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[Effectiveness of the project writing training developed for pre-service primary teachers ]]>
<![CDATA[Güler Göçen Kabaran]]>;
<![CDATA[Sedat Altıntaş]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 3: August 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i3.20519
<![CDATA[The study investigated the effectiveness of the project writing training developed and implemented for pre-service primary teachers. A case study was adopted in the research. The participants of the study were 17 students of the department of primary school teaching at nine different universities in Turkey. In this context, an online project preparation training was given to participant pre-service primary teachers. The prepared training was presented to pre-service teachers as theoretical and practical. At the end of this process, pre-service teachers were provided to prepare project proposals under the guidance of academic consultancy. A semi-structured interview form developed by the researchers was used to collect the research data. The obtained data were subjected to descriptive and content analysis. Within the scope of the research, it was determined that the participant pre-service teachers had positive opinions about the planning of the developed education and its contribution to them. It was concluded that some of the participants had negative opinions about the duration, timing and onlineness of the training.]]>
<![CDATA[Students’ perspective on online learning during the COVID-19 pandemic ]]>
<![CDATA[Irawaty Irawaty]]>;
<![CDATA[Abdul Halim Momo]]>;
<![CDATA[Sulfa Sulfa]]>;
<![CDATA[Salimin Salimin]]>;
<![CDATA[Nerlin Nerlin]]>;
<![CDATA[Sri Yuliani Mustar]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 3: August 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i3.20436
<![CDATA[The COVID-19 pandemic has impacted changing the model of learning activities. Teaching and learning activities that have usually been done face-to-face have now turned into online learning. This study identified student perspectives on online learning activities for Department of Civics Education students at the Faculty of Teacher Training and Education at Halu Oleo University, Indonesia during the COVID-19 pandemic. This study used a survey method by distributing questionnaires in the form of Google Forms to students, and a total of 227 students participated in this study. Our study focused on online learning media, learning effectiveness, lecturers' abilities, obstacles, and student recommendations regarding online learning during the COVID-19 pandemic. Data analysis in this study was carried out descriptively, presented in the form of frequency, percentage, and graph. The study results found that the most effective online learning media felt by students at the Department of Civics Education were Google Meet and Zoom Cloud Meetings. Besides, the majority of students considered online learning to be no more effective than face-to-face lectures. Lecturers need to provide two-way learning materials through discussion as well as question and answer. Furthermore, the main determining factors that cause online learning to be ineffective are network constraints and internet quotas. Therefore, students expected the lecturers to understand the network constraints experienced by students during online learning and recommend implementing learning activities for blended learning (combination of online and offline) while still complying with the health protocols.]]>
<![CDATA[Teaching experience on online learning in higher education: Generational analysis ]]>
<![CDATA[Ni Putu Adelia Kesumaningsari]]>;
<![CDATA[Jatie K. Pudjibudojo]]>;
<![CDATA[Maya Hilda Lestari Louk]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 3: August 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i3.20508
<![CDATA[A transition in learning model implementation occurred in higher education during the COVID-19 pandemic. Online learning answers the needs of long-distance learning. However, not all higher education institutions are thoroughly prepared for online learning. Therefore, this study aimed to understand the online learning experience at higher education institutions from the perspectives of multigenerational teaching staff. This study utilized mixed-method research through a quantitative and qualitative study. A total of 93 participants; male (n=40) and female (n=57) teaching staff filled out a research questionnaire consisting of closed and open questions about online learning. The data were analyzed using descriptive statistics and qualitative thematic analysis. The results indicated positive and negative contributions of the online learning process that affect the effectiveness of online learning according to multigenerational teaching staff perspectives. These findings contribute to the global discussion about the online learning process in higher education and recommend the usage of online learning for teaching staff across generations, complemented with an effective instructional design that would help provide a rigorous learning environment.]]>
<![CDATA[Impact of the introduction to special education course in improving attitudes among handicapped individuals ]]>
<![CDATA[Khalid Mohammad Aljundi]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 3: August 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i3.20499
