cover
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
Location
Unknown,
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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 19 Documents
Search results for , issue "Vol 11, No 3: August 2017" : 19 Documents clear
Using Service-Learning in Urban Areas in Semarang Regency to Address Local Knowledge System Rully Adi Nugroho
Journal of Education and Learning (EduLearn) Vol 11, No 3: August 2017
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v11i3.6379

Abstract

Service-learning has gained substantial recognition as an effective type of pedagogy and has enhanced civic education across the disciplines, however remains a lack of understanding of this type of learning in Indonesia. The goals of the study were (1) to explore the forms of local knowledge systems practiced in Semarang Regency and how they are used in resources conservation using service-learning method, (2) to foster student engagement with the community, and (3) to promote student awareness of community resources that are directly relevant to local knowledge system issues. The success of the service-learning projects in meeting these goals was assessed via qualitative analysis of student reflective papers and classroom presentations. The results indicated there were local knowledges that were still successfully in use, but often only very locally. Furthermore, the results also indicated that the service-learning projects promoted students’ valuable academic skills, including communication, team-building, and critical thinking, built their self-esteem, their awareness of community needs and resources, and demonstrated the relevance of course content to real life.
A Learning Model for Cultivating Self-Awareness on Human Decision-Making in an Emergency Situation Chaianun Damrongrat; Mitsuru Ikeda; Alisa Kongthon; Thepchai Supnithi
Journal of Education and Learning (EduLearn) Vol 11, No 3: August 2017
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v11i3.6579

Abstract

People may have knowledge to handle a certain situation; however, often they might not be able to perform their behaviour well when encountering the actual situation. There are knowledge-to-action gaps that make ones do not aware the existing knowledge and act improperly. This research aims to motivate learner to become aware of their thought by proposing 1) a learning model using “surprise” as a trigger for motivating learner to realize their thinking process; and 2) a Relax-Half-Baked Microworld and its decision-making model which are used as a simulated environment. Learners could modify parameters, anticipate expected outcomes and compare observed simulated outcomes with their expected ones. Learners would feel surprise from unexpected results in the comparison, and used it to reflect their thought and to be aware of how did they make decision.
Software Development using Object-First Approach: a New Learning Strategy Gurdeep S Hura
Journal of Education and Learning (EduLearn) Vol 11, No 3: August 2017
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v11i3.5127

Abstract

Software Engineering approach deals with the Software Development (SD) that is aligned with design and development of software applications. The Software Development may be implemented in a variety of techniques but its implementation using a procedural paradigm and an imperative language seem to be more effective and efficient for the design and implementation of software applications. The procedural approach for Software Development offers advantages as this it may be used to teach some basic features of programming languages. The object of this paper is to introduce the software development and associated object-first approach for the design of software project application using top-down method. This approach defines functions and modules as basic units for the design and implementation and also for offering hands-on experiences with the basics of programming languages of sequences, selections, iterations structures. These structures will be used to define various modules with programming language constructs for of software development process. The software Development process is one of the very crucial processes of software engineering.
Concept Acquisition of Rotational Dynamics by Interactive Demonstration and Free-Body Diagram Ogi Danika Pranata; Lia Yuliati; Dr. Wartono
Journal of Education and Learning (EduLearn) Vol 11, No 3: August 2017
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v11i3.6410

Abstract

The concepts of force and motion are essential material in physics. However, students experience many difficulties in the concept of force in rotational dynamics. This research was conducted to measure students’ concept acquisition of the rotational dynamics through Interactive Demonstration assisted by Free-body diagram. The mixed research method was chosen through the use of test instruments in the forms of 10 multiple-choice with open ended questions. The subjects of the research were 35 students XI IPA Senior High School 2 Sungai Penuh-Indonesia. Students’ concept acquisition was measured before and after the intervention to be analyzed quantitatively. The obtained N-gain score was 0.47, and it showed that there was a moderate improvement in students’ concept acquisition, while the effect size value was 1.82 showing that the intervention strongly affected students’ concept aquisition. The data were also supported by the results of the qualitative analysis of the students’ answers and worksheets given during the intervention process.
Effects of Computer Assisted Instruction on Secondary School Mathematics Students’ Spatial Ability, Achievement and Attitude in Niger State, Nigeria Ahmadu Hussaini; Gambari Amosa Isiaka; Abdul-Rasaq Olayiola Opeyemi; Alabi Thomas Omotayo
Journal of Education and Learning (EduLearn) Vol 11, No 3: August 2017
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v11i3.5169

Abstract

This study investigated the effect of computer assisted instruction on secondary school mathematics students’ spatial visualization ability, achievement and attitude in Niger State. Three (3) research questions and their corresponding hypotheses guide the study. The study adopted a quasi-experimental design using pretest posttest non-equivalent, non randomized control group. The instruments for data collection were Geometry Achievement Test (GAT), Spatial Ability Test (SAT), and Mathematics and Technology Attitude Scale (MTAS) validated by six senior lecturers. The target population were all SS II mathematics students in the 150 senior Secondary Schools in three educational zones of Niger State. The sample consisted of 330 SS II (178 males and 152 females) from nine secondary schools. In each school, a stream (arm) of SS II class was randomly selected and used for the study. The three groups were pretested using GAT and SAT to determine their entry-level equivalence, while the post-test instruments are SAT and MTAS administered after six (6) weeks of instruction. The finding of the study revealed that the males outperform than females in spatial ability tasks and had higher positive attitude towards learning mathematics with technology. The study recommend mathematics teachers and instructors should adopt modern teaching pedagogies that are learner-centred and provides platform the development of spatial skills in children and adult a likes.
Evaluation of Primary School Teachers’ Competence in Implementing 2013 Curriculum: A Study in Tomohon City Moreen Zedko Isaura Sumual; Mohammad Ali
Journal of Education and Learning (EduLearn) Vol 11, No 3: August 2017
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v11i3.6429

