem Doğan]]>;
<![CDATA[Havva Kevser Yıldırım Sır]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i2.20511
<![CDATA[One of the most fundamental subjects of primary school mathematics, the concept of fraction plays a key role in students' educational background. Students experience difficulties and misconceptions regarding this concept. Therefore, it is of great importance to understand this subject well and to use different teaching methods and techniques. Various methods can be used in learning mathematics, such as invention method, computer-assisted teaching, problem solving, creative drama and discussion. Argumentation method is a scientific discussion of a claim on a subject by providing data, warrant and backing, and by revealing the rebuttal and the invalidity of the claim. Students gain more skills by interacting with teachers or collaborating with their peers, and that they possess skills that have not been obtained before or that are too difficult to achieve on their own. Therefore, the argumentation method was chosen for its effect on the development of primary school students’ fraction calculation strategies. Having a case study design, this study was conducted with 28 primary school fourth-grade students and 10 open-ended questions prepared by the researchers were used during interviews. The results suggested that primary school students were able to develop fraction calculation strategies through the argumentation method. In general, inventing strategies, using representations, number sense, addition and subtraction, using unit fractions and proportional reasoning were used as fraction calculation strategies. It recommended to use the argumentation method in other critical subjects of mathematics as well.]]>
<![CDATA[Effectiveness of the project writing training developed for pre-service primary teachers ]]>
<![CDATA[Güler Göçen Kabaran]]>;
<![CDATA[Sedat Altıntaş]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 3: August 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i3.20519
<![CDATA[The study investigated the effectiveness of the project writing training developed and implemented for pre-service primary teachers. A case study was adopted in the research. The participants of the study were 17 students of the department of primary school teaching at nine different universities in Turkey. In this context, an online project preparation training was given to participant pre-service primary teachers. The prepared training was presented to pre-service teachers as theoretical and practical. At the end of this process, pre-service teachers were provided to prepare project proposals under the guidance of academic consultancy. A semi-structured interview form developed by the researchers was used to collect the research data. The obtained data were subjected to descriptive and content analysis. Within the scope of the research, it was determined that the participant pre-service teachers had positive opinions about the planning of the developed education and its contribution to them. It was concluded that some of the participants had negative opinions about the duration, timing and onlineness of the training.]]>