<![CDATA[The present descriptive study aimed to survey the Faculty of Education students’ attitudes to handicapped individuals in Jordan, in a bid to explore the need for programmes to change negative attitudes to this group. The population of the study consisted of all the 123 students who registered in the introduction to special education course in the summer course in the academic year 2021-2021 or the first semester of the academic year 2021-2022 among bachelor’s degree majors of the Faculty of Education at the Arab Open University/Jordan. The sample of the study consisted of 57 students, who were selected at random of the population. The tool applied was that developed by Al-Qureiti for students’ attitudes to handicapped individuals, which was adapted for Jordan’s environment by Darwish. It consisted of 60 paragraphs of three sections on different aspects. On the other hand, arithmetic mean, standard deviation, T-test and one-way analysis of covariance (ANCOVA) are adopted. It is found that there are statistically significant differences at 0.05≥α attributed to taking the course. There are similar statistically significant differences related to the gender factor, as female are shown to have more positive attitudes than male.]]>
<![CDATA[Challenges and adaptation on online learning during COVID-19 pandemic ]]>
<![CDATA[Salasiah Ammade]]>;
<![CDATA[Ali Wira Rahman]]>;
<![CDATA[Syawal Syawal]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 3: August 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i3.20529
<![CDATA[Coronavirus Disease (COVID-19) has impacted the continuity of learning in education aspects. This research aimed to analyze the challenges and the adaptative strategy of online learning for urban vocational school teachers and students during COVID-19. The research applied a descriptive qualitative design in supporting the data needed. The sample of the study was taken randomly from a vocational school in Indonesia consisting of seven students and four teachers in English subject teaching class. In gathering the data, observation and interview were used as research instrument and it was analyzed using Braun’s thematic analysis. The data gathered revealed that vocational school students face some challenges when learning online in English teaching subject during COVID-19 pandemic and did the adaptation dealing with the situation. The interview exposed the challenge faced by the vocational school teachers and students during online learning covering lack of lesson understanding, low creativity in using learning sources, lack of psychological bond with the teacher, internet stability, lack of face meeting exposure, and learning accessibility. The adaptive strategy implemented by the respondents mainly link with technical stuff like stabilizing internet coverage, searching the learning resource more intensive, and providing learning module.]]>
<![CDATA[Secondary mathematics teachers’ use of learners’ responses to foster justification skills ]]>
<![CDATA[Hilda Pfende]]>;
<![CDATA[Zakaria Ndemo]]>;
<![CDATA[Osten Ndemo]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 3: August 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i3.20377
<![CDATA[This study aimed to understand how secondary mathematics teachers engage with learners during the teaching and learning process. A sample of six participants was purposively selected from a population of ordinary level mathematics teachers in one urban setting in Zimbabwe. Field notes from lesson observations and audio-taped teachers’ narrations from interviews constituted data for the study to which thematic analysis technique was then applied to determine levels of mathematical intimacy and integrity displayed by the teachers as they interacted with the students. The study revealed some inadequacies in the manner in which the teachers handled students’ responses as they strive to promote justification skills during problem solving, in particular teachers did not ask students to explain wrong answers. The teachers indicated that they did not have sufficient time to engage learners in authentic problem-solving activities since they would be rushing to complete syllabus for examination purposes. On the basis of these findings, we suggest teachers to appreciate the need to pay special attention to the kinds of responses given by learners during problem-solving in order to promote justification skills among learners.]]>
<![CDATA[School literacy movement program in elementary school, Indonesia: Literature review ]]>
<![CDATA[Erlin Kartikasari]]>;
<![CDATA[Endang Nuryasana]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 3: August 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i3.20383
<![CDATA[The Ministry of Education and Culture developed the school literacy movement (SLM) program. This program aims to foster student interest in reading and improve reading skills so that knowledge can be mastered better. The author uses a literature review design by collecting data from various journal sources relevant to the SLM program in elementary schools, Indonesia. This research is an analytical descriptive study, which is a regular breakdown of the data that has been obtained, then understanding and explanation are given so that it can be understood well by the reader. The selected journal criteria are journals published in 2015-2021. SLM activities in elementary schools are influenced by supporting and inhibiting factors. The supporting factor is that the principal has a good commitment to carry out SLM activities, teachers and students and other components of the school also contribute to the success of SLM activities in elementary schools. Availability of sufficient funds to provide the necessary books is also a factor supporting SLM. While the inhibiting factor is that there are still very few books available so students cannot choose reading books that match their interests. Reading books is the main factor that must exist to make this SLM activity a success. Therefore, the procurement of reading books is very necessary. Students' reading habits are still low, they are still waiting for the teacher's orders to carry out SLM activities. The SLM schedule is not fully for 15-minute reading activities as specified in the manual. Lack of parental involvement in SLM activities.]]>
