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 20 Documents
Search results for , issue "Vol 11, No 4: November 2017" : 20 Documents clear
The Effect of Learning Method and Confidence Level on the Ability of Interpreting Religious Poem Kinayati Djojosuroto
Journal of Education and Learning (EduLearn) Vol 11, No 4: November 2017
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v11i4.6923

Abstract

This research aims to determine the effect of the learning method (expository and authentic) and the level of confidence in the ability of religious poetry interpretation of the students of the third semester, majoring in the Indonesian Language and Literature Education of Universitas Negeri Manado. The method used is the quasi-experimental method with 2 x 2 factorial designs. The measurement of Y variable (ability to interpret the religious poetry) uses the writing test and the level of confidence uses a questionnaire. Data analysis technique in this study is analysis of variance (ANOVA) followed by two lanes and Tuckey test to look at the interaction of the group. Before the test, the hypothesis is that analysis requirements normality data test using Liliefors test and homogeneity test data using Bartlett test. The results show differences in the ability to explain the religious poetry among students who study with the expository method and the students who study with the authentic method. That is, overall, the expository method is better than the authentic method to improve the ability of the students. To improve the ability of the students to interpret the religious poetry, it is better to use the authentic method for the group that has a lower level of confidence. There is the influence of the interaction between learning method (expository and authentic) and the level of confidence in the ability of religious poetry interpretation. Based on these results, it can be concluded that: First, lecturers can determine what materials and method that can be used to enhance the ability to interpret religious poetry when the level of confidence of the students has been known. Second, expository teaching methods and authentic teaching method for group of students with different level of confidence will give you different result on the ability of that group of students to interpret religious poetry as well. Third, the increase of the ability to interpret religious poetry can be affected by factors of learning methods and level of confidence. Finally, learning methods and the level of confidence have a very close interaction toward the ability to interpret the religious poetry.
Teenager Attitude in Globalization Era in Senior High School in Yogyakarta Surahma Asti Mulasari; Tri Wahyuni Sukesi; S. Sulistyawati
Journal of Education and Learning (EduLearn) Vol 11, No 4: November 2017
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v11i4.5820

Abstract

The students that come from outside of the city, stay alone without parental presence and direct supervision. The dynamic and variation of culture, rapid flow of information, and accessible information source contribute to increasing of the knowledge, attitude, and behavior of teenagers, either with the positive or negative tendency. The objective was assess teenager’s attitude in religion-based private high school in Yogyakarta used an analytic observational study with cross sectional design. The population and sample of this research were high school students in religion-based private school in Yogyakarta. The sample was selected by proportional stratified random sampling method. The results were analyzed using univariate and bivariate analysis. Bullying, truancy, school tardiness, dating, unwanted pregnancies, brawls/fights, gang students, poor manners, smoking, and pornography were the negative attitudes found in the subject of this research. About 45,3% of them had a bad attitude and 33,7% of them had a bad attitude. Several approaches for example, asking the commitment from a certain organization which concerns on mentoring and coaching of students, cooperation with student parents, and make the school environment more pleasant.
Effect of Student Teams Achievement Division and Vocabulary Mastery to Reading Comprehension Ability Rahayu Fitri; Ninit Alfianika
Journal of Education and Learning (EduLearn) Vol 11, No 4: November 2017
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v11i4.6190

Abstract

This research aimed to describe the effect of STAD technique and vocabulary mastery to reading comprehension ability. This is a quantitative research with quasi-experimental research with factorial design 2x2. Sampling was done by using simple random sampling technique. Data were collected by using objective tests. The results of this research were: (1) there was a difference in reading comprehension between students taught using STAD technique with conventional technique; (2) there was a difference in reading comprehension between students who had a high vocabulary taught by STAD technique type with students having high vocabulary taught using conventional technique; (3) there was a difference in reading comprehension between students who had low vocabulary are taught using STAD technique with students who had low vocabulary taught using conventional technique; and (4) there was an interaction between the use of STAD technique and vocabulary mastery in influencing the students reading comprehension ability.
The Impact of B-Learning Modality to Information and Communication Technology Competence of Pedagogical Student Dung The Nguyen
Journal of Education and Learning (EduLearn) Vol 11, No 4: November 2017
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v11i4.7243

Abstract

The most practical way to convince the pedagogical students see the effectiveness of Information and Communication Technology (ICT) in teaching is to put them into a rich learning environment of technology applications and show them the effect of such learning. In (Dung Nguyen The and Thanh N.T., 2017b), we have proposed ICT competence framework to evaluate ICT competence of pedagogical students in informatics specialized. Frame of this competence, including 7 competence components with 17 criteria. Based on this framework, we have studied the impact of learning in blended learning (B-learning) modality to the competence to apply ICT in teaching of preservice teacher. The results are analyzed and assessed below.
Homeschooling: Indonesia New Trend of Islamic Education in the Global Era Suyatno Suyatno; Ichsan Wibowo Saputro
Journal of Education and Learning (EduLearn) Vol 11, No 4: November 2017
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v11i4.5817