Abstract

Teachers play an important role in curriculum implementation and become one of the factors in it. The role of teachers in the implementation of curriculum is influenced by the competence they have. This study aimed to examine the correlation between pedagogical competence and teacher’s teaching experience in Tomohon city primary schools. The study used descriptive method with correlational study model. The data used in this study was secondary data based on the results of UKG 2015. The selected research subjects were elementary school teachers in Tomohon especially in schools that had implemented 2013 Curriculum. The data analysis method used in this study was Pearson Product-Moment Correlation. The results of this study indicates that teaching experience and pedagogical competence are negatively correlated (r = -0.403), and the correlation is significantly indicated by p-value of 0.000. This means the longer the teaching experience, the less pedagogical competence are the teachers.
Theoretical Perspectives on Critical Thinking Teaching: Reflections from Field Experiences from a Norwegian Lower Secondary School in Comparison to Tanzanian Secondary School Teaching Practices Leatitia Gabriel Mashaza
Journal of Education and Learning (EduLearn) Vol 11, No 3: August 2017
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v11i3.6542

Abstract

This paper presents the theoretical perspectives relevant to critical thinking as my topic of research during my teaching practice period which was conducted from 12th -28th October 2015 at Eidsvag secondary school in Bergen, Norway. As a requirement for Masters’ degree in social science education, all master students were required to engage in teaching practice in different Norwegian primary and secondary schools. Importantly, every student teacher was given a topic of concentration as a mini-research for the whole teaching practice period. My topic of research focused at exploring and gaining the theoretical and practical perspectives on critical thinking teaching by drawing some experiences from a Norwegian lower secondary school (Eidsvag skole) in reflection to secondary school teaching practice experiences in Tanzania. Therefore, in this paper, my reflections with regard to the conditions favoring the possibility for critical thinking teaching and how it was enhanced by teachers at my practice school will be discussed. Further to that, I will also present the observed challenges of which, in my view, in way or another intervened the possibility for effective critical thinking teaching to take place.
The Impact of Numbered Heads Together Model on the Learning Outcomes of Science Viewed from Students’ Self Regulated Learning Nia Wahyu Wijayanti; Roemintoyo Roemintoyo; Tri Murwaningsih
Journal of Education and Learning (EduLearn) Vol 11, No 3: August 2017
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v11i3.5838

Abstract

This research aims to explain 1) the different impact among Numbered Heads Together (NHT) model and direct instruction on the science learning outcomes. 2) the different effect among the high, medium and low self regulated learning on the students’ learning outcomes of science. 3) the interaction among the learning models and self regulated learning towards the students’ learning outcomes of science. The type of research was quasi-experimental research with factorial design 2×3. Population of this research was all students of fifth grade elementary school. The hypothesis test used two-way analysis variant with unbalanced cells. Based on data analysis, Numbered Heads Together model with high self regulated learning was the most effective.
The Competence Readiness of the Electrical Engineering Vocational High School Teachers in Manado towards the ASEAN Economic Community Blueprint in 2025 Fid Jantje Tasiam; Djoko Kustono; Purnomo Purnomo; Hakkun Elmunsyah
Journal of Education and Learning (EduLearn) Vol 11, No 3: August 2017
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v11i3.6663

Abstract

This paper presents the competence readiness of the electrical engineering vocational high school teachers in Manado towards ASEAN Economic Community blueprint in 2025. The objective of this study is to get the competencies readiness description of the electrical engineering vocational high school teachers in Manado towards ASEAN Economic Community blueprint in 2025. Method used quantitative and qualitative approach which the statistical analysis in quantitative and the inductive analysis used in qualitative. There were 46 teachers of the electrical engineering vocational high school in Manado observed. The results have shown that the competencies readiness of the electrical engineering vocational high school teachers in Manado such as: pedagogical, professional, personality, and social were 13.04%, 19.56%, 19.56%, and 19.56% respectively. The results were still far from the focus of the ASEAN economic community blueprint in 2025, so they need to be improved through in-house training, internship programs, school partnerships, distance learning, tiered training and special training, short courses in educational institutions, internal coaching by schools, discussion of educational issues, workshops, research and community service, textbook writing, learning media making, and the creation of technology and art.
The Effectiveness of Archived E-Book Based Curriculum 2013 as an Effort to Improving Learning Outcomes in Vocational School Chairul Huda Atma Dirgatama; Siswandari Siswandari; C. Dyah Sulistyaningrum Indrawati
Journal of Education and Learning (EduLearn) Vol 11, No 3: August 2017
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v11i3.5936

Abstract

In digital era, the role of media as a helping tool in the process of teaching learning is very important. It is also the right choice in improving the quality of education. The purpose of this research is to find out whether archived e-book based curriculum 2013 which has been developed is effective to improve the learning outcomes in Vocational School. This was a research and development study. The data for the media developed used Sigil software with the help of Supreader software. The instrument was validated by experts. The instrument used in this study was a questionnaire and tests. Interviews and observations were analyzed with descriptive qualitative, whereas the questionnaire and test were analyzed by descriptive quantitative tests. This study used SPSS 20 and IBM software to calculate the data. Based on the analysis, the mean score of experimental group was 81.25 and the control group was 75.94 for their post-test. The t-test score for t-observed was 2.53 meanwhile the t-table was 2.00. The null hypothesis was rejected because t-observes was higher than t-table. It implied that the experimental group performed better than the control group. The conclusion was that learning media using archived e-book based curriculum 2013 was effective to improve learning outcomes. It was based on the t-test calculation in the significant error of 0.05. So there was a significant difference between the mean score of experimental and control group.

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