International Journal of Education and Learning
The International Journal of Education and Learning (IJELE) is an international journal to provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching, development, curriculum, instruction, innovations, methodology, and technology in education or situated at the convergence of two or more disciplines.
The spectrum of topics includes: 1. Islamic Education, 2. Curriculum and teaching methodology, 3. Contemporary issues in education and learning, 4. Development in education and learning, 5. Education and learning technology, 6. Education and learning research, 7. Educational Psychology, 8. Innovations in education and learning, 9. Management Education, 10. Special Education, and, 11. vocational education.
Articles
60 Documents
<![CDATA[The Implementation Of Problem Based Learning and Jigsaw Model Learning to Improve Basic Programming Learning Outcomes ]]>
<![CDATA[Erma Widayanti]]>
<![CDATA[ International Journal of Education and Learning Vol 1, No 2: December 2019 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v1i2.53
<![CDATA[Basic Programming Learning in class X RPL1 in semester 1 has implemented the Problem Based Learning model and runs effectively until it reaches 90% results reaching KKM. Problems occur when there are changes in students in semester 2 because of the industrial class. School regulations state that industrial classes are students who are selected based on psychology and grades in semester 1. In semester 2 industrial classes are placed in class X RPL2 and students who do not enter the industrial class are made one in class X RPL1. The application of the Problem Based Learning model that was implemented previously became less effective, the data at the beginning of semester 2 there were no students from X RPL1 who reached KKM (Minimal Completeness Criteria). This type of research is a classroom action research (CAR). This study aims to measure the feasibility of the learning model and improve the learning outcomes of Class X RPL1 students on Basic Programming subjects by providing innovative learning models that combine the Problem Based Learning and JIGSAW models. The study was conducted in class X RPL 1 of SMK Turen, amounting to 34 students and carried out for 3 cycles. Each cycle consists of planning, implementing actions, observing, and reflecting. The results obtained, the feasibility of learning models in the first cycle reached 64%, in the second cycle amounted to 76%, and in the third cycle reached 92%. Learning outcomes in the first cycle of knowledge are the average value of students is 62.94 with a percentage of completeness of 44.12%. In cycle II has increased, the average value of students is 73.52 with a percentage of mastery learning by 70.59%, while in cycle III the average value of students is 79.71 with a percentage of completeness of 91.18%. Based on the results of the study it can be concluded that the implementation of the Problem Based Learning method and the JIGSAW model are able to improve the learning outcomes of Grade X RPL1 students in the Basic Programming of SMK Turen.]]>
<![CDATA[Education for Sustainable Development (ESD) in Indonesia: A Conceptual Framework ]]>
<![CDATA[Satrianawati Satrianawati]]>;
<![CDATA[Wen Heng Fu]]>
<![CDATA[ International Journal of Education and Learning Vol 1, No 1: June 2019 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v1i1.33
<![CDATA[Some schools in certain regions of Indonesia are currently really dangerous because they are in the ring area of the fire. In the region, there are also schools located in disaster-prone areas. This research aims to describe modern education for sustainable development by building the online school as disaster solution in the modern era. This research is descriptive qualitative research using a social history approach. The design research method was carried out in four phases: data collection, data display, conclusions, and data condensation. The result of this research is the government should be building an online school as a disaster solution for the generation in the modern era to education for sustainable development.]]>
<![CDATA[A Review on The Professional Development of Elementary Education Teachers in China ]]>
<![CDATA[Ying Luo]]>;
<![CDATA[Wenbin Xu]]>
<![CDATA[ International Journal of Education and Learning Vol 1, No 2: December 2019 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v1i2.56
<![CDATA[The school field is the main field of teachers' study and work, which creates the field space for teachers' professional development. In order to explore the situation of teacher professional development in school field,based on the general condition of the research, from the research scope, the research perspective, the fit between "teaching" and "learning" in the study and the discussion that the theoretical research focuses on the value of practice, we have sorted out the hot spots and trends of the research on the professional development of Primary and high school teachers in China from the perspective of school standard.In the subsequent analysis, we need to make further thinking or exploration in the five aspects of the origin and fulcrum of the research, the positioning of the study, the establishment of the research thinking, the consideration of the influential factors in the research and the enlightenment of the research methodology.]]>
