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 survival of school financing management in COVID-19 pandemic ]]>
<![CDATA[Sujasan Sujasan]]>;
<![CDATA[Udik Budi Wibowo]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 4: November 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i4.20297
<![CDATA[This study aimed to explore the survival of school financing management during the COVID-19 pandemic, to assure the quality of teaching and learning continuously. This study used a qualitative design, and data collection is carried out by observing resource persons and in-depth interviews, analysis or analysis of documentation and a combination of the three as triangulation method. The collected data were analyzed using an interactive model. The results showed that financial management strategies in managing school finances effectively and efficiently, through transparency, accountability and responsibility, are considered to have contributed to the prospects, quality, progress and sustainability of education in the midst of the COVID-19 pandemic. This is based on the fact that many quality and good schools eventually experience setbacks due to the lack of transparency, accountability and responsibility in the management of education funds. Openness in schools can promote accountability and fight corruption in education, if it is implemented effectively and any malpractice is dealt with clear consequences. The implication is the strategies of education financing management in terms of transparency, accountability and accountability need to be carry out consistently to ensure the improvement of school quality runs in a sustainable manner.]]>
<![CDATA[Progress testing and its effect on medical student motivation ]]>
<![CDATA[Bulan Kakanita Hermasari]]>;
<![CDATA[Dimar Yudistyaningrum]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 4: November 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i4.20283
<![CDATA[Assessment has a pivotal role in medical education, as it can direct student learning. Motivation is an essential factor that determines learning assessment results. One of the aims of assessment is to determine the level of student knowledge, one of which can be measured by a progress test. This study aimed to determine the relationship between progress test and student motivation. This study used a cross-sectional observational analytic method. It was conducted in 2017 at Faculty of Medicine Universitas Sebelas Maret (FM UNS), Indonesia. The respondents consisted of 253 students from batch 2014, 2015, and 2016. The sample was selected by stratified random sampling. The instrument used to assess academic motivation was the academic motivation scale (AMS). The research data were analyzed using the Pearson correlation test. There is a significant positive correlation between progress test results and academic motivation (r=0.500; p=0.000). However, there is no significant difference in motivation level based on gender (p=0.889) and student cohort (p=0.533). In the progress test score, there are significant differences based on gender (p=0.014) and grade-point average (p=0.000). However, there is no significant difference in the progress test scores based on the student batch (p=0.212). The results support that progress test is useful assessment method to support medical student’s motivation.]]>
<![CDATA[Realistic mathematics education: An approach to improve problem solving ability in primary school ]]>
<![CDATA[Lutfi Putri Nugraheni]]>;
<![CDATA[Marsigit Marsigit]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 4: November 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i4.19354
<![CDATA[Mathematical problem solving was an crucial skill to be mastered by primary school student so that will help student to unravel their problems encountered in everyday life. By using the realistic mathematics approach, students learn mathematical concept based on reality or scope around students. This study aimed to develop an eligible learning materials and test the effectiveness of learning materials based on realistic mathematics education to enhance the problem solving skill of primary school students. This research and development study was conducted in Sawangan Subdistrict, Magelang Regency, Central Java, Indonesia. The testing subjects consisted of 12 students in the the preliminary field, there were 42 students in the main field, and 90 students in the operational field that divided into experiment and control class. The data were collected by interviews, observation, and tests. The analyzing N-gain score and t-test with a significant level of 0.05 done to find out th effectiveness of the teaching materials. The developed of realistic mathematics eduation learning materials is feasible and effective in improving problem solving skill with significance value of 0.000 (p≤0.05). It can enhance the problem solving skills of 4th grade elementary school.]]>
<![CDATA[Factors affecting teacher educators adoption of formative assessment strategies in the mathematics classroom ]]>
<![CDATA[Justice Enu]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 4: November 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i4.20341
