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[Modification of CSE-UCLA Model Using Weighted Product in Optimizing Digital Library of Learning Support ]]>
<![CDATA[Dewa Gede Hendra Divayana]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 3: August 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i3.9093
<![CDATA[The purpose of this research was to know the implementation of the design model evaluation of CSE-UCLA (Center for the Study of Evaluation-University of California in Los Angeles) modified by the weighted product method into an application evaluation and conduct field trials against simulation application in order to obtain a reliable application used in evaluating digital library services as a complementary learning process at a computer college in Bali. The method that was used in this research was R and D, with a model design of the Borg and the Gall consists of 10 development stages. However, specialized on research this year implemented making the application and field trials as a form of implementation of the draft models that have been produced the previous year. The subject of the research involved in the simulation field trials as much as 2 education experts and 2 informatics experts. Technical analysis in this research was descriptive statistics. The results obtained in this research in the form of applications that have been tested and ready to use for the test on the more respondent and wider coverage.]]>
<![CDATA[The Development of Oriented on Multicultural Islamic Religious Education in School ]]>
<![CDATA[Ahmad Suradi]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 3: August 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i3.8679
<![CDATA[This article describes the development of oriented on multicultural Islamic religious education in school. Multicultural-oriented religious education is a vehicle to give awareness to learners about the people of Indonesia is a plural society that has cultural diversity, beliefs, languages, races and tribes. Therefore, demanding a multicultural education, in order to anticipate the occurrence of a sharp conflict among the existing differences. Multicultural education as an education on cultural diversity in responding to demographic changes and environmental cultures of particular communities, even the world as a whole. The values of Islamic religious education with a multicultural insight have a significant influence in the effort to form patterns of religious understanding among learners. The values are not only contained in the curriculum content of Islamic religious education, but also reflected from the understanding of teachers applied with the approach and methods used in the process of Islamic religious education. Positive views and understanding for religious teachers on pluralism and multiculturalism in turn will be able to transform patterns of understanding Indications of failure is inseparable from the role of religious education teachers in providing religious understanding to learners.]]>
<![CDATA[Profile Analysis of Students’ Concept Understanding on Heat and Temperature ]]>
<![CDATA[Sukarmin sukarmin]]>;
<![CDATA[Dewi Ratnasari]]>;
<![CDATA[Suparmi Suparmi]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 3: August 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i3.6427
<![CDATA[This research is aimed to know students’ concept understanding profile on heat and temperature. This research is descriptive research using a qualitative approach. Subjects of this research are 10th-grade students in Surakarta in the academic year of 2016/ 2017. They represent high, medium, and low categorized school. Subject selection is based on the average score of physics at the latest four years. This research uses the question of extended response test through essay question. Before having given to the subjects, essay questions are validated by the experts. Based on the research result and the data analysis, students’ concept understanding on heat and temperature as follows: (1) The average percentage of students’ concept understanding at high categorized school is 60,66%, at medium categorized school is 51,47%, and at low categorized school is 48,83%, (2) Most students have misconception on basic concept of heat and temperature such as heat capacity, thermal conductivity, and expansion concept.]]>
<![CDATA[Cognitive Moral Based on Civics Education Material in Elementary School ]]>
<![CDATA[Yogi Prihandoko]]>;
<![CDATA[St. Y. Slamet]]>;
<![CDATA[Winarno Winarno]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 3: August 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i3.8587
<![CDATA[This study aims to determine the effectiveness of the use of cognitive moral based on civics education teaching material in improving the moral judgement competence of the fifth grade elementary school students. This study is a quasi experiment using pretest-postest control group design. The subjects were 59 students of the fifth grade elementary school consisting of 31 students of experimental class and 28 students of control class. The treatment of the experimental class used cognitive moral based on civics education teaching material for about 8 weeks. Learning process in the control class is on the same material and time intensity, but they were not given a treatment. Technique of collecting data used is test. The test instrument consists of 25 multiple choice questions dominated by a moral dilemma. The result of independent sample t test shows that t value is higher than t table (2.161 more than 1.671). The results show that cognitive based civics education teaching material is effective in improving the moral judgement competence of the fifth grade elementary school students. The increasing moral judgement competence in the experimental class based on the acquisition score N-Gain 0.36 is the medium category.]]>
<![CDATA[The Influence of Information Technology Toward Interest In Utilization of The Virtual Learning Environment ]]>
<![CDATA[Wildoms Sahusilawane]]>;
<![CDATA[Lilian Sarah Hiariey]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 3: August 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i3.5710
<![CDATA[This research aims at examining the effect of Ease, Affect, Flexibility and Accessibility of information technology on utilizing virtual learning environment at Universitas Terbuka. The population of the research consists students of Bidikmisi scholarship in Non Basic Education program of Accounting that include of 145 respondents. The sampling method is purposive sampling with 141 eligible samples. The questionnaires are measured with Correlation and Multiple Regression analysis that covers descriptive statistics, reliability test and validity test. Classical Assumption Test which includes multcollinearity test is later conducted. Hypothesis testing and discussion are presented at the end. Result of research with t test or partially indicate that, variable of ease of use have positive relation and have significant influence to interest of utilization of virtual learning environment, t test result for accessibility variable have positive relation and no significant effect to interest of utilization of virtual learning environment. The result of the research on the affect variable has a positive relationship and has a significant effect on the interest of utilizing the virtual learning environment. While the flexibility variable shows have a negative relationship and no significant effect on the interest of utilization of virtual learning environment.]]>
