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 21 Documents
Search results for , issue "Vol 12, No 2: May 2018" : 21 Documents clear
Students’ Experiences in Teaching and Learning Islamic Education Using Philosophical Inquiry Method Wan Mazwati Wan Yusoff; Abdul Shakour Preece; Lina Mursyidah Hamzah
Journal of Education and Learning (EduLearn) Vol 12, No 2: May 2018
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v12i2.9492

Abstract

Studies have shown that traditional chalk and talk teaching methods are common among teachers of Islamic Education. Such teacher-centered pedagogy fails to promote active learning or interaction between the teacher and students; and between students and students. The result is a lack of interest in learning because students are not stimulated or engaged by interesting classroom activity or pedagogy. Numerous studies conducted by a host of countries have proven that Philosophical Inquiry Method (PIM) is effective in promoting discussion and getting students to be actively involved in learning, as they discover new meanings. Having said this, little is known about the impact PIM on Malaysian Islamic Education students' engagement. Therefore, an exploratory case study was conducted to gauge students’ views and experiences of PIM to teach aqidah (creed). The study involved students aged 13 – 14 years old who were in Form 2 at an Islamic secondary school in Selangor, focusing particularly on the Islamic Education subject of aqidah. After completing six philosophical inquiry sessions, four students were interviewed to gauge their responses to the programme. The results of the study showed that students found the lessons easier to understand, as they explored beyond the content of the textbook and they enjoyed this new pedagogy. In the light of this, it can be said that PIM gave students a positive learning experience for the subject of aqidah.
School Effectiveness Policy in the Context of Education Decentralization Nurkolis Nurkolis; Dwi Sulisworo
Journal of Education and Learning (EduLearn) Vol 12, No 2: May 2018
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v12i2.7728

Abstract

This article examines the characteristics of school effectiveness and how the school effectiveness policy works in the context of education decentralization. The research approach is qualitative exploratory and was conducted in 2016 in 10 out of 35 districts/cities in Central Java Province. The results showed that there are eight characteristics of effective schools: effective school leadership, efficient learning processes, active community participation, a conducive school environment, increased professionalism of educators, heightened expectations of students, the commitment of teachers, which together lead to good student achievement. Local government policy has not been mentioned explicitly to build an effective school. The government system should contribute to creating effective schools through human resource development, community participation, provision of facilities and infrastructure, professional development of educators, guiding students’ and teachers' achievement, monitoring student progress, education financing to some degree, and the commitment of local governments to give appreciation to education actors.
A K (plus one) ARDS Modular Model to Improve Non-English Department English Teachers’ Competences in a Higher Education Fransisca Endang Lestariningsih
Journal of Education and Learning (EduLearn) Vol 12, No 2: May 2018
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v12i2.6210

Abstract

There are two types of English teachers in a higher education, English teachers who have English Language Teaching(ELT) background and those who do not have it. It brings about some problems in the teaching instruction and the achievement of the students, as well. This is a theoretical views used as a preliminary study to develop the model to improve English teachers’ competences in a higher education. A modular model proposed by Kumaravadivelu, with his KARDS model seems appropriate to be applied for the English teachers who are assigned to teach higher education students. This model is at first intended for the prospective teachers of L2 (TESOL), but with some modifications, it can be used to improve the competences of in-service English teachers.
The Correlation Between Generic Science Skill and Biology Learning Results of Public Junior High schools in Ambon Using Scientific Approach Prelly M.J Tuapattinaya; Dominggus Rumahlatu
Journal of Education and Learning (EduLearn) Vol 12, No 2: May 2018
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v12i2.7319

