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[Factors Affecting Student’s Academic Performance in Ahuntegen General Secondary School, North Wollo Zone, Ethiopia ]]>
<![CDATA[Birhan Getachew]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 2: May 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i2.8404
<![CDATA[The Academic performance of the student depends on a number of factors such as teachers, student and school related variables. Hence, this study was conducted to analyze the factors which affect the academic performance of students. Primary and secondary data were used for the study. In this paper, students’ results were taken from record office. Multiple regressions, chi-square test, correlation analysis were used to analyze the data. The result of the chi-square test and correlation analysis portrayed that teachers educational level, experience, subject matter knowledge, students interest towards education, attendance, parents educational level, parents income, distance of the school from the students home, the availability of materials, text book and language skill of students have an influence for the academic success of students. Besides, keeping other variables constant, 14.8 % and 62.7% variability of students’ academic performance was explained by teacher and school related variables whereas the overall 74.2 % of variations of students’ results were explained by 19 variables applied for this study. The overall relationship was statistically significant (F19, 23=8.592, P less than 0.001). It is recommended that analyzing and understanding of teachers, students, parents, school educational expert and related variables are very essential to improve the academic performance of students.]]>
<![CDATA[The Analysis of Learning Infrastructure (LI), Learning Motivation (LM) and Economics Learning Achievement (ELA) ]]>
<![CDATA[Ananda Setiawan]]>;
<![CDATA[Trisno Martono]]>;
<![CDATA[Gunarhadi Gunarhadi]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 2: May 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i2.8124
<![CDATA[This research aimed to find out whether or not there is an effect of Learning Infrastructure (LI) and Learning Motivation (LM) on Economics Learning Achievement (ELA), and which one has more dominant effect on Learning Achievement, Learning Infrastructure or Learning Motivation. This study was a descriptive quantitative research with survey method. The data of LI, LM and ELA were collected using questionnaire. The population of research consisted of 1192 economics students in Public Senior High Schools of Serdang Bedagai Regency applying the 2013 curriculum. The sample consisted of 300 respondents, taken using cluster areas sampling technique. From the result of research, it can be found that there was a positive significant effect of LI on ELA (tstatistic=9.597, P = 0.000), there was a positive significant effect of LM on ELA (tstatistic=6.990, P=0.000), there was a positive and significant effect of LI and LM on ELA (Fstatistic=114.281, P=0.000), and LI affected ELA more dominantly than LM did.]]>
<![CDATA[The Preparedness of Russian Schoolchildren for Liberal Arts Education ]]>
<![CDATA[Leonid S. Ilushin]]>;
<![CDATA[Anastasia A. Azbel]]>;
<![CDATA[Michael D. Freese]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 2: May 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i2.9082
<![CDATA[The article reveals data from a questionnaire of 16-17 year old Russian pupils about their experience of managing free time and using educational choice in the school. The authors compare the obtained results with the values of liberal arts education, gaining significance in Russian universities. The study shows that the principles and practices of liberal arts are in deficit even in advanced and innovative Russian schools.]]>
<![CDATA[Teaching Material Mathematics with a Metacognitive Approach Guidance ]]>
<![CDATA[Arvyaty Arvyaty]]>;
<![CDATA[Salim Salim]]>;
<![CDATA[Era Maryanti]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 2: May 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i2.7566
<![CDATA[The purpose of this research is to analyze the improvement of students' mathematical literacy ability through the use of mathematics teaching materials with metacognitive approach guidance. This research will be held in the city of Kendari to the subject of this research target is students who are at grade 5 Land in Junior High VIIID Kendari years lessons 2017/2018 with many limited scale trial class is only required as much as 1 class. To know the significance of the increase in the literacy abilities of students using paired t-test. Data processing using the SPSS program with criteria if α=0,05 then there is an increased of student's mathematical literacy ability. The results of the analysis on the stages of the evaluation shows the learning materials with metacognitive approach guidance can provide better against an increase in student learning. The ability of the early mathematical literacy against students is very less because of learning during this time students have not been directed with the ability of mathematical literacy. After the students get learning by using learning materials through metacognitive approach guidance, the ability of mathematical literacy students’ level 3 and level 4 underwent significant improvement.]]>
<![CDATA[Inquiry Based Learning Module to Empower Cooperation Skills ]]>
<![CDATA[Dewi Anjani]]>;
<![CDATA[Maridi Maridi]]>;
<![CDATA[Suciati Suciati]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 2: May 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i2.8268
<![CDATA[The education in the 21st century focuses on knowledge and encourages students to generate information and encourage developing new skills. The framework of 21st century learning skill is communication, collaboration, critical thinking, creativity and innovation. Cooperation skills in the world of education is an important thing to be done in learning. Therefore, a solution is needed to optimize student empower cooperation skills process by using the teaching material in the form of module. The objective of this research is to know the effectiveness of inquiry based learning module to empower cooperation skills. This research was conducted in one of high school in Surakarta, Indonesia. The research method is quasi experiment, used pretest and posttest design by using two randomly selected classes those were experimental class used an inquiry based learning module and control one used a modules made by biology teachers in Surakarta. The results showed that there were significant differences of learning outcomes between the control and the experimental classes based on the independent samples t-test test results, also seen with the n-gain scores that obtained at 0.78 (middle) in the control class and 0.87 (high) in the experimental class. As the study concluded, using inquiry based learning module in the learning process in effective to empower cooperation skills.]]>
<![CDATA[Enhancing Student Scientific Attitudes towards Civic Education Lesson through Inquiry-based Learning ]]>
<![CDATA[Triyanto Triyanto]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 2: May 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i2.8489
