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 14, No 2: May 2020" : 19 Documents clear
Barriers of information communiction technology (ICT) adoption in Botswanas’ primary education Alpheus Wanano Mogwe; Peloyame Balotlegi
Journal of Education and Learning (EduLearn) Vol 14, No 2: May 2020
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v14i2.15312

Abstract

Information communication technology is essential for any organisation to stay competitive, and in the education sector it has helped in enhancing modern ways of learning and teaching; therefore helping in delivering high quality education and preparing students for the information and technology era. Studies have acknowledged its importance from early primary education to that of a positive impact. However, Botswana’s’ primary education system hardly adopts and use it despite the country’s government promotion of its adoption, and efforts channeled to promoting its usage. Therefore, this study sought to understand barriersassociated with its adoption in primary education in Botswana with a view of recommending ways to fortify its adoption.The research followed the quantitative approach, with a questionnaire distributed in selected primary schools. Findings indicated a low rate of ICT utilisation, lack of basic ICT skills, lack of infrastructure amongst the key barriers to ICT adoption and utilisation in the primary education system. In conclusion there is need of implementation of policies enforcing adoption and utilisation of information communication technology and the need of involvement of all stakeholders to be involved to promote it. Lastly rigorous training to have qualified personnel to spearhead the adoption and utilisation is essential.
Integration of strengthening of character education and higher order thinking skills in history learning Apriliana Rusly Haniah; Aman Aman; Risky Setiawan
Journal of Education and Learning (EduLearn) Vol 14, No 2: May 2020
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v14i2.15010

Abstract

The purpose of this study is to find integration packages for Strengthening Character Education (PPK) and Higher Order Thinking Skills (HOTS) in history learning at SMAN 1 Yogyakarta, which includes: (1) form of integration packaging for strengthening character education in history learning, (2) forms of integration packaging higher-order thinking skills in history learning, (3) constraints and solutions for integrating strengthening of character education and higher-order thinking skills in history learning.  This research is qualitative research with a naturalistic research type. The subjects in this study were the principal, deputy headmaster of the curriculum section, history teacher, and students who were drawn using purposive sampling techniques. The results showed: (1) Integration of character education reinforcement was found in history learning, namely in the planning, implementation and evaluation stages of learning. Forms of integration packaging or containers for strengthening character education that can be seen in learning activities and attitude assessments that contain religious values, conscientious, disciplined, responsible, communicative, collaborating, confident, caring, critical thinking, nationalist and creative; (2) The packaging for integrating higher-order thinking skills in history learning is found, namely in assessment and questions as well as in learning planning. The assessment carried out is an assessment of attitudes, knowledge, and skills that are integrated with the questions by conducting KD analysis. The results of the analysis then the teacher chooses the KD that can be made about HOTS;  and (3) Obstacles that are found that are technical in inserting character values in learning activities on historical subjects that are suggested to history teachers to always participate in the Subject Teachers' Deliberation (MGMP) which is felt by researchers to be very helpful for teachers to exchange information, and sharing about the obstacles encountered. For the constraints of making assessment instruments, advice to the Principal, Teachers, and Education Office to conduct socialization and training in making assessment instruments, the grid then starts making HOTS questions
Tertiary education trust fund intervention on academic staff capacity building in Lagos State University, Nigeria Abdulaziz Isiaka; Olokooba Issa Nasiru; Iyekolo Olushola
Journal of Education and Learning (EduLearn) Vol 14, No 2: May 2020
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v14i2.14544

Abstract

The study adopted the descriptive survey research design to assess Tertiary Education Trust Fund intervention on academic staff capacity building in Lagos State University, Nigeria. The population for this study was all academic staff of Lagos State University. Two purposes of the study were raised and two research questions were also formulated. One hundred and ninety-six questionnaires were randomly administered to one hundred and ninety-six (196) academic staff in the university. The questionnaire titled “Tetfund Intervention on Academic Staff Capacity Building Questionnaire” was used for data collection. The findings of the study revealed that provision of infrastructure for effective teaching and learning is the major the fund intervention towards qualitative transformation of academic staff in Lagos State University. The finding of the study also showed that the fund intervention in Lagos State University for academic staff capacity building was major priority. Based on the findings of the study, it was recommended that the fund should eliminate the level of bureaucratic bottlenecks often associated with accessing approved funds. Having noted that University education is cost-effective, donor agencies and philanthropic individuals and groups, should assist governments in funding tertiary education in the country.
Feasibility of electromechanical basic work e-module as a new learning media for vocational students Mustofa Abi Hamid; Lely Yuliawati; Didik Aribowo
Journal of Education and Learning (EduLearn) Vol 14, No 2: May 2020
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v14i2.15923

