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Contact Name
Lina Handayani
Contact Email
edulearn@uad.ac.id
Phone
+622744331976
Journal Mail Official
edulearn@uad.ac.id
Editorial Address
JEC Residence D6, Plumbon, Banguntapan, Yogyakarta 55198, Indonesia
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INDONESIA
Journal of Education and Learning (EduLearn)
ISSN : 20899823     EISSN : 23029277     DOI : https://doi.org/10.11591/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 13 Documents
Search results for , issue "Vol 10, No 4: November 2016" : 13 Documents clear
Student Advising and Retention Application in Cloud Computing Environment Gurdeep S Hura; Ofejiro Akwenuke
Journal of Education and Learning (EduLearn) Vol 10, No 4: November 2016
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v10i4.4729

Abstract

 This paper proposes a new user-friendly application enhancing and expanding the current advising services of Gradesfirst currently being used for advising and retention by the Athletic department of UMES with a view to implement new performance activities like mentoring, tutoring, scheduling, and study hall hours into existing tools. This application includes various measurements that can be used to monitor and improve the performance of the students in the Athletic Department of UMES by monitoring students’ weekly study hall hours, and tutoring schedules. It also supervises tutors’ login and logout activities in order to monitor their effectiveness, supervises tutor-tutee interaction, and stores and analyzes the overall academic progress of each student. A dedicated server for providing services will be developed at the local site. The paper has been implemented in three steps. The first step involves the creation of an independent cloud computing environment that provides resources such as database creation, query-based statistical data, performance measures activities, and automated support of performance measures such as advising, mentoring, monitoring and tutoring. The second step involves the creation of an application known as Student Advising and Retention (SAR) application in a cloud computing environment. This application has been designed to be a comprehensive database management system which contains relevant data regarding student academic development that supports various strategic advising and monitoring of students. The third step involves the creation of a systematic advising chart and frameworks which help advisors. The paper shows ways of creating the most appropriate advising technique based on the student’s academic needs. The proposed application runs in a Windows-based system. As stated above, the proposed application is expected to enhance and expand the current advising service of Gradesfirst tool. A brief demonstration of the proposed application will highlight the main features of the existing tool (Gradefirst).
Rethinking Education Research methodologies-Dominance of Western perspectives? Yu Sing Ong
Journal of Education and Learning (EduLearn) Vol 10, No 4: November 2016
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v10i4.4187

Abstract

This paper examines the different approaches and methods in comparative education research. It begins with a broad overview of the influences of Western philosophies and how Western education researchers approach social situations. Its differences with Chinese philosophies were highlighted with the concept of dao and Confucianism. More than just an epistemological discussion, this paper argues that Western researchers’ biasness towards Asian researchers may be due to their failure or lack of experience in making the connections with Asian social systems. It attempts to provide some plausible explanations of the prevalence of biasness by peer reviewers of Western journals.
Model Development Study of Historical Object for Non-Education Program History Rudy Gunawan
Journal of Education and Learning (EduLearn) Vol 10, No 4: November 2016
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v10i4.3482

Abstract

Study of historical objects in the beginning is one of the subjects in the study program of the Faculty of History Teaching and Education University of Muhammadiyah Prof. Dr. Hamka Jakarta. But then became subjects featured because every student can immediately know the attractions and historical objects that have just exist in books or on the internet.  The experience gained by the students not only knowledge but more important is the emergence of a sense of love and pride for the historical objects visited and implications for the love of the homeland Indonesia. Besides visiting historical object, also conducted comparative studies with historical education courses that are in the city to share experiences and exchange ideas on the development of education courses in Indonesian history.  Therefore, the study of the historical objects need to be developed not only involves students of history education but also students from other courses, so as to form the character of patriotism in all students.
Teaching and Learning Method in Inclusive Classroom: A Case Study in EAP Class at Sampoerna University Anddy Steven; Athifah Utami; Rangga Akbar Sahidin; Victor Hutomo Desetyadi
Journal of Education and Learning (EduLearn) Vol 10, No 4: November 2016
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v10i4.4198

Abstract

A new challenge has appeared for Indonesian higher education to accommodate inclusive education. This study explored and compared the existing theories related with teaching and learning for inclusive education and teacher strategies applied in teaching hard of hearing students. From an observation in English for academic purposes classroom (EAP) course at Sampoerna University, this study evaluated the teaching and learning methods applied in the inclusive classroom and the students’ perspective upon the lesson. Through interviews conducted with the EAP lecturer, hard of hearing students, and a lecturer who is an expert in inclusive education, it can be seen that the usage of first language, written instructions, different types of instruction, and visualization through pictures, were able to facilitate the teaching and learning process for the hard of hearing students.
The Effectiveness of Collaborative Academic Online Based Learning through Students’ Self-Regulated Learning Erfan Priyambodo
Journal of Education and Learning (EduLearn) Vol 10, No 4: November 2016
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v10i4.4268

Abstract

Nowdays, learning through e-learning is going rapidly, including the application BeSmart UNY. This application is providing collaborative method in teaching and learning. The aim of this study was to determine the effectiveness of the Collaborative Academic Online Based Learning method in teaching and learning toward students’ Self-Regulated Learning (SRL) on Vocational School Chemistry courses. This study was quasi-experimental research method with one group pretest posttest design. Instruments used in this study were lesson plan and questionnaire of students’ SRL. This questionnaire is filled by students through BeSmart UNY.  In determining the differences SRL before and after teaching and learning processes, the data was analized by stastitical method.  The results showed that the implementation of the Collaborative Academic Online Based Learning method in teaching and learning was effective for improving students’ SRL.
Bereavement, Level Stress and Coping Mechanism among Teacher Education Students of Samar State University: College Bereavement Study Perlito Sabulaan Domingo; Archie G. Labine; Trixie Joyce V. Capoqauin
Journal of Education and Learning (EduLearn) Vol 10, No 4: November 2016
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v10i4.4165