<![CDATA[The Influence of Principal Leadership Style and Teacher Work Motivation on the Performance of Certified Teachers at SMA Negeri Kotamobagu, North Sulawesi, Indonesia ]]>
<![CDATA[Henny Nikolin Tambingon]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 3: August 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i3.8248
<![CDATA[The purpose of this study is to analyse and interpret the influence of principal leadership style on the performance of certified teachers, the influence of teacher work motivation on the performance of certified teachers and the influence of principal leadership style and teacher work motivation simultaneously on the performance of certified teachers in SMA Negeri Kotamobagu. This study employs a quantitative study approach with survey methods and multiple regression analysis techniques. The independent variables are principal leadership style (X1) and teacher motivation (X2) and the dependent variable is certified teachers performance (Y). Result of the research shows that the principal leadership style has an effect on the performance of certified teachers, teacher work motivation has an effect on the performance of certified teachers, principal leadership style and teacher work motivation simultaneously affects the performance of certified teachers in SMA Negeri Kotamobagu. The values of the regression coefficients show the influence of each principal leadership style and teacher work motivation on the performance of certified teachers and have a high contribution to the performance of certified teachers. The principal must have the readiness and ability to mobilize the teachers to achieve the goals and be responsible for the organization of educational activities at school. Teachers should be tenacious and skilful at conducting quality learning activities. Schools should have appropriate functions to educational goals and implement effective and efficient organizational management, high social responsiveness, and are sensitive to: teachers, students and the surrounding community.]]>
<![CDATA[ICT Competencies among School Teachers: A Review of Literature ]]>
<![CDATA[Ai Yieng Wong]]>;
<![CDATA[Khadijah Daud]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 3: August 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i3.5579
<![CDATA[The rapid development of information and communication technology (ICT) in education has attract the interest of the Malaysia's Ministry of Education. Ministry aims to have all teachers received ICT training and to integrate ICT in teaching and learning in the classroom. Teachers as the driving force for ICT literate society must prepare themselves with knowledge and skills in ICT. Different competency among teacher in mastering the skills and knowledge of ICT requires a benchmark to help them to know their personal ability. National Educational Technology Standards for Teachers (NETS-T) recommended by the International Society for Technology in Education (ISTE) is a benchmark that can support and enhance teaching and learning in education. This paper attempts to examine the relevant literature review of ICT competency of teachers in the country and abroad. Teachers who successfully meet NETS-T should be a guide to others while any criticism should make changes for the better.]]>
<![CDATA[Some Methods Used by Mathematics Teachers in Solving Equations ]]>
<![CDATA[Baiduri Baiduri]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 3: August 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i3.6605
<![CDATA[This study aimed at analyzing and describing Various Methods used by mathematics teacher in solving equations. Type of this study is descriptive by subject of this study comprised 65 mathematics teachers in senior, junior, and primary schools respectively 15, 33, and 17 in numbers. The data were collected from the answer to containing four problems of equation. Data Coding was conducted by two coding personnel to obtain credible data. The data were then analyzed descriptively. It has been found that the teachers have implemented a method for solving equation problems by means of operation on one side of equation and procedural operation. This method has been dominantly used by the teachers to solve to the equation problems. The other method was doing operation on both sides of the equation simultaneously by focusing on similar elements on both sides of the equation.]]>
<![CDATA[The Seventh Grade Students’ Generalization Strategies of Patterns ]]>
<![CDATA[Mu'jizatin Fadiana]]>;
<![CDATA[Siti M Amin]]>;
<![CDATA[Agung Lukito]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 3: August 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i3.8997
<![CDATA[This article describes a generalization strategy on pictorial visual patterns. This explorative descriptive study involves 60 students of 7 Grade Student of private junior high school in Tuban East Java Indonesia. Data obtained through the pattern generalization task. The type of pattern used in this research is pictorial sequences with two non-consecutive terms. Selection of a pictorial sequences with two non-consecutive pattern to focus students' attention on visual stimuli. Based on the students answers of pattern generalization task, there are 33 students who answered correctly and 27 students answered wrong. From the correct answer, there are six different general formula representations. The visualization strategy used by the students begins by splitting the image into smaller elements. The way students break down into smaller elements is also diverse. Students divide the image in the form of V (2 matchsticks), U shape (3 matchsticks), square shape (4 matchsticks) and lastly divide in a unit additive consisting of 7 matchsticks.]]>
<![CDATA[Study Motivation, Academic Performance and Commitment Career in Accounting Profession ]]>
<![CDATA[Sofik Handoyo]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 3: August 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i3.8078
<![CDATA[The purpose of this study is to understand the relationship between students' motivation, academic performance, and career commitment on accounting profession among undergraduate accounting students. The background of this study is based on the phenomenon encountered by accounting undergraduate students whose academic performance is not satisfactory as well as problems related to the completion of the study and high turn-over of the accounting profession. The sample of the study involved 101 undergraduate accounting students of Universitas Padjadjaran. There are three independent variables investigated in this study namely study motivation, academic performance and commitment carrier in the accounting profession. Intrinsic interest, extrinsic interest, normative beliefs and conflict anticipation were treated as sub-variables of the study motivation. Data were obtained through an electronic questionnaire using Google Form platform. Descriptive analysis along with bivariate correlation analysis was applied in this study. The results indicate that majority of accounting undergraduate student choosing accounting study program due to intrinsic interest motivation and extrinsic interest motivation and there is no indication motivation influenced by normative beliefs motivation and conflict anticipation motivation. Intrinsic interest has a positive and significant correlation with academic performance (r=2.17, p less than 0.01) and academic performance has a positive correlation (r = 0.124) with commitment carrier in the accounting profession.]]>