<![CDATA[The Impact of Mathematics Teacher Quality on Student Achievement in Oman and Taiwan ]]>
<![CDATA[Intisar Ambussaidi]]>;
<![CDATA[Ya-Fei Yang]]>
<![CDATA[ International Journal of Education and Learning Vol 1, No 2: December 2019 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v1i2.39
<![CDATA[Following the educational reform trend around the world, Oman and Taiwan emphasize on teacher quality to improve student learning. This study investigated the relationship between teacher quality and eighth graders mathematics achievement in Oman and Taiwan by utilizing TIMSS 2011 data. The research question examined to what extent teacher quality as defined by the measurable variables (teacher qualification, teaching practices and professional development) impacts student achievement in Oman and Taiwan. The study employed Ordinary Least Square (OLS) statistical analysis to examine the relationship between teacher quality and eighth-grade student math performance in both countries. The results show that teacher quality indicators in Oman and Taiwan have a positive impact on eighth graders mathematics achievement. However, teacher quality variables that influence student achievement in both countries vary depending on the education context, student characteristics and school factors. The study findings support policy intervention aimed at improving teacher quality and recommends providing more opportunities for participation in content-focused and pedagogical-focused professional development.]]>
<![CDATA[Analysis of Problem-Based Learning Models by Typology of Knowledge Pollock and Cruz (1999) ]]>
<![CDATA[Iim Imandala]]>;
<![CDATA[Rumi Li]]>;
<![CDATA[Agus Supriyadi]]>
<![CDATA[ International Journal of Education and Learning Vol 1, No 1: June 2019 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v1i1.12
<![CDATA[Problem-based learning (PBL) is learning where students build knowledge based on learning experiences to solve problems. This model generally is known by teachers around the world and successfully attracted many researchers. However, very limited study has been conducted to analyze this learning model using the typology of knowledge by Pollock and Cruz (1999). This paper analyzed the PBL model using Pollock and Cruz instrument. This study discovered that learning knowledge and facilities contributed to the success of the learning process. However, the internalism typology instrument recommends for the teacher to select and choose appropriate knowledge. Particularly in specific student experience and scaffolding in constructivism through identification and screening system. Another instrument is externalism typology, found that the absorbs of knowledge depends on the developmental age and group compositions, primarily, in first-third grade students. This instrument suggested that a teacher must be more active to be facilitator and mediator in the absorption of knowledge through the assimilation and accommodations mechanism.]]>
<![CDATA[Children’s Education in The Story of Single Mothers in Qur’ȃn ]]>
<![CDATA[Moh. Toriqul Chaer]]>;
<![CDATA[Alef Theria Wasim]]>;
<![CDATA[Akif Khilmiyah]]>
<![CDATA[ International Journal of Education and Learning Vol 1, No 2: December 2019 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v1i2.36
<![CDATA[This research aims to find the concept of child education in the story of the single true mother in the Qur'an. The study uses library studies with subjective hermeneutic approaches. The results of the study were found: first, the current status of single mother hakiki and single mother majazi. Second, the relevance of children's education in the story of single mothers follows the stage of the psychology of child development. It is starting from the prenatal phase, covering the child's spiritual and physical education. In the postnatal period, it includes education, supervision and responsible children. Child education in a single mother is done holistically, not partially and not mechanically]]>
<![CDATA[A Preliminary Analysis: Digital Inclusion Domain in Islamic Education ]]>
<![CDATA[Unik Hanifah Salsabila]]>
<![CDATA[ International Journal of Education and Learning Vol 1, No 1: June 2019 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v1i1.23