Abstract

This study aims to develop and determine the feasibility of E-Module learning media in Electromechanical Work Basic Subjects. This research is a development research using ADDIE model. The product developed is e-module learning media on subjects in Electromechanical Basic Work. Data collection is done by means of observation, interviews and questionnaires. The data analysis technique used in this research is descriptive analysis. This research was conducted on 128 students of 10th grade Department Electrical Installation Engineering in Vocational High School in Serang, Banten. The results of the research are Media validation is very feasible with a percentage of 95.3%. Material validation is very feasible with a percentage of 97.9%. The results of the questionnaire evaluation data of small group trials get an average percentage value of 91.7% and in the very feasible category. The results of the assessment in the large group trial data questionnaire received very decent results with a percentage of 92.4%. The results of the exercises carried out an average value of 92.1 before using learning media the average value obtained by students 80.5. The results of the evaluation scores get an average value of 88.5. The e-module learning media in Electromechanical Basic Work subjects can facilitate students in the learning process and facilitate the teacher in teaching.
The content of higher education internationalization policy: stakeholders’ insight of internationalization of higher education Noni Srijati Kusumawati; Ismi Nurhaeni; Rino Nugroho
Journal of Education and Learning (EduLearn) Vol 14, No 2: May 2020
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v14i2.14581

Abstract

The internationalization of higher education creates certain quality standards. All stakeholders must be involved and work together so that the internationalization of higher education can be successful. The purpose of this study is to analyze the implementation of higher education internationalization policy content from an internal stakeholder perspective. Policy content consists of the interests affected, the type of benefits, the target of change, the program implementer, the location of decision making, and resources. This study used a qualitative approach with case studies. The research site is Sebelas Maret University Surakarta. Data collection techniques are interviews and documentation. The data analysis technique is a thematic analysis. The validity of the data is done with credibility, transferability, dependability, and confirmability. The results show that (1) there is a conflict of interest between stakeholders in the implementation of internationalization in universities, (2) there are short-term and long-term benefits of implementing internationalization of PT; (3) PT's internationalization change target is contained in the Business Plan; (4) The farther away the decision-maker is, the more hindering the internationalization of PT; (5) Implementers of the internationalization program are chosen based on consideration of study experience abroad; (6) PT's human resources, financial resources, and infrastructure are still limited in supporting internationalization. 
The implementation of cooperative learning type team assisted individualisation for teaching 3D geometry Lia Budi Tristanti; Wiwin Sri Hidayati
Journal of Education and Learning (EduLearn) Vol 14, No 2: May 2020
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v14i2.11139

Abstract

This study aimed to investigate the effectiveness of a cooperative learning type TAI for teaching 3D geometry and to see whether or not the outcome of cooperative learning type TAI was found better for teaching 3D geometry rather than conventional learning model.  This study was a experiment with pretest posttest only control design. The sample are 70 students on the first grade of MA Ismailiyah, Jombang. The sample randomly divided into two classes, that is experimental class and control class. The experimental class used the cooperative learning type TAI, while the control class used the conventional learning model.The instruments consisted of observation sheet for students’ activities, observation sheet for students’ cooperative skills, questionnaire of students’ responses and test sheet of learning outcome. The findings showed that the implimentation of a cooperative learning type TAI for teaching 3D geometry is effective and the outcomes of the students taught 3D geometry using TAI were found better than ones taught using a conventional learning model.
Correlation between continuous assessment and students’ performance in Islamic studies Jamiu Abdur-Rafiu; U Ajidagba; Masood Rafiu
Journal of Education and Learning (EduLearn) Vol 14, No 2: May 2020
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v14i2.9213

