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.
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<![CDATA[The development of Means-Ends Analysis and Value Clarification Technique Integration Model to explore the local Wisdom in Historical Learning ]]>
<![CDATA[Yudi Pratama]]>;
<![CDATA[Sariyatun Sariyatun]]>;
<![CDATA[Hermanu Joebagio]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 2: May 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v11i2.5752
<![CDATA[In fact, the differences exist is the true identity of the people of Indonesia making them rich of wisdom. The wisdom had by each group in each region (local wisdom) is one potential element which can be integrated in learning process to develop social solidarity, especially for the young. Accordingly, a suitable learning media in implementing such idea is needed to be considered. Therefore, this study was aimed to develop model Means-Ends Analysis and Value Clarification Technique as Integration media of Local Wisdom Values in History Learning to Increase Social Solidarity Thus, this study is designed to develop such media by using research and development model proposed by Dick and Carey. Based on the analysis results and findings, it can be concluded that Means-Ends Analysis model collaborated with Value Clarification Technique can help the students in identifying local wisdom values]]>
<![CDATA[The Effectiveness of Module Based on Discovery Learning to Increase Generic Science Skills ]]>
<![CDATA[Elok Norma Khabibah]]>;
<![CDATA[Mohammad Masykuri]]>;
<![CDATA[Maridi Maridi]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 2: May 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v11i2.6076
<![CDATA[Generic skills are the skills which needed to face the future. In this study, the generic skills that discussed are the generic skills on the science field, called generic science skills. The purpose of this study is to determine the effectiveness of module based on discovery learning to increase generic science skills. This study was conducted at one of the State Madrasah Aliyah in Surakarta academic year 2016/2017. The pre test and post test research pattern with treatment and control class groups were used throughout the study. While the treatment group taught by using module based on discovery learning, the control group was taught by a module that commonly used in the school. As the study concluded, using module based on discovery learning in the learning process is effective to increase generic science skills.]]>
<![CDATA[What’s in a Name? Student Pharmacists’ Novel Extracurricular Process of Drug Therapy Reinforcement ]]>
<![CDATA[Kenric B. Ware]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 2: May 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v11i2.5616
<![CDATA[Fostering excitement in pharmacy student learning can be achieved through reinforcing drug therapies in curricular and extracurricular endeavors. This paper described an extracurricular initiative that elevated awareness of drug therapy in its current, future, and past members. This process occurred on an annual basis. Upon invitation, participants were expected to attend meetings with current and graduate organizational members. These settings provided opportunities for recognition and remembrance of organizational history and drug therapies. Checkpoints were inserted to verify progression towards full membership. The primary role of graduate members in this process was the yielding of their professional insights. A student – led, peer – facilitated model of drug therapy exposure along these lines resonates with calls for increased innovative learning strategies.]]>
<![CDATA[Online Community Learning: Why Does (Language) Learning without Classroom Interest Students of All Disciplines? A Case Study ]]>
<![CDATA[Arul Prabaharan Gaspar]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 2: May 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v11i2.5556
<![CDATA[This case study explores the language learners’ growing interest to express their shared interest in online-course-providing platforms. This study also inquires into the language learners’ new forum called “online community” and its great influence on smart way teaching-learning process and classroom dynamics, technology enabled lifelong self study mode of learning, subject knowledge, learning centred curriculum, experience centred approach to the learning process, course material and soft/life skills delivered along the course as a value added package. This paper examines the way MOOCs have opened the gate way of learning to all sections of society free of cost with specific language skills focus – writing that interests students from all disciplines. This study suggests that the rising generation shows a growing, academic interest in online collaboration on the basis of any subject specific shared interest and this collective interest also addresses the concern about personal experiences with emotive foundation that will not have space in online teaching learning process.]]>
<![CDATA[The National Standardized Test Policy for English Subject: Students’ Perception ]]>
<![CDATA[Amirul Mukminin]]>;
<![CDATA[Putri Ayu Lestary]]>;
<![CDATA[Yuliana Afifah]]>;
<![CDATA[Fathiah Rahmadani]]>;
<![CDATA[Robi Hendra]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 2: May 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v11i2.5635
<![CDATA[The present study was part of a larger study concerned with examining whether students perceived the use of the national standardized test policy was taking the teaching and learning English at schools in the right direction. A total of 267 completed questionnaires received from year 1, 2, and 3 students enrolled at a public university English education program, Indonesia and answered a questionnaire addressing test preparation activities, controversial testing practices, and the use and accuracy of the national standardized test. This study shed light on our understanding of how participants perceived the national standardized test policy had changed the process of teaching and learning English in the classroom.]]>
<![CDATA[Evaluating Teaching Strategies in Higher Education from Students’ Perspectives ]]>
<![CDATA[Amani K Alghamdi]]>;
<![CDATA[Fatma Kayan]]>;