<![CDATA[Implementation of e-commerce in improving the competitiveness of vocational secondary education student entrepreneurship products ]]>
<![CDATA[Sintha Wahjusaputri]]>;
<![CDATA[Tashia Indah Nastiti]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 3: August 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i3.20501
<![CDATA[This study aimed to identify problems, describe, analyze, and evaluate the use of e-commerce to increase the competitiveness of innovative and entrepreneurial products produced by students of State Vocational High School 3 South Tangerang, Banten province. This research had three main stages, namely the preparation stage, the implementation stage, and the evaluation stage. The research location was the State Vocational High School 3 South Tangerang, Banten province, Indonesia, due to the school being outstanding in the field of Motorcycle and Animation expertise. The resource persons and respondents in this study were teaching teachers and students in classes 10-12 majoring in culinary, automotive, and animation. Implementing e-commerce activities at the production unit of State Vocational High School 3 South Tangerang, has increased the image of the production unit of State Vocational High School 3 South Tangerang. This study was a descriptive qualitative with the questionnaire, interview, and practice method. This study revealed that the application of e-commerce using the Shopee seller marketplace provided significant benefits and impacts for the production unit of State Vocational High School 3 South Tangerang. When the production unit implemented e-commerce, sales turnover increases rapidly, and the number of consumers, as a means of promotion, ease of transaction did not need to meet directly with buyers and can expand the business. However, there were also several obstacles, like weak human resources, intense competition, and the emergence of plagiarism of ideas and products.]]>
<![CDATA[Determining digital literacy among teacher from gender perspective through the Rasch model ]]>
<![CDATA[Indah Wigati]]>;
<![CDATA[Faisal Faisal]]>;
<![CDATA[Resti Tri Astuti]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 3: August 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i3.20409
<![CDATA[Advances in technology and the implementation of online learning require all parties in educational institutions, especially teachers, to be able to use technology. Digital literacy skills are needed to support the learning process. The purpose of this study was to measure the digital literacy skills of teachers through the Rasch model from a gender perspective during the coronavirus disease 2019 (COVID-19) pandemic at Madrasah Aliyah Negeri Palembang, Indonesia. A quantitative research method using Rasch analysis was applied. The results showed that the ability of teachers in digital literacy can be categorized as very high (three people), high (28 people), moderate (63 people), and low (two people) and showed that there are no question items that only favor one of the genders. The results showed that the male teachers in this study had a lower level of digital literacy skills than the female teachers.]]>
<![CDATA[Education and training strategic management course to improve students’ self-directed learning and learning outcomes ]]>
<![CDATA[Imelda Paulina Soko]]>;
<![CDATA[Damianus Dao Samo]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 3: August 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i3.20370
<![CDATA[The purposes of this study were: i) Developing strategic management of education and training online tutorial; ii) Testing the feasibility of strategic management of education and training online tutorial; iii) Finding out the obstacles in strategic management of education and training online tutorial development process; and iv) Finding the solutions in overcoming obstacles in developing strategic management of education and training online tutorial. This developmental research used the analysis, design, development, implementation, and evaluation (ADDIE) model and involved second year students of teacher training and education faculty in the Kupang region, Indonesia. The instruments used in this study were: i) Validation guidelines for online tutorial material and supporting instruments; ii) Students’ self-directed learning questionnaire; and iii) Online tutorial formative test questions. Data analysis used descriptive and inferential statistical test. The results show that the online tutorial: i) Fulfilled the aspect of validity in the excellent category; ii) Fulfilled the effectiveness aspect in the good category; iii) Limitations of the source, difficulties in compacting the content of material and developing discussion questions are the obstacles in developing the online tutorial; and iv) The solutions are (utilize Universitas Terbuka (UT)'s open educational resources (OER), make concept maps, and keep practicing to make question samples and consult the questions made to the experts).]]>