Abstract

Bereavement is a severe stressor that should be addressed properly. The study of Teacher education is very tight as it prepares soon to educator that will light the future of other young children. This study sought to determine the Level of Stress and Coping Mechanism on Bereavement among Teacher Education Students of Samar State University. It tested some assumption using the descriptive survey method on 76 identified students who experienced bereavement. It shows that respondent manifested highly emotional and physical stress rather than behavioral stress. It shows that social support is coping mechanism. The said study being the first bereavement research in the city could provide baseline information in the field of bereavement.
Increasing Skills of Student in Junior High School to Problem Solving in Geometry With Guided Pardimin Pardimin; Sri Adi Widodo
Journal of Education and Learning (EduLearn) Vol 10, No 4: November 2016
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v10i4.3929

Abstract

Problem-solving skills is the ability of students to solve problems. One problem-solving model is solving the problem of Polya: (1) understand the problem, (2) create a troubleshooting plan, (3) implement plans troubleshooting, and (4) step check the answers. During this time problem-solving skills possessed by students are not satisfactory because the student in solving problems not yet using the steps systematically. So, we need a way to improve students' ability to solve problems, such as by way of providing guidance in solving a problem.
Students’ Perception towards English Teacher’s Interpersonal Communication Skill Nirmalasari M. Malaimakuni
Journal of Education and Learning (EduLearn) Vol 10, No 4: November 2016
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v10i4.4168

Abstract

The students’ perceptions to their teacher’ interpersonal communication skill at Junior High School (SMP N 3 Kupang). This study aims at knowing: 1) the teacher’s interpersonal communication skill perceived students; 2) the difference of male and female students’ perception to their teacher’s interpersonal communication skill. The research uses descriptive quantitative method. The research subjects of this study are 27 male and 27 female students which are choosen randomly with precision 16% out of 178 for female students and 15% out of 185 male students. The result shows that the teacher’ interpersonal communication skill which includes openness, empathy, supportiveness, positiveness, and equality. The male students perceived their teacher’s interpersonal communication skill in which equality is as highest position at score with 18.51% usually, then positiveness at 17.90%, followed by supportiveness at 15.34% and empathy at 15.27%, and the lowest position is openness at 14.19%. Meanwhile, female students have perception, such as; empathy takes place in the highest position at 17.12% on usually performance of teacher’s interpersonal communication skill compared with supportiveness, positiveness, openness, and equality (16.40%, 14.81%, 13.27%, and 12.16%, respectively). Then, on sometimes perception, female students perceived that supportiveness is the highest score with 53.96%. Then followed by equality with 51.85%, empathy with 50.46%, openness with 49.69% and the lowest score is positiveness with 42.59%. Meanwhile, seldom perception is on the level of 42.59% at positiveness, 37.03% at openness, 35.97% at equality, 32.40% at empathy, and supportiveness at 29.62%.
There is More to the Teaching and Learning of Mathematics Than the Use of Local Languages: Mathematics Teacher Practices Nancy Chitera; Dun Kasoka; E. Thomo
Journal of Education and Learning (EduLearn) Vol 10, No 4: November 2016
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v10i4.4959

Abstract

In this article, we present a discussion about the type of mathematical discourse that is being produced in classrooms where the language of learning and teaching is local languages.  We also further explore the tensions in the mathematical discourse being produced. The study sample was 4 mathematics teachers from a semi-urban primary school in Malawi. The methods of data collection included classroom observations, pre-observation focus group discussions and reflective interviews. The results show that even though both students and teachers were able to communicate freely in local languages in the mathematics classroom, the mathematical discourse that came was distorted. This is mainly caused by lack of a well-developed mathematical discourse in local languages, which in turn takes away the confidence of mathematics teachers in the classroom. As a result, the mathematics classrooms are still being characterized by teachers not being creative, use of word by word from books, focus more on procedural than conceptual and thus teacher centered is still dominant in these classrooms. Furthermore, it is found that there are tensions between the formal and informal mathematical language in local languages. These results in turn have promoted a more in-depth understanding to the teaching and learning of mathematics when local language is the language of learning and teaching. Therefore, this article argues for a well-balanced approach when it comes to teaching and learning of mathematics rather than just focusing on the use of local languages.
Blended Learning-Based Self-directed Learning on Classroom Action Research Training to Improve Teacher Competency Research Gunawan Setiadi Sunardi; Soetarno Joyoatmojo; Sajidan Sajidan; Soeharto Soeharto
Journal of Education and Learning (EduLearn) Vol 10, No 4: November 2016
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v10i4.4516

Abstract

Abstract: Although classroom action research (CAR) is considered useful for teacher development but this activity has not been implanted yet effectively in Indonesia. In this paper, we report the alternative way to overcome this problem. It addresses how blended learning support self-directed learning and enhance teacher competency research. Through questionnaire, interview and document analysis, the result showed that blended learning-based self-learning can improve teachers performance in conducting classroom action research (CAR) and enhance their ability in compiling the research report. 

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