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[Citizen engagement and collaboration: The key to promoting learning city ]]>
<![CDATA[Kathanyoo Kaewhanam]]>;
<![CDATA[Phimlikid Kaewhanam]]>;
<![CDATA[Ariya Pongsiri]]>;
<![CDATA[Jariya Intanin]]>;
<![CDATA[Sirinada Kamolkat]]>;
<![CDATA[Noppakun Thongmual]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 1: February 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i1.20650
<![CDATA[The urban development of learning is a key goal of the United Nations Educational, Scientific, and Cultural Organization (UNESCO). However, the drive to achieve urban learning requires several key points. Citizenship and cooperation are associated with developing the city of learning. This research studies the relationship between citizenship and cooperation in driving the learning city. The study uses the methodology of the structure-equation model (SEM) to study citizenship relationships. Cooperation and learning cities are based on civic data analysis of 500 samples. The result showed that the two observed variables were public participation and The four observed variables are: policy collaboration's positive effect on cooperation; citizen-subjectivity, citizen-intersubjectivity, citizen-sub politics, and citizen-globality's positive effect on citizenship; Furthermore, the six observed variables are: inclusive learning in the education system; revitalized learning in families and communities; effective learning for and in the workplace; expanded use of modern learning technologies; improved learning quality; and a vibrant culture of lifelong learning. In part of the regression between latent variables, we found that cooperation has a positive effect on learning cities (b=0.882), and citizenship has a positive effect on learning cities (b=0.056) and cooperation (b=0.217).]]>
<![CDATA[Creativity and entrepreneur knowledge to increase entrepreneurial intent among vocational school students ]]>
<![CDATA[Muhammad Kris Yuan Hidayatulloh]]>;
<![CDATA[Hilyah Ashoumi]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 4: November 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i4.19771
<![CDATA[One way to overcome the problem of unemployment is to change the mindset that in meeting the needs of life, one does not have to work as an employee or employee, but is able to play a role as a business pioneer. This study aims to find out the contribution level of entrepreneurship education and creativity taking into account factors that support entrepreneurs’ intents. This type of investigation was ex post facto with a quota sampling technique of 76 vocational high school students. The data collection was done through tests to measure entrepreneurial knowledge and instruments to measure entrepreneurial intentions. The data analysis technique employed a regression test to determine the relationship and the magnitude of the influence between variables. The study has found that there is a positive correlation between entrepreneurial education and students’ intent in entrepreneurship. The contribution of change in entrepreneurship education partly to intent in entrepreneurship was 32.60%. There is a positive contribution to creativity in students’ intents in entrepreneurship. The contribution to allow for creative change in entrepreneurial intent is partially 18.40%. There is a positive contribution between entrepreneurship education and creativity in students’ intent in entrepreneurship. Other supporting factors are self-efficacy and locus of control.]]>
<![CDATA[Overview the inquiry learning model: Attitudes, student characters, and student responses what’s the impact? ]]>
<![CDATA[Astalini Astalini]]>;
<![CDATA[Darmaji Darmaji]]>;
<![CDATA[Dwi Agus Kurniawan]]>;
<![CDATA[Sabila Eka Septi]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 1: February 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i1.20530
<![CDATA[The purpose of this study was to find the differences and relationships between student responses, student character, and student attitudes towards the inquiry learning model for physics subjects. The contribution given in this study is useful if the student's response to learning is not good then there are problems in the learning taught by the teacher so that the teacher can improve better teaching techniques. This study uses mixed research methods designed with an explanatory design which is a combination of two methods, namely quantitative and qualitative research methods. The results of the t-test and correlation test of student variables, student character, and student responses can be said to be good but need to be improved optimally so that these variables are beneficial to students. The conclusion of this study is that there is a comparison and influence between students, student characters, and student responses at State Senior High School (SMA) 10 Jambi City on the inquiry learning model in physics subjects. The implication of this research is very important, namely the short-term impact of this research is useful and can be used as a benchmark to improve the quality of student responses, student character, and student attitudes, especially at the high school level.]]>
<![CDATA[Lecturers and students’ perceptions about online learning problems during the COVID-19 pandemic ]]>
<![CDATA[Sri Marmoah]]>;
<![CDATA[Jenny Indrastoeti Siti Poerwanti]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 4: November 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i4.20350
