cover
Contact Name
Lina Handayani
Contact Email
edulearn@uad.ac.id
Phone
+622744331976
Journal Mail Official
edulearn@uad.ac.id
Editorial Address
JEC Residence D6, Plumbon, Banguntapan, Yogyakarta 55198, Indonesia
Location
Unknown,
Unknown
INDONESIA
Journal of Education and Learning (EduLearn)
ISSN : 20899823     EISSN : 23029277     DOI : https://doi.org/10.11591/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 602 Documents
Nonformal Education in Improving Quality of Life of Underprivileged Children Abdullah Al Mamun; Kh. Atikur Rahman
Journal of Education and Learning (EduLearn) Vol 7, No 1: February 2013
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v7i1.171

Abstract

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.
Developing a speaking handout for ESP students Mita Nur Aflah; Eka Fajar Rahmani
Journal of Education and Learning (EduLearn) Vol 13, No 2: May 2019
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v13i2.11362

Abstract

This paper aims at encouraging medical students of Poltekkes Pontianak to speak in English by developing a speaking handout as one of the sources for their English subject. The handout is addressed to first semester students as an introduction of English. Speaking skill is chosen because the demands of professional medical workers who are competent in speaking English have increased. In the work-life, medical workers are required to be able to speak in English as an international media of communication for the proof of their professionalism. Therefore, the development of the handout is highly important. The data used to develop the handout is primarily the need analysis results of the previous research. The material development process employs two phases of ADDIE: Design phase and Development phase adapted from Branch (2009) with some pertinent modifications to the contexts and primary data. The complete handout as the final result contains the activities and tasks of speaking English with the clear user’s guides for its users.
An Overview of ICT Integration in Nigerian Colleges of Education and the Implications on Social Studies Pre-Service Teacher Training Programme: A Review of the Literature Sani Alhaji Garba; Termit Kaur Ranjit Singh; Najeemah Binti Mohammad Yusuf; Azidah Abu Ziden
Journal of Education and Learning (EduLearn) Vol 7, No 1: February 2013
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v7i1.174

Abstract

The influence of digital technology in society has made ICT literacy a basic requirement needed by all to survive the challenge of living in the 21st. The education industry is now faced with the challenge of helping learners to acquire this literacy. Coping with this challenge requires breeding teachers’ with high level of proficiency in ICT literacy and competence. This study investigates the readiness of Nigerian Colleges of Education toward breeding social studies teachers with ICT literacy and competence. It is an exploratory conceptual study that is literature-based (document-based qualitative study approach). The study therefore explore literature to find out the benefit of ICT integration in social studies teacher education; the preparedness of Nigerian Colleges of Education for ICT integration; and the implications of the current state of technology integration on social studies objectives. Findings from this study indicated that, Colleges of education in Nigeria are not readily prepared for effective technology integration; much is still needed in terms of infrastructure and manpower development.
Effects of reading strategies on grade one children’s phonemic awareness performance Solomon Melesse; Chanyalew Enyew
Journal of Education and Learning (EduLearn) Vol 14, No 3: August 2020
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v14i3.14271

Abstract

This study examined the effects of language teaching strategies in Amhara region, Ethiopia on children’s phonemic awareness reading performance. To this end, one hundred and two grade one children of two intact sections (n=50) and (n=52) were selected and participated as experimental and control groups, respectively. The research employed quasi-experimental pre- and post-test research design that aimed at examining the effects of reading strategies in children’s phonemic awareness performance. Besides, the researchers collected data through non-participant observation and teacher self-reflection reports. To analyze children’s phonemic awareness, paired samples t-test was computed using pre- and post-test scores of the children. To analyze the qualitative data, researchers employed narratives based on categories formed considering the basic themes of the research questions of this paper. Findings indicated that phonemic awareness reading strategies used in Amhara region could improve children’s phonemic awareness performance. Furthermore, observation and teachers’ reflections showed that there were positive results on the application of the strategies in improving children’s phonemic awareness. Eventually, recommendations and implications for further research were suggested.
Importance of intrapreneurial practices prevalent among secondary school teachers in Kalungu District (Uganda) Genza Musoke Gyaviira
Journal of Education and Learning (EduLearn) Vol 10, No 1: February 2016
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v10i1.3158

Abstract

The study examines teachers' business initiatives within school (intrapreneurial ventures) and highlights the economic and educational importance of these initiatives. It first unveils the prevalence of different intrapreneurial ventures among teachers, before going on to state the meaning of these practices for both the economic and professional welfare of teachers in particular, and schools in general. The study concludes with several conclusions for the development of education on the African continent.
The Obstacles and Strategy of Project Based Learning Implementation in Elementary School Nyai Cintang; Dewi Liesnoor Setyowati; Sri Sularti Dewanti Handayani
Journal of Education and Learning (EduLearn) Vol 12, No 1: February 2018
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v12i1.7045

Abstract

This study aims to: 1) examine the challenges teachers encounter in implementing project-based learning in 2013 curriculum, 2) to examine teachers’ strategies in integrating project-based learning in 2013 curriculum. This research finds several obstacles faced by teachers and strategies that can be done in the implementation of project-based learning, they are: 1) the obstacle in terms of students' capability can be overcome by familiarizing them to complete projects; 2) the obstacle in terms of indiscipline can be solved by optimizing the teacher's role as supervisor; 3) the time constraint is overcome by some alternative ways; 4) the obstacle in terms of equipment availability is addressed by modifying projects; 5) the obstacle in terms of student's inequality is overcome by forming  propori sembang group; 6) the cost issues are resolved by using classroom cash or selecting projects suitable for the available resources. Another positive finding is that teachers should have the confidence and commitment in implementing project-based learning. Based on these results, it can be concluded that most teachers and even experienced teachers will experience difficulties and challenges when trying to implement project-based learning. However, experienced teachers have strategies to overcome obstacles, thus project-based learning can still be implemented.
Cloze test pocket worksheet as aid to mastery of science concepts Adelita Morales Gomba
Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v13i1.11271