Abstract

Nowadays, concept of school is not only in the formal school concept but also non-formal and informal school. Schooling at home (homeschooling) occur in Indonesia marks a new trend of education which is quite interesting to observe. Moreover, some homeschooling that occurred in recent years has identified itself as homeschooling that applied Islamic education concept. Moreover, the interesting side of this homeschooling is that it’s initiated by the former College Muslim Activists. The movement of College Muslim Activist is interesting to note further because of its role in the Islamization of the educational institutions in Indonesia. This article describes one educational model established by former College Muslim Activist, Homeschooling Group Khairu Ummah Bantul. The results showed that the establishment of Homeschooling Group Khairu Ummah Bantul motivated by four reasons, there are: (1) moral and religious reasons, (2) family unity reasons, (3) academic reasons, and (4) socialization reasons.
Learning Divisions of Fractions through Sprint Running Pictures Abdul Roni; Z. Zulkardi; Ratu Ilma Indra Putri
Journal of Education and Learning (EduLearn) Vol 11, No 4: November 2017
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v11i4.5982

Abstract

This study aims to produce Learning Trajectory (LT) that can help students understand the division of fractions in grade 5 elementary schools. This study was conducted on 30 students in class V.e MIN 2 Palembang, South Sumatra Province, Indonesia. This study uses Design Research method with three research stages, namely: 1) Preliminary Design/ preparing for an experiment which is the stage of designing Hyphotecal Learning Trajectory (HLT) and instruments needed, 2) Design Experiment namely HLT test phase consisting of Pilot Experiment and Teaching Experiment and 3) Retrospective Analysis.  Instruments for data collections are video recordings, documentation, and interviews, observation sheet, and pre-test and post-test. Hypothetical Learning Trajectory (HLT) of learning division of fractions has been designed into Learning Trajectory (LT) so it can function as a Local Instructional Theory (LIT) which can be developed to provide the materials of the division of fractions for students. The results of this study indicate that the trajectory of learning produced can help students understand the division of fractions. Therefore, it will be able to contribute positively to the various parties who have an interest in the education such as teachers, students, schools and the government. Furthermore, it is also can be used as a reference in the teaching and learning and developing materials of teaching mathematics.
Islam - Science Integration Approach in Developing Chemistry Individualized Education Program (IEP) for Students with Disabilities Jamil Suprihatiningrum
Journal of Education and Learning (EduLearn) Vol 11, No 4: November 2017
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v11i4.7002

Abstract

The paper is based on a research which tries to explore, explain and describe Islam - science integration approach to develop an Individualized Education Program (IEP) for students with disabilities in chemistry lesson. As a qualitative case study, this paper is aimed at investigating how Islam - science integration approach can be underpinned for developing the IEP for Chemistry. Participants were recruited purposively and data were collected by interviews; documents’ analysis; and experts’ assessment (i.e. material experts, inclusive education experts, media experts, chemistry teachers and support teachers), then analyzed using content-analysis. The result shows Islam - science integration approach can be a foundation to develop the chemistry IEP by seeking support for the verses of the Qur'an and corresponding hadiths. Even although almost all the subject matter in chemistry can be integrated with Islamic values, this study only developed two contents, namely Periodic System of Elements and Reaction Rate.
Improving Students’ Writing Short Story Skill through Time Token Learning and Video Media Raditya Ranabumi; Muhammad Rohmadi; Slamet Subiyantoro
Journal of Education and Learning (EduLearn) Vol 11, No 4: November 2017
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v11i4.6808

Abstract

This research is a class action research aiming to develop the short story writing skill score in grade VII C students of SMPN 5 Kediri academic year 2016/2017. The result of this study showed that there was an increasing in the mean score of students' short story writing skills through the Time Token learning model and video media. In the first cycle, the percentage of students’ completion was 33.3% with an mean score of 73.4. Then in cycle II the percentage of students’ completeness was 62.3% with an mean score of 76.6. Furthermore, it can be concluded that the use of Time Token learning model and video media can increase the score of the learning achievement of short story writing skills of VII C grade SMPN 5 Kediri students in the academic year 2016/2017.
Analysis of Teachers’ Understanding Level, Needs, and Difficulties in Identifying Children with Special Needs in Inclusve School in Surakarta Dian Atnantomi Wiliyanto
Journal of Education and Learning (EduLearn) Vol 11, No 4: November 2017
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v11i4.6387

Abstract

This research was aimed to determine teachers’ understanding level of identification concept, needs, and difficulties in implementing the identification of children with special needs in inclusive school. It was a descriptive research with 40 special teachers as the subject taken by using purposive random sampling in 11 inclusive school in Surakarta. Data was cllected through interview and questionnaire. Data was analyzed by using percentage quantitative descriptive. Result of the research showed that: (1) teachers’ understanding level of the identification of children with special needs was strongly uncomprehend (37%), uncomprehend (23%), and less comprehend (18%); (2) teachers’ needs of the identification of children with special needs mostly need training program and digital identificatio instrument development, (3) problems found in the field about identification of children with special needs are identification instrument standardize, difficulty in applying identification steps, low competence of non-special-education teacher about identification and in detecting similar characteristics of children with special needs.
Business Teachers’ ICT Skills and Uses in an IoT Classroom Leticia Vaca-Cárdenas; Roger McHaney
Journal of Education and Learning (EduLearn) Vol 11, No 4: November 2017
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v11i4.7168

Abstract

This report presents the results of a survey study conducted spring 2016 semester in the College of Business Administration at a major Midwestern university in the USA. The findings show that Information and Communication Technology (ICT) are included in all aspects of the participants’ lives and they generally agree and are excited about the opportunity to have the new Internet of Things (IoT) Crestron System in the classrooms. However, despite the enthusiasm, only a minority of the teachers are engaged in content creation activities using technological, multimedia, or online tools. There is a gap between their everyday ICT skills and their skills for teaching and learning. This article describes this gap and provides suggestions for reducing it.

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