<![CDATA[This research is based on the problem of the outbreak of the coronavirus which has become a global pandemic and a national disaster. The purpose of this study was to describe the perceptions of lecturers and students on online learning problems during the COVID-19 pandemic. The data was collected with the help of questionnaires. This quantitative descriptive study was conducted among lectures and students who selectedd randomly. Data analysis used a Likert scale and the results of perceptions used descriptive analysis. The results of the study show that the perceptions of lecturers and students on online learning problems during the pandemic consisted of six aspects (lecture plans, online lecture activities, online lecture recording and evaluation, lecture assistance services, and lecture support facilities). Furthermore, it can be agreed that effective online learning occurs due to the interaction of students and lecturers as well as technology connected to education.]]>
<![CDATA[The effect of the infographic display style on learning and retaining the vocabulary of the Noble Quran ]]>
<![CDATA[Majdi Suleman ALMashaleh]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 1: February 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i1.20662
<![CDATA[The study aimed to reveal the effect of the infographic display style (fixed, animated, and interactive) on learning and retaining the vocabulary of the Noble Quran among third grade students. The study sample consisted of 112 male and female third grade students and were distributed into three groups the students’ learning test was designed to learn the vocabulary of the Noble Quran according to the approved standards, and a quasi-experimental design was used. The results showed that all infographic patterns (fixed, animated, and interactive) have an impact on learning the vocabulary of the Noble Quran, but this effect is not equal between the patterns, the most influential is the interactive pattern, then the animated pattern, then the fixed pattern, and the results showed that the three patterns (fixed, animated, and interactive) had an impact on retaining learning the vocabulary of the Noble Quran, and that there were no differences between the three patterns in retaining learning the vocabulary of the noble Quran, and the study indicated to a set of recommendations, including encouraging teachers to employ multiple methods in teaching the vocabulary of the Noble Quran.]]>
<![CDATA[Applying De Bono’s six thinking hats for an anti-bullying program ]]>
<![CDATA[Nikolaos Manesis]]>;
<![CDATA[Natasha Chatzidaki]]>;
<![CDATA[Marios Gialamas]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 4: November 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i4.20545
<![CDATA[Bullying among school children is a complex problem that requires a multifaceted approach. De Bono’s six thinking hats technique can help effectively approach the issue of bullying. The innovation of this scenario lies in the fact that it uses De Bono’s technique to deal with bullying at school. In this way, students can gain a holistic knowledge and promote creative and critical thinking in addressing an issue by considering multiple points of view. The purpose of the paper is to present and highlight one more tool, a teaching scenario that uses De Bono’s technique to address the issue of bullying at school. The scenario was implemented in 6th grade students the school year 2021-2022 to develop skills and examine if their attitudes about bullying can be changed. Finally, the students, as they wrote in their evaluation, changed their behavior, reflected, and discussed the problem of bullying and proposed solutions.]]>
<![CDATA[Social science education students’ preparedness for problem-based hybrid learning ]]>
<![CDATA[Saiful Amin]]>;
<![CDATA[Sumarmi Sumarmi]]>;
<![CDATA[Ravinesh Rohit Prasad]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 1: February 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i1.20652
<![CDATA[This research aims to investigate social science education students’ preparedness before they attend problem-based hybrid learning (PBHL). This research is quantitative research with an explorative survey method conducted on college students taking Social Science Education Program in Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia. The participant of this study were 118 students, subsisting of 32 male and 86 female students. This research used a questionnaire with a 1-4 Likert scale as an instrument to measure students’ readiness, weighted from their motivation, prospective behavior, and information and communication technolog (ICT) skills. The data collection process was carried out through Google Form in April 2020. This research used descriptive quantitative analysis to discover students’ preparedness and one-way ANOVA to identify the effect of gender type to the students’ preparation in PBHL. The results of this research show that social science education students’ preparedness (motivation, prospective behavior, and ICT skills) in PBHL is classified high, namely in the B+ category. Furthermore, the gender type has no significant effect on students’ preparedness for PBHL (p0.05). Recommendation based on the research result is the university has to facilitate easy internet access, such as by accelerating the bandwidth, internet connection, and promote other policies that support PBHL.]]>
