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.
Articles
10 Documents
Search results for
, issue
"Vol 8, No 1: February 2014"
:
10 Documents
clear
<![CDATA[Effects of Private Tuition on the Academic Achievement of Secondary School Students in Subject of Mathematics in Kohat Division, Pakistan ]]>
<![CDATA[Qaiser Suleman]]>;
<![CDATA[Ishtiaq Hussain]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 8, No 1: February 2014 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (90.587 KB)
|
DOI: 10.11591/edulearn.v8i1.203
<![CDATA[Research reveals that private or home tuition after school time plays a crucial role in strengthening and improving student’s academic achievement. The purpose of the study was to explore the effects of private tuition on the academic achievement of students in subject of mathematics at secondary school level. All the students at secondary school level in Kohat Division (Pakistan) constituted the population of the study. The study was delimited to the students of Government High School Ahmadi Banda Karak only. Fifty students of class 09 were selected as sample of the study. Sample students were divided into two groups i.e. control group and experimental group by equating them on the basis of their previous knowledge in subject of mathematics as determined through a pre-test. Each group was composed of 25 students. Students of the experimental group were engaged in tuition for two hours after school time. The study was experimental in nature therefore, “The pre-test-post-test Equivalent Groups Design†was used for the collection of data. Statistical tools i.e. the mean, standard deviation and differences of means were computed for each group. Significance of difference between the mean scores of both the experimental and control groups on the variable of pre-test and post test scores was tested at 0.05 levels by applying t-test. After statistical analysis of the data, the researchers concluded that there is significant positive effect of private tuition on the academic achievement of students in subject of mathematics at secondary school level. Based on the findings, it was recommended that parents should arrange private tuition for their children to move up their achievement level in subject of mathematics.]]>
<![CDATA[Goal-Setting Learning Principles: A Lesson From Practitioner ]]>
<![CDATA[Zainudin bin Abu Bakar]]>;
<![CDATA[Lee Mei Yun]]>;
<![CDATA[NG Siew Keow]]>;
<![CDATA[Tan Hui Li]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 8, No 1: February 2014 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (70.996 KB)
|
DOI: 10.11591/edulearn.v8i1.204
<![CDATA[One of the prominent theory was the goal-setting theory which was widely been used in educational setting. It is an approach than can enhance the teaching and learning activities in the classroom. This is a report paper about a simple study of the implementation of the goal-setting principle in the classroom. A clinical data of the teaching and learning session was then analysed to address several issues highlighted. It is found that the goal-setting principles if understood clearly by the teachers can enhance the teaching and learning activities. Failed to see the needs of the session will revoke the students learning interest. It is suggested that goal-setting learning principles could become a powerful aid for the teachers in the classroom.]]>
<![CDATA[Profiles Junior high School West Java in Education Learning Environment ]]>
<![CDATA[NFN Nahadi]]>;
<![CDATA[Wiwi Siswaningsih]]>;
<![CDATA[Farida Sarimaya]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 8, No 1: February 2014 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (33.619 KB)
|
DOI: 10.11591/edulearn.v8i1.206
<![CDATA[Descriptive studies have been conducted on the existing junior high profile in West Java on Education Learning Environment. The study was conducted by purposive sampling and descriptive done to get an idea about the profile of SMP in West Java implementation of the learning environment. in junior high school in West Java. Research conducted by distributing questionnaires, and observations based on the indicators developed. Based on this research, it is known that, PLH learning in junior high school in West Java has been in force since 2007 after the enactment of the Governor of West Java on environmental education for junior high school students in West Java. Learning that lasts generally implemented in conventional teacher, and it is without any innovations. It has made learning the essential condition runs well, but has not lasted optimally.]]>
<![CDATA[The Application of Virtual Simulations using Second Life in a Foreign Language Classroom ]]>
<![CDATA[Tecnam Yoon]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 8, No 1: February 2014 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (120.609 KB)
|
DOI: 10.11591/edulearn.v8i1.208
<![CDATA[The purpose of this paper is to investigate the effects of virtual simulation-based language learning in a foreign language class in Korea. Total 35 1st-year university students in Korea participated in this research to figure out the effect of simulations. A virtual English learning community, ‘Cypris Chat’ in Second Life was selected as a learning tool. For the data collection, a survey questionnaire was distributed and analysed quantitatively. The result shows that the majority of the students had a positive attitude toward using a virtual simulation in English learning and had better understanding in learning English by experiencing an authentic practice. The first section of this paper provides a general overview of simulations in educational settings through an insightful literature review of the current research in the area. The review includes a comprehensive outlook on simulations, an example of successful classroom integration and some of the considerations researchers have found for their implementation. The latter section addresses the research method, results and conclusions.]]>
<![CDATA[The Interrelationship of Science Experiences, Beliefs, Attitudes, and Self-Efficacy: A Case Study of a Pre-Service Teacher with Positive Science Attitude and High Science Teaching Self-Efficacy ]]>
<![CDATA[Mahsa Kazempour]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 8, No 1: February 2014 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (94.062 KB)
|
DOI: 10.11591/edulearn.v8i1.18492
<![CDATA[This qualitative case study aimed to focus on the experiences and subsequent science and science teaching beliefs, attitudes, and self-efficacy of an elementary pre-service teacher, Heather, with extremely positive attitude and high self-efficacy. For this particular population of pre-service teachers, possessing a high science teaching self-efficacy alone is not sufficient to assume reform-based beliefs and teaching practices. This study was unique in that it concurrently explored the relationship between attitude, beliefs, and self-efficacy before and after the course. Initially, Heather’s attitude and self-efficacy with respect to science and science teaching were closely interrelated and a product of her own intrinsic interest in science and her unique K-12 experiences. Her beliefs appeared to have been shaped by both her actual science experiences and what she had witnessed in the classrooms. Heather’s course experiences shaped her post beliefs about science and science teaching, which consequently altered her attitude and confidence.]]>