Abstract

The purpose of this research was to determine the correlation between generic science skills and students’ Biology learning results on plant movement material in Junior High Schools in Ambon using scientific approach. This is a correlational research using the instruments of the rubric of generic science skill and cognitive tests. The design of this reserch is the analysis of the effect of generic science skill variables (X1) and the school origin (X2) toward the students’ learning results (Y) with the design of one group pretest-posttest. The data ontained were descriptively analyzed and through covariate analysis and correlation analysis. The results of this research showed that learning by using scientific approach had the average score of 0.740 with high category (Junior High School 6 Ambon), while learning using conventional approach had an average score of 0.219 with low category (Junior high school 9 Ambon). The biology learning result score of the students in some junior high schools in Ambon on the material of plant movement systems taught by using scientific approach experienced an increase, inwhich the students’ biology learning results after taught by using scientific approach achieved 85.68-100.00% with very good category compared to that taught by using the conventional approach, which was 39.51-89.04% with fair until very good catagory. In addition there was a strong correlation (r=0.6) between generic science skills and biology learning results on the conceptof plant movement of Junior High School students in Ambon.
The Needs For Contextual In Teaching Materials On Writing Kid Stories Grade 4th Elementary School Yermia Tri Utami; St. Y. Slamet; Winarno Winarno
Journal of Education and Learning (EduLearn) Vol 12, No 2: May 2018
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v12i2.7906

Abstract

The aims of research consist of the following (1) to know need analyze teaching materials related to the matter on writing kid stories in the fourth grade of elementary school, (2) to develop teaching material on writing kid stories based on contextual. The study employs descriptive qualitative and evaluative method which the data are collected by interview, observation, document analysis, and Forum Group Discussions (FGD), questionnaire, and test. Result of the research (1) The teachers still need the addition of teaching materials on writing kid stories as support, (2) Teachers need the new innovation about the developing og teaching materials on writing kid stories. Teaching materials on writing kid stories on contextual basis which can help the teachers as the teaching media in enlanging the sight on writing kid stories and the students are motivated in expressing idea, opinion and mind in a story. The results of the development of teaching materials to writing kid stories based on contextual grade 4th can be received well by learners.
Interchangeable Concept of Cognitive Styles and Learning Styles: a Conceptual Analysis Zainudin Abu Bakar; Rafaquat Ali
Journal of Education and Learning (EduLearn) Vol 12, No 2: May 2018
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v12i2.6573

Abstract

Inquiries into the nature and effects of cognitive and learning style constructs are mounting daily, regardless of criticism and confusion about the boundaries, natures and to some extent overlapping issues of these two constructs. These issues raise several questions about the credibility of these two constructs with regard to further research, application and development. Therefore, there is a need to crystallize their natures to pave the way for further research and for a better understanding of individual’s learning. The current scientific review strengthens the concept of these two constructs as separate and independent, each contributing in its own way to different fields of human learning. Both constructs have different histories and schools of thought directed toward different ends. The relationship of these constructs undeniably establishes their usefulness and value as research subjects. However, specific concerns is required in defining cognitive and learning styles which may hinder the credibility and usefulness of further research, including valid and reliable measurements, cohesive theory, application oriented studies, use of multiple methods in research, and the origin and development of these constructs. This article explores the discourse in these fields and highlights potential issues with the constructs to assist researchers in constructing a more comprehensive understanding of the research framework.
The Impacts of Chemopoly-Edutainment to Learning Activities and Responses Sri Adelila Sari; Jasmidi Jasmidi; Agus Kembaren; Ajat Sudrajat
Journal of Education and Learning (EduLearn) Vol 12, No 2: May 2018
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v12i2.7622

Abstract

The purpose of this study was to alleviate the problem of student learning activities through the use of innovative chemistry learning media, namely chemopoly-edutainment. This type of research was a pre-experimental study. The approach used was descriptive qualitative approach. This research has been done in Medan State University in 2017 year. The selection of research subjects was done by purposive sampling, i.e., Chemistry Department students as many as 36 people. Data were collected using observation sheet to measure learning activities. Then, students' responses were measured using a questionnaire. The results showed that learning about chemicals separation by using chemopoly-edutainment media could help students to be more active in learning. The activeness of students in the highly active category was found at 77.16 percent. While active students learn was reached 20.68 percent. In addition, found as many as 2.16 percent of students who were quite active. The study also found that none of the students were less active or inactive in teaching and learning activities using the chemopoly-edutainment medium. The students’ responses to the use of chemopoly-eudtainment media on chemical separation learning was also found to be positive.
Teaching Efficacy in Inclusive Education (IE) in Indonesia and other Asia, Developing Countries: a Systematic Review Ika Febrian Kristiana; Wiwin Hendriani
Journal of Education and Learning (EduLearn) Vol 12, No 2: May 2018
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v12i2.7150