<![CDATA[The purpose of this study was to look into the factors that influence mathematics teacher educators' formative assessment practices. This paper took a qualitative case study research design approach with six educators teaching mathematics in three teacher Colleges of Education in Ghana. The exploration focused on factors that hinders teacher educators use of formative assessment practices. Data were generated through the administration of semi – structured interviews and lesson observations. The qualitative data was analyzed using thematic analysis. Findings revealed that major factors which limit teacher educators formative assessment practices were: large class size, time, lack of transparency in assessment, and internal and external summative assessment issues. The factors limiting teacher educators' use of formative assessment (FA) discussed in this study are beneficial for teacher college administration in addressing the issues and educators in assisting pre-service teachers in eliminating these factors during their training and after passing out from the college of education to the teaching field. Based on the findings, it is recommended that a large scale study is conducted on factors that affect teachers formative assessment practices and the effect on students mathematics learning.]]>
<![CDATA[Development and application of a managerial creativity scale for school principals ]]>
<![CDATA[Shirbagi, Naser]]>;
<![CDATA[Kazemi, Amjad]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 4: November 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i4.17212
<![CDATA[This study was conducted based on a dual purpose; the first purpose wasvalidation of managerial creativity assessment scale from the perspective ofteachers; the second purpose was establishing of a qualification profile of the principals` managerial creativity using this standard tool. The currentresearch applied a positivist epistemological orientation with a quantitativeapproach and evaluation method. The study population involved 1256Sanandaj high school teachers from which 296 teachers were selected bystratified random sampling using selected using Morgan Table. In evaluatingthe validity of managerial creativity questionnaire factor analysis was usedand in assessing the reliability of it, Cronbach’s alpha coefficient was appliedKhandawalla [1] to assess principles` managerial creativity by teachers andthe influence of demographic variables on teachers` assessment. Based onthe findings of the study teachers evaluated their principals` level ofmanagerial creativity at a high level in their workplace. Moreover, it wasrevealed that teachers` demographic variables had no significant correlationto the scores of managerial creativity assessment.]]>
<![CDATA[Mapping metacognitive awareness of Chinese language learners ]]>
<![CDATA[Diana Nur Sholihah]]>;
<![CDATA[Zakiyah Arifa]]>;
<![CDATA[Kartika Ratnasari]]>;
<![CDATA[Nur Ila Ifawati]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 4: November 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i4.20352
<![CDATA[The role of metacognitive awareness on language teaching and learning have been confirmed by several studies, but the discussions of this topic in Chinese as foreign language are limited. The aim of the present research was to map metacognitive awareness profile of Chinese language learners. Total respondent of this research was 80 Chinese language learners (38 males and 42 females) which comprise secondary students. Convenience sampling technique was employed to select the respondents. Meanwhile, the metacognitive awareness data were collected utilizing Junior Metacognitive Inventory. The obtained data were analyzed using descriptive statistic. Mann-Whitney U Test was employed to investigate the significance differences of metacognitive awareness between male and female. The findings showed that 46.25% of Chinese Language Learners have a good metacognitive knowledge, 28.75% fair, 20% very good, 3.75% poor, and 1.25% very lacking. The finding also showed that 40% students have good metacognitive regulation, 36.25% fair, 15% very good, 7.50% poor, and 1.25% very lacking. In addition, between male and female students have no significant difference in knowledge of cognition. On the contrary, regulation of cognition female learners (Mdn= 32.50) significantly (U= 551.000, p more than 0.05) better compared to male (Mdn= 30).]]>
<![CDATA[A meta-analysis study on the attitudes of pre-service music teachers towards the teaching profession in Turkey ]]>
<![CDATA[Rasim Erol Demirbatır]]>;
<![CDATA[Zeynep Özer]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 4: November 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i4.20325
<![CDATA[The objective this study was to determine whether music teacher candidates’ attitudes towards the teaching profession in Turkey differ with respect to different variables. In this direction, a meta-analysis study was carried out on the pre-service music teachers’ attitudes towards their profession. The study consists of 12 studies chosen with predetermined criteria. Since the effect sizes of these studies display a heterogeneous structure, the random effects model was conducted. Effect sizes in the random effects model were calculated by using Hedges g coefficient with 12 studies for gender and nine studies for the form of high school graduated. Taking the results of the findings into consideration, it was concluded that the attitudes of female music teacher candidates towards the teaching profession are more positive than male candidates. There is no difference between Fine Arts and other high schools regarding the variable of the form of high school.]]>
<![CDATA[Impact of the society’s perception on teachers’ professionalism ]]>
<![CDATA[Arifah Fauziah]]>;