<![CDATA[Improving the Learning Result of the Integer Number Operation Using Card Model ]]>
<![CDATA[Andi Musriani]]>;
<![CDATA[Mustamin Mustamin]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 8, No 1: February 2014 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (57.076 KB)
|
DOI: 10.11591/edulearn.v8i1.202
<![CDATA[Pendidikan merupakan suatu rekayasa teaching untuk mengendalikan learning untuk mencapai tujuan secara efektif dan efisien. Konsep tersebut menjadi asas bagi guru untuk senantiasa melakukan inovasi dalam proses pembelajaran, khususnya mata pelajaran matematika yang dianggap sulit oleh sebagian besar siswa. Sebagai contoh, berdasarkan hasil pretest yang dilakukan oleh penulis sebagian besar mereka salah dalam menentukan hasil operasi dari -3 + (-2) and -3 – (-2). Hasil penelitian tindakan kelas ini menunjukkan bahwa terdapat peningkatan hasil belajar operasi bilangan bulat dengan menggunakan model kartu dari siklus I dengan rata – rata 7,40 menjadi 9,30 pada siklus II. Oleh itu, metode penggunaan model kartu ini bisa menjadi satu inovasi pembelajaran operasi bilangan bulat khususnya pada sekolah dasar.]]>
<![CDATA[User Acceptance Test of Computer-Assisted Problem-Based Learning Assessment Tool (CAPBLAT) ]]>
<![CDATA[Muhammad Qomaruddin]]>;
<![CDATA[Azizah Abdul Rahman]]>;
<![CDATA[Noorminshah A.Iahad]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 8, No 1: February 2014 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (623.017 KB)
|
DOI: 10.11591/edulearn.v8i1.207
<![CDATA[Problem-based Learning (PBL) is an instructional design method that is used by many lecturers to create more efficient and meaningful learning experiences. PBL emphasizes the lecturer in facilitating in collaborative learning. They conventionally play a little role in the formal assessment process. Peer-assessment and self-assessment are the most frequent methods of assessment employed by the lecturers in conducting PBL approach. This paper presents acceptance testing of a computer-based tool for peer-assessment and self-assessment in PBL approach, which called Computer-Assisted Problem-Based Learning Assessment Tool (CAPBLAT). The tool was designed to assist a lecturer in conducting PBL teaching method and assess students learning progress. Two PBL classes participated in the testing of the tool. During the study, questionnaires were administered to students. The results concerning the assessment tool acceptance demonstrate that using CAPBLAT in the PBL assessment process received better acceptance from both the students and lecturers.]]>
<![CDATA[The Role of Mentoring Program in Enhancing Mentees’ Academic Performance ]]>
<![CDATA[Azman Ismail]]>;
<![CDATA[Michael Kho Khian Jui]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 8, No 1: February 2014 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (168.933 KB)
|
DOI: 10.11591/edulearn.v8i1.201
<![CDATA[According to institutions of higher learning literature, mentoring program has two important features: communication and support. The ability of mentors to appropriately implement comfortable communication and provide adequate support may ehance positive mentee outcomes, especially academic performance. Although the nature of this relationship is crucial, little is known about the role of mentoring program as an important predictor of mentees’ academic performance in the higher education mentoring research literature. Therefore, this study was conducted to measure the relationship between mentoring program and mentees’ academic performance using self-administered questionnaires gathered from undergraduate students in Malaysian institutions of higher learning in Sarawak. The results of SmartPLS path model showed two important outcomes: firstly, communication positively and significantly correlated with academic performance. Secondly, support positively and significantly correlated with academic performance. The result demonstrates that mentoring program does act as an important predictor of mentees’ academic performance in the organizational sample. Thus, discussion, implications and conclusion are elaborated.]]>
<![CDATA[Government-Leading Student Loan Schemes A Comparative Study of Hong Kong and Mainland China ]]>
<![CDATA[Antonia Jiewei Lu]]>;
<![CDATA[Derong Chen]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 8, No 1: February 2014 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (111.17 KB)
|
DOI: 10.11591/edulearn.v8i1.200
<![CDATA[Having a careful examination of government-leading student loan schemes in China and Hong Kong, we can find a lot of differences and learn something from these two counterparts which are very typical country or area faced by challenges in financing higher education in the context of transition from elitism to mass higher education. This research attempts to make a comparison of government-leading student loan schemes between Hong Kong and China in the new century. Then emphasis is put on the principles or core values namely efficiency, equity and adequacy, and determining their implications presented in student loan schemes in these two counterparts. Finally, the paper arrives at some recommendations for improvements in them.]]>
<![CDATA[Study on Related Courses to Help Undergraduate Students Write Research Reports: A Curriculum Evaluation ]]>
<![CDATA[Eny Winarti]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 8, No 1: February 2014 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (88.342 KB)
|
DOI: 10.11591/edulearn.v8i1.209
<![CDATA[From the experience of joining the boards in the students’ research report defence, teaching education research methodology, and classroom action research, the researcher indicated that students had challenges related with the logic of research methods and academic research writing. These findings encouraged the researcher to study the courses that have potential in helping students writing their research reports. To study the courses, the researcher analysed related documents, such as syllabi and lesson plans. The researcher also interviewed teachers and students to clarify the relevance of the syllabi and the classroom learning. The results of the study indicated that logic, academic writing, statistics, research methodology, and classroom action research had the potential of helping the students write their research report. The researcher also indicated that the content of the courses should have been more helpful. The fact, however, was that the students still had challenges understanding the materials after taking the courses. Further study about this fact is then recommended.]]>