Abstract

Inclusive education involving disable students has been applied in several countries including Asian countries. Nevertheless, teachers’ efficacy in implementing inclusive education remains out of sight. This review aims to summarize some facts depicting teachers’ efficacy in an inclusive education (IE) setting taking place in several Asian countries, particularly in developing countries. The search of e-literature was conducted to identify full-English articles published since 2004 concerning on teachers’ efficacy in teaching in inclusive programs/schools. The database used in searching the appropriate literatures was the database assembled in August  2017 which contained social-science articles such as PsycARTICLES, ERIC, Sciencedirect, SSCI, Springer Link, and Google Scholar. There were two studies identified using inclusive and exclusion criteria stipulation in this review. Teachers’ teaching efficacy in inclusive education (IE) in Indonesia and Bangladesh as developing countries in Asia – including efficacy in use inclusive instruction, efficacy in managing behavior, and efficacy in collaboration – was categorized in a good condition. Improving the measurement and research on teachers’ efficacy in teaching in an inclusive program/school will require greater investment in arranging several inclusive teachers’ professionalism enhancement and the increase in the number of disable students acquiring their education rights
Academic Supervision toward Teacher’s Performance through Motivation as Intervening Variable Hendro Prasetyono; Agus Abdillah; Dona Fitria
Journal of Education and Learning (EduLearn) Vol 12, No 2: May 2018
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v12i2.7324

Abstract

The aims of this research were to find the effect of Academic Supervision of School Principal and Work Motivation toward Teacher’s Performance of Bussines and Management Group State’s and Private’s Vocational High School in Depok City directly or indirectly. The population of this research was Bussines and Management teachers in Depok City amounting to 384 people. The sample in this research amounted to 80 people. The sampling method was done by using proportionate random sampling. Data collection is done by filling questionaires. Analysis of the data used is path analysis. Data processing is performed with IBM SPSS version 23.0 for Windows. The results showed that there is significant influence between Academic Supervision of School Principal to Work Motivation (1), Academic Supervision of School Principal to Teacher’s Performance (2), and Work Motivation to Teacher’s Performance (3). Totally, the magnitude of the effect is known 68,39 % directly and indirectly, while the remaining 37,10% is influenced by other factors not examined in of this research. 
Students’ Problem Solving Skills of Physics on the Gas Kinetic Theory Material Wartono Wartono; Agus Suyudi; John Rafafy Batlolona
Journal of Education and Learning (EduLearn) Vol 12, No 2: May 2018
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v12i2.8424

Abstract

Some research aiming to improve problem-solving skills in physics by various learning models has been performed. So far, there is no comprehensive research that uses Inquiry-discovery learning model to improve problem solving skills (PSS) in physics with the aid of the PhET simulation in the material of kinetic theory of gases. This research aims to investigate the differences of PhET-aided Inquiry-discovery learning using a theoretical review on PSS in the material of kinetic theory of gases between the experimental class and control class. This research is a quasi-experimental study by a post-test only design. The data analysis was performed via a t-test. The analysis results showed students in the experimental get higher PSS class than those in the control class. Also, the students in the experimental class have the highest and lowest initial abilities which were still higher than the students in the control class. Hence, the inquiry-discovery learning model is recommended to enhance students’ physics PSS. The implication of this research is to provide information that students can be empowered by inquairy-discovey learning model in improving PSS. Therefore, it is expected that the next researchers can explore students’ PSS at each meeting in order to improve students’ learning outcomes.

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