Abstract

This study investigated the correlation between continuous assessment scores and Islamic Studies students’ performance in WASSCE and NECO Examinations in Ilorin, Nigeria. The instruments used were the copy of cumulative continuous assessment scores for three consecutive years (2011-2013) in Islamic Studies; (ii) the 2011-2013 Islamic Studies may/June SSCE computerized result sheets sent to each school by WAEC and NECO. The results of students were analysed using Pearson Product Moment Correlation Coefficient (r) and regression. The findings showed that: (i) Students’ performance in Islamic Studies in NECO and WASSCE of the years under study (2011-2013) is fluctuating. (ii). Significant relationship exists between students’ continuous assessment scores and their performance in Islamic Studies in SSCE conducted by NECO. (iii). There is a significant relationship between students’ continuous assessment scores and their performance in Islamic Studies in WASSCE. (iv). There is a significant correlation among the school type of Students, their continuous assessment scores and their performance in Islamic Studies. Based on the findings of the study, it was recommended among others that there is a need to encourage Islamic Studies teachers in both public and private senior secondary schools to attach importance to the proper and regular conduct of continuous assessments.
ICT skills, and benefits of teaching and learning animal science with blended learning at colleges of education in Ghana Dzakpasu Edem Prince; Christopher Dewodo; Pascal Benson Atiglah
Journal of Education and Learning (EduLearn) Vol 14, No 2: May 2020
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v14i2.14921

Abstract

Animal science is an essential curriculum in animal husbandry and veterinary professional education. This study delved into the use of ICT in teaching animal science using blended learning and the benefits of blended learning for teachers and students. The study utilized a descriptive survey design. The target population consisted of animal science students and teachers selected colleges of education in the Volta region. The population of Agric science students was 100, and the Agric science tutors in the three colleges were 20. With the use of Yamane formula, the sample size was 80 and 19 respectively for students and the teachers. The fundamental instrument for data collection was questionnaires. Four and five scaled Likert like tests were designed to elicit information on the level of ICT skill of teachers and their students, and on benefits of blended learning to teachers and students respectively. The information gathered was analyzed using SPSS version 21 and the hypotheses were tested using Analysis of Covariance. The result established that both teachers and students of animal science department in the Colleges that participated in the study, are skilled in ICT and that both teachers and students benefited from using blended learning model in teaching animal science in colleges of education in Ghana. It was also discovered from hypothesis tested that no significant difference existed between the ICT skill level of teachers and students, and no significant difference also existed between the level of benefit derived from blended learning by both teachers and students. It was concluded that both teachers and students of animal science in the colleges of education in Ghana benefited from blended learning model because they are skilled in ICT. Hence, it was recommended that teachers and students must be well trained to acquire sufficient ICT skills in the usage of basic ICT applications in order to obtain the full benefits of the blended learning model.
Identifiying of problem solving abilities in Mathematics among Junior High School students Syaiful Syaiful; Kamid Kamid; Muslim Muslim; Nizlel Huda
Journal of Education and Learning (EduLearn) Vol 14, No 2: May 2020
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v14i2.14861

Abstract

Purpose: This study aims to identify the problem solving abilities possessed by junior high school students. The type of research used is quantitative which uses a research design survey. The sample of this study is  98 students taken based on purposive sampling techniques. This study uses descriptive statistics to analyze the data generated. From the results of the analysis that has been done, it was found that there is a problem solving indicator by students in mathematics which is a indicated by the indicators of planning a solution which has a good category of a 56.1% (55 of 98) students, the indicator of problem solving has a good category of a 56.1% (55 out of 98) students, indicators of a problem solving planning had a good category of a 54.1% (53 of 98) students, and an indicator of understanding a problem had a good category of a 60.2% (59 of 98) students.
Proposing a model of critical literacy program for fostering Indonesian EFL students’ critical thinking skills Nia Kurniawati; Deuis Sugaryamah; Aan Hasanah
Journal of Education and Learning (EduLearn) Vol 14, No 2: May 2020
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v14i2.15084

Abstract

This study was intended to depict how Critical