<![CDATA[Abdulghanni Hattami]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 2: May 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v11i2.5981
<![CDATA[This study was conducted to investigate students’ perception of learning experiences at one of the largest government universities in the eastern province of Saudi Arabia. The sample consisted of male and female students and their instructors enrolled in four main colleges (Arts, Education, Preparatory year, and Science). Data were collected through a survey and focus group interviews during the fall semester of 2014-2015 academic year. The results provide feedback to faculty members about the quality of content, format, and structure of their courses, and can contribute to teaching and learning processes by facilitating faculty growth, development, and self-improvement.]]>
<![CDATA[Investigating Plagiarism: The Form and The Motivation in Performing Plagiarism in High Education ]]>
<![CDATA[S Sariffuddin]]>;
<![CDATA[Khristiana Dwi Astuti]]>;
<![CDATA[Riyan Arthur]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 2: May 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v11i2.5994
<![CDATA[The rapid development of information technology, especially the Internet is pointed out to be factor driving the student to practice plagiarism. Prevention efforts continue to be made both from government policies and stakeholder by creating software anti-plagiarism. However, in the reality the practice of plagiarism re-mains common and relatively more widespread. This practice continues to be varied, so that we need to up-date the information and findings through investigations plagiarism practices in student assign-ments. The method used was a mixed-method approach or mix of quantitative and quali-tative approaches. A quantitative approach was done by using software turnitin.com to scan for plagiarism indication of the level of student assignment in common. To study the behavior of plagiarism, the interview process was also done informally to students who commit high plagiarism. The results showed that the pattern of students’ plagiarism consists of five forms: sham paraphrasing, illicit paraphrasing, other plagiarism, copying verbatim and purloining. Illicit paraphrasing practices are a form of copy-paste literature review and did not pay attention to the bibliography. Besides, the practice of plagiarism is closely associated with low academic writing knowledge. Therefore, the practice of plagiarism should not only be viewed from the perspective of the academic violations, but also from the other perspectives.]]>
<![CDATA[Empowering Non-Formal Education Policy on Life Skills and Its Implications on People Welfare ]]>
<![CDATA[Moh. Alifuddin]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 2: May 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v11i2.5863
<![CDATA[The non-formal education policy in responding to the life skills needs of learners has been anticipated by the issuance of some products of legal regulations concerning the non-formal education. Life skills education was explicitly mentioned in legislation, but its implementation has not been in line with the expectations. In practice, many training institutions were only responsible for the output without even trying to channel or hire the students after graduation. The curriculum developed referred to the national standard curriculum by adding local content. Welfare could be easily obtained because the alumni got jobs after completing their skill training. Thus, the life skills education developed was able to give positive implications, especially for the welfare of its alumni and their families]]>
<![CDATA[Extensive Reading in Action: Voices from the Grounds ]]>
<![CDATA[Dzulfikri Dzulfikri]]>;
<![CDATA[Ali Saukah]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 2: May 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v11i2.5971
<![CDATA[This study is aimed at investigating how extensive reading affects students’ reading attitude and comprehension. Based on two participants’ pretest and posttest results and analyzing the results of interviews, the study reveals that extensive reading tends to promote participants’ reading comprehension as indicated by the improvement of their scores in posttest and participants’ reading attitude as indicated by their responses to interviews. Their positive attitude develops particularly because of the autonomy given to them to select any materials in their interest as when finding interesting reading texts beyond their current linguistic competence, which is not recommended to read in extensive reading, they struggle to understand them regardless of their reading proficiency. Their positive attitude is also shown by their increasing reading amount week after week and their dreams to have a private library and be lifelong readers. Moreover, exposure to a large number of different texts, a large array of words, and different topics enables them to build background knowledge which helps them understand texts better which subsequently affects their reading ability positively.]]>
<![CDATA[Examining Model Development of Physics Learning through Multi-intelligence to Nurture Autonomous Learners ]]>
<![CDATA[Zainuddin Zainuddin]]>;
<![CDATA[Alimuddin Mahmud]]>;
<![CDATA[Muris Muris]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 2: May 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v11i2.5864
<![CDATA[This study aims at examining a model of learning physics through multi-intelligence, which are valid, practical, and effective to enhance learners’ autonomy. The authors developed instruments and learning media to obtain a valid, practical, and effective model using research and development design. The results showed that this lack of autonomy of learners in learning physics. The experiment showed that the physics learning through multi-intelligence met the criteria of valid, practical and effective. All the aspects of physics learning with multi-intelligence run well. The ability of teachers to manage learning was at the high category. The physics learning with multi-intelligence was in the medium category. The activities of learners in learning fulfilled the ideal time and learners responded positively to the learning model of physics through multi-intelligence.]]>