<![CDATA[Lecturers’ checklist instrument to monitor students’ understanding in distance learning ]]>
<![CDATA[Sari Muthia Silalahi]]>;
<![CDATA[Dedy Anwar]]>;
<![CDATA[Juli Yanti Damanik]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 4: November 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i4.20485
<![CDATA[This paper aimed at exploring the results of participant self monitoring using a checklist instrument in distance learning with flipped classroom setting. The participants were 11 lecturers of Bioprocess Engineering Study Program at Institut Teknologi Del (IT Del), Indonesia. The objective of the checklist instrument was for the lecturers to monitor their students’ understanding about the lessons given each week. The data generated from the instrument was analysed descriptively. The results found that pre-class, in-class and out-class are important parts of learning in flipped classroom setting. The data showed that 56% of students achieved good understading of the knowledge taught by their lecturers. The same idea as in-class, attendance checking and interaction between students and lecturers had a key factor in the learning process. It was found that students’ understanding increased by 20% (very good), 62% (good) and 18% (moderate) through questions and answers, discussions, and tests at the end of class. Those were the modes of interactions that had been done in class. In line with an out-class checklist, giving assignments and feedback could improve students understanding into the level of very good (61%), good (27%) and sufficient (10%). with using a checklist tool, participants in this study self-monitored their progress in a flipped classroom while taking distance learning courses online to improve the quality of their class.]]>
<![CDATA[Create multiple-choice tests based on experimental activities to assess students' 21st century skills in the heat and heat transfer topic ]]>
<![CDATA[Sherlin Illene]]>;
<![CDATA[Selly Feranie]]>;
<![CDATA[Parsaoran Siahaan]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 1: February 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i1.20540
<![CDATA[Currently, we are facing the rapid development of information and communication technology (ICT) that characterizes the 21st century. Challenges, problems, life, and careers in the 21st century can be successfully faced if we master 21st-century skills. However, nowadays it is still very rare to develop a 21st century skill measurement model, so it is necessary to develop test instruments to measure 21st century skills. The development of test instruments to measure 21st-century skills in Indonesia is still very open, with attention being paid to the clarity of the instrument in describing real phenomena and complete data as material for problem solving. Based on the description above, the researchers developed a multiple-choice test based on experimental activities to measure students’ 21st century skills, which are creativity, critical thinking, collaboration, and communication (4Cs) in heat and heat transfer using research and development (RD) methods with the analyze, design, develop, implement, and evaluate (ADDIE) stage. Development begins with conducting literature and field studies, designing and making videos of experiment activities, compiling open-ended questions, distributing them to 12th graders of science, analyzing answers based on references, developing answer options, developing multiple-choice tests, conducting validation by experts, and testing limited to students. The product of this research is expected to be used by educators and students for independent learning activities or as an example to develop multiple choice tests based on experimental activities to measure 21st century skills in other physics materials and other subjects.]]>
<![CDATA[School personnel perceptions of working conditions during a pandemic: A mixed methods study ]]>
<![CDATA[Carianne Bernadowski]]>;
<![CDATA[Nena Hisle]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 1: February 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i1.20759
<![CDATA[This mixed-method study explored whether school staff (teachers, principals, vice-principals, paraprofessionals, school counselors, and school social workers) experienced any challenges while working in a school setting during the COVID-19 pandemic. Both quantitative and qualitative data were collected from an online survey instrument and follow-up semi-structured interviews. A total of 207 educational staff from 30 different states in the U.S. completed the online questionnaire, and ten volunteered to be interviewed. The results revealed the challenges educational school staff experienced during the COVID-19 Pandemic, March 2020-present. The major challenges faced by staff relative to students was poor attendance and student mental health. Personal challenges experienced by the staff included concerns about contacting COVID-19 and infecting family members. A thematic analysis of the data led to the identification of four main themes: Blurred lines between home and school, Mental health challenges should guide educational reform, Obstacles to learning, and Lack of support from home. These findings serve to begin a larger conversation about the needs of students and school personnel during a global pandemic.]]>