<![CDATA[Maksim Kim]]>;
<![CDATA[Mulunesh Aye]]>;
<![CDATA[Venant Hakizimana]]>;
<![CDATA[Ju Hur]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 4: November 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i4.20292
<![CDATA[An effective teaching contributes to the students’ performance and this depends on qualified-trained teachers, school administration, parents and conducive environment for teaching and learning. It is proven that students are more successful in their academic achievements, in the societies where teachers perceive their profession as their job. This paper explores the impact of the society’s perception on teachers’ professionalism. The method employed in this paper is qualitative by using interview technique and used audio-recorded to ensure a complete transcript. The result indicated that in some developing countries including Cameroon, Kenya and Fiji has various reasons for their job. Teaching profession was affected by how the society considers teachers whereby they are perceived as disadvantaged population who cannot fully take part in the social and economic activities due to the fact that their salary is very low compared other public servants. This low salary and loss of respect of teachers by the society lead to the job dissatisfaction and made the teaching profession as a transitional job before waiting to move to another different professional field.]]>
<![CDATA[The effect of birth month and seasons on athlete aggression ]]>
<![CDATA[Mahmut Gülle]]>;
<![CDATA[Yavuz Bolat]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 4: November 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i4.19810
<![CDATA[In this study, there were 3,335 football players from four continents from around the world formed a study universe in which the causes of athlete aggression. Also, the factors affecting athlete aggression were investigated with different variables. It has been observed that the levels of aggression of footballers are different according to the positions they play. As the number of matches that players participate in increases, aggression levels increase among the important results. A correlation was found between the ages of the footballers and their levels of aggression, but it was concluded that athletes born in December were more aggressive. Those born in January and those born in winter have shown minimal levels of aggression compared to other footballers. It has been interpreted as having higher levels of aggression, with football players born in December and winter receiving more penalties than other participants. In the continents where football players were born, the highest number of athlete aggression was observed in the participating football players from the continent of Europe, while the aggression of athletes born in the continent of Africa and Asia was found to be lower. Taking into account the data obtained from the research, it was concluded that the athlete's position, age, month, and season of birth and continent of birth are factors affecting athlete aggression.]]>
<![CDATA[4’33â€: Multiplicity of cultural and economic agents in Hong Kong ]]>
<![CDATA[Ko, Charles]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 4: November 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i4.16934
<![CDATA[Purpose–While coronavirus was ubiquitous in 2020, e-learning businesses were everywhere. The present research is to investigate the success entrepreneurial factors in e-learning at that time.Design/methodology/approach–This research is not intended to be a pure historical study, but a study of the economy of business. From the perspectives of sociolinguistics, it is a firm belief that on its own, linguistics by no means can provide all the answers to the question; as we said this research is not merely based on historical perspectives. In fact, it is a universally accepted method in this kind of interdisciplinary research to scrutinize and to co-ordinate sources and findings available from the perspectives of history.Findings–Businessmen (or entrepreneurs) should sometimes be opportunity seekers, looking at problems as opportunities. Upon this, a competitor’s failure might just be the opportunity for your next big success. However a greatly successful businessman should not always be an opportunistic behaviorist. In general, a typical businessman must be action-oriented: entrepreneurs get things done; they are focused on action plans and results, although some ‘atypical’ entrepreneurs are not necessarily ‘action-oriented’, unfortunately. A golden rule, entrepreneurs need to be able to speak persuasively, analyze situations, think creatively, understand financial information, and lead others in order to be successful. After the development of the COVID-19 pandemic, also known as the coronavirus pandemic, we find that an entrepreneur also extremely needs to be open-minded, especially entrepreneurs are required to consider new ways of getting things done, for example the solution of coronavirus problems in terms of business: maybe, sometimes success depends on not politics, also does not depend on luck, in fact. Originality/value/implications–In specific, the entrepreneurial studies of management scientists are illustrated by two Representatives: Drucker and Mintzberg (success factors in 2020 of which will be discussed.) Like many other management scientists, [16] emphasizes more on practice and principles rather than the definition of concepts. Hopefully, this study emphasized both.]]>