<![CDATA[The purpose of this study was to investigate student scientific attitudes toward civic education lesson through inquiry-based learning. The samples in this study were selected using stratified random sampling technique. Interactive data analysis consists of two stages: data collection and data display. The data were gathered by observation and interviews. Statistical results indicated that the student scientific attitudes towards civic education were a positive. Inquiry-based learning enhances student scientific attitude, where the most visible indicator of scientific attitudes is students' curiosity. Building scientific attitude can provide a logical solution to the problem student faced in their daily life and has scientific thinking skills. Creating and using science concepts related to students’ lives and interests will provide opportunities for a student to build their scientific attitude through meaningful learning activities. Scientific attitudes are grown through a series of experiences that students discover on their own during the learning process.]]>
<![CDATA[Students’ Problem Solving Skills of Physics on the Gas Kinetic Theory Material ]]>
<![CDATA[Wartono Wartono]]>;
<![CDATA[Agus Suyudi]]>;
<![CDATA[John Rafafy Batlolona]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 2: May 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i2.8424
<![CDATA[Some research aiming to improve problem-solving skills in physics by various learning models has been performed. So far, there is no comprehensive research that uses Inquiry-discovery learning model to improve problem solving skills (PSS) in physics with the aid of the PhET simulation in the material of kinetic theory of gases. This research aims to investigate the differences of PhET-aided Inquiry-discovery learning using a theoretical review on PSS in the material of kinetic theory of gases between the experimental class and control class. This research is a quasi-experimental study by a post-test only design. The data analysis was performed via a t-test. The analysis results showed students in the experimental get higher PSS class than those in the control class. Also, the students in the experimental class have the highest and lowest initial abilities which were still higher than the students in the control class. Hence, the inquiry-discovery learning model is recommended to enhance students’ physics PSS. The implication of this research is to provide information that students can be empowered by inquairy-discovey learning model in improving PSS. Therefore, it is expected that the next researchers can explore students’ PSS at each meeting in order to improve students’ learning outcomes.]]>
<![CDATA[Academic Supervision toward Teacher’s Performance through Motivation as Intervening Variable ]]>
<![CDATA[Hendro Prasetyono]]>;
<![CDATA[Agus Abdillah]]>;
<![CDATA[Dona Fitria]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 2: May 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i2.7324
<![CDATA[The aims of this research were to find the effect of Academic Supervision of School Principal and Work Motivation toward Teacher’s Performance of Bussines and Management Group State’s and Private’s Vocational High School in Depok City directly or indirectly. The population of this research was Bussines and Management teachers in Depok City amounting to 384 people. The sample in this research amounted to 80 people. The sampling method was done by using proportionate random sampling. Data collection is done by filling questionaires. Analysis of the data used is path analysis. Data processing is performed with IBM SPSS version 23.0 for Windows. The results showed that there is significant influence between Academic Supervision of School Principal to Work Motivation (1), Academic Supervision of School Principal to Teacher’s Performance (2), and Work Motivation to Teacher’s Performance (3). Totally, the magnitude of the effect is known 68,39 % directly and indirectly, while the remaining 37,10% is influenced by other factors not examined in of this research. ]]>
<![CDATA[Teaching Efficacy in Inclusive Education (IE) in Indonesia and other Asia, Developing Countries: a Systematic Review ]]>
<![CDATA[Ika Febrian Kristiana]]>;
<![CDATA[Wiwin Hendriani]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 2: May 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i2.7150
<![CDATA[Inclusive education involving disable students has been applied in several countries including Asian countries. Nevertheless, teachers’ efficacy in implementing inclusive education remains out of sight. This review aims to summarize some facts depicting teachers’ efficacy in an inclusive education (IE) setting taking place in several Asian countries, particularly in developing countries. The search of e-literature was conducted to identify full-English articles published since 2004 concerning on teachers’ efficacy in teaching in inclusive programs/schools. The database used in searching the appropriate literatures was the database assembled in August 2017 which contained social-science articles such as PsycARTICLES, ERIC, Sciencedirect, SSCI, Springer Link, and Google Scholar. There were two studies identified using inclusive and exclusion criteria stipulation in this review. Teachers’ teaching efficacy in inclusive education (IE) in Indonesia and Bangladesh as developing countries in Asia – including efficacy in use inclusive instruction, efficacy in managing behavior, and efficacy in collaboration – was categorized in a good condition. Improving the measurement and research on teachers’ efficacy in teaching in an inclusive program/school will require greater investment in arranging several inclusive teachers’ professionalism enhancement and the increase in the number of disable students acquiring their education rights]]>
<![CDATA[The Impacts of Chemopoly-Edutainment to Learning Activities and Responses ]]>
<![CDATA[Sri Adelila Sari]]>;
<![CDATA[Jasmidi Jasmidi]]>;
<![CDATA[Agus Kembaren]]>;
<![CDATA[Ajat Sudrajat]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 2: May 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i2.7622
<![CDATA[The purpose of this study was to alleviate the problem of student learning activities through the use of innovative chemistry learning media, namely chemopoly-edutainment. This type of research was a pre-experimental study. The approach used was descriptive qualitative approach. This research has been done in Medan State University in 2017 year. The selection of research subjects was done by purposive sampling, i.e., Chemistry Department students as many as 36 people. Data were collected using observation sheet to measure learning activities. Then, students' responses were measured using a questionnaire. The results showed that learning about chemicals separation by using chemopoly-edutainment media could help students to be more active in learning. The activeness of students in the highly active category was found at 77.16 percent. While active students learn was reached 20.68 percent. In addition, found as many as 2.16 percent of students who were quite active. The study also found that none of the students were less active or inactive in teaching and learning activities using the chemopoly-edutainment medium. The students’ responses to the use of chemopoly-eudtainment media on chemical separation learning was also found to be positive.]]>