Abstract

This study used a Two Groups, Random Selection Experimental Design to improved academic performance of Grade 9 learners of Silanga National High School Catbalogan City using Cloze Test Pocket Worksheet in Science. Its purpose was to seek answers to the following questions: (1) What is the pretest mean scores between the control and experimental group? (2) What is the posttest mean scores of the control and experimental group? (3) What is the mean gain scores of the selected experimental group before and after the conduct of the study? Based on the result, the following findings were formulated; (1) The pretest mean scores of the subjects using Cloze Test Pocket Woksheet and the pretest mean scores of those who did not used do not differ significantly. (2) The post-test means scores of subjects who were were using Cloze Test Pocket Woksheet and the posttest mean scores of the subjects who were not using Cloze Test Pocket Woksheet differ significantly. (3) There is a significant difference between the mean gain scores of the two groups of samples – experimental and control groups. The experimental group who used Cloze Test Pocket Woksheet performed significantly higher than the control group who were not using the Cloze Test Pocket Woksheet. Based on the findings cited, it is concluded that the developed material in reviewing Science can improve learners’ mastery of the concepts. Though the results of this study showed that learning took place in both groups, the subjects who were assessed by Cloze Test Pocket Worksheet performed significantly better than the subjects who did not use the material.
Teaching Competencies of Students Practice Teaching at Elementary Schools and Kindergartens Nur Fatimah
Journal of Education and Learning (EduLearn) Vol 6, No 3: August 2012
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v6i3.158

Abstract

The objective of this study is to describe the teaching competencies of English Education students practising at elementary schools and kindergartens based on the teacher supervisors’ view. The teaching competencies include the students’ competence on writing the lesson plan and their competence on practice teaching. To reach the objectives of the study, the researcher collected the data by distributing a questionnaire to the supervisors at schools. There were 41 schools consisting of TK ABA, SD Muhammadiyah, SD Negeri located in Yogyakarta (24), Sleman (1) and Bantul (16). The questionnaire used was based on the official assessment form published by Indonesian government for teacher’s certification. It contains some indicators of teaching competence, it uses Likert scales ranging from 1 to 5. The criteria are as follows: 1 = very poor, 2 = poor, 3 = rather poor, 4 = good, and 5 = excellent. The data were taken from proportionally random sampling of the supervisors. From the total number of 103 teacher supervisors, the researcher distributed 61 questionnaires. The supervisors represented the ones from different educational backgrounds. The findings show the following results. The competence of English Education students in composing the lesson plan, according to the teacher supervisors, is classified good (actual mean = 3.858, SD = 0.685, ideal mean = 3, ideal SD = 0.750). Further, their competence on practice teaching is also good (actual mean = 3.867, SD = 0.688, ideal mean = 3, ideal SD = 0.966). The two aspects of composing the lesson plan to improve are teaching material organization and the completeness of assessment instrument. The other two aspects to improve in teaching practice are contextual teaching and learning and class management.
International mobility programs to improve soft skills of Vocational College students and alumni Andri Handayani; Wahyu Kartika Wienanda
Journal of Education and Learning (EduLearn) Vol 14, No 3: August 2020
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v14i3.14538

Abstract

In the workplace, hard skills and soft skills are equally taken into account, especially in this 21st century, where people are required to have ‘global employability skills’ to secure a good job. This study aims to determine the benefits of international mobility programs have on the ability of soft skills, especially in the aspects of communication, social skills and flexibility—as parts of ‘global employability skills’--of students and alumni of a Vocational College within three years from 2017 to 2019. The research method used is by distributing questionnaires Google Form with Likert Scale format from strongly disagree to strongly agree scale 1-5. Research subjects were active students and graduates of Vocational College (Sekolah Vokasi) UGM who had participated in international mobility programs, both incoming and outgoing programs, organized by the OIA SV-UGM, in 2017-2019. The respondents were 60 people. The results showed that the developed soft skills were language and communication skills, interpersonal skills, teamwork, cultural understanding and adaptability and openness. Specifically for alumni, soft skills that are highly developed and helpful in the working world are adaptability and openness (82.9%), cultural understanding (74.3%), language and communication skills (71.4%), ability to work together (65.7%), and interpersonal skills (54.3%).
The Need and Use the Rural ICT Services in Iranian Rural Areas Amir Mozafar Amini; Parnia Mosharaf; Mohammad Sadegh Ebrahimi
Journal of Education and Learning (EduLearn) Vol 9, No 4: November 2015
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v9i4.2088

Abstract

Nowadays, Internet access and use of information resources in all human societies are experiencing a rising trend, and different communities are used each with multiple infrastructures due to the benefits of ICT. The present study was based on applied research. In this research, a hybrid approach involving quantitative methods (survey) and qualitative (observation, interviews) was used. Statistical population of this study consists of two parts, the first part responsible for rural ICT offices, with a population of 125 people using Cochran Formula 80 subjects were selected as first sample, and the second part of the rural of first sample villages with a population of 84,836 people using Cochran formula and randomized-comparative method were studied as second sample. The questionnaire was subjected to reliability testing by using data collection in the pilot study with Cronbach’s Alpha value 0.73 to 0.95 for all variables. SPSS statistical software was used to analysis the data. The results of the study indicate that the overall performance of the agencies providing services to the rural was lower-middle in the offices in banking services has received first place, and the final ranking in the provision of health services. The results of study showed that rural employment, level education and family size effect on the rate of rural ICT offices.

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