<![CDATA[One of the environmental changes that have successfully influenced the world of education universally is the pace of digital technology. In the context of education, the emergence of the concept of developing modern technology based on Internet of Things (IoT) and distance learning, certainly demands the optimization of technological utilization. Islamic Education is a catalyst for cross-generation spiritual literacy developers who should not be ignorant of any changes that occur. Responding to the increasingly unpredictable rate of digital technology, an attitude of awareness needs to be done, one of which is through mainstreaming digital inclusion in learning so that the advancement of digital technology can be restored to its role as a medium to increase the effectiveness of knowledge not as a barrier to the learning process. This study tries to identify several domains from digital inclusion into Islamic Education for higher education through a literature review. Some of the digital inclusion domains detected in this study are social networking, entertainment applications, information search engines, websites, and e-learning. This research is a preliminary analysis of the utilization and involvement of digital technology in the learning of Islamic Education and has produced several information regarding the identification of several digital inclusion domains, accompanied by strategies and techniques of implementation in learning activities. The study also includes academic advice for future studies.]]>
<![CDATA[Teachers Perception in Inculcating Islamic Values in Secondary Schools ]]>
<![CDATA[Muhammad Amin Mt]]>;
<![CDATA[Azlina Mustaffa]]>
<![CDATA[ International Journal of Education and Learning Vol 1, No 2: December 2019 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v1i2.40
<![CDATA[This research intended to explore the challenges in inculcating Islamic values among teachers in selected private secondary schools in the Klang Valley. It aimed to investigate the teachers’ perception in inculcating Islamic values in schools. The questionnaire was distributed to 145 teachers from three private Islamic secondary schools in the Klang Valley, namely Al-Amin secondary school, International Islamic Secondary (IIS) School and ADNI Islamic Secondary School. A 5-point Likert scale was used to measure the teachers’ perception about the inculcating Islamic values in schools. Descriptive analysis (frequencies and percentages), were utilized in this study. The findings showed that most of the teachers in the three schools in the Klang Valley perceived that they are not inculcating Islamic values into their teaching. The researcher suggested that future research should include additional Islamic schools to compare their methods of teaching Islamic studies, which can also include universities.]]>
<![CDATA[Effect of Learning Module with Setting Contextual Teaching and Learning to Increase the Understanding of Concepts ]]>
<![CDATA[Putu Yulia Angga Dewi]]>;
<![CDATA[Kadek Hengki Primayana]]>
<![CDATA[ International Journal of Education and Learning Vol 1, No 1: June 2019 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v1i1.26
<![CDATA[This study aims to analyze differences in conceptual understanding between students facilitated by learning modules with Contextual Teaching and Learning settings and direct learning models. This study was a quasi-experimental study using a pretest-posttest nonequivalent control groups design. . The data collected in this study are data understanding concepts with concept understanding tests. Then the concept understanding data was collected by concept understanding tests in the form of reasoned objective tests consisting of 19 items. Data on understanding concepts were analyzed descriptively using one-way analysis of variance. Research shows that understanding the concept of groups of students learning by facilitating learning modules containing Contextual Teaching and Learning is higher than the group of students who learn through direct learning models. Based on these findings it was concluded that there were differences in understanding of physics concepts between students facilitated by learning modules containing Contextual Teaching and Learning and direct learning models.]]>
<![CDATA[Islamic Boarding School and Community Empowerment ]]>
<![CDATA[Sarwadi Sulisno]]>;
<![CDATA[Azis Abdullah]]>
<![CDATA[ International Journal of Education and Learning Vol 1, No 2: December 2019 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v1i2.38
<![CDATA[Islamic education has contributed since before independence. As a long journey requires a spirit that can guide and support to get to the point of success at any time. Mental entrepreneurship can provide the spirit of education to be able to disrupt itself in order to be able to exist with all the challenges of globalization in the digital era. Mental entrepreneurship is a skill that does not only make things from nothing and makes some things from some other things, but also the ability to see and predict the challenges of current and futuristic challenges, then do disruption either by reshape old one -Create a new one to the existing pattern. Entrepreneurship ability will be formed after soft skill entrepreneurship abilities are possessed by students. Until the peak of entrepreneurship of Islamic edication was to view disruption as an opportunity to lead to a new Islamic education.]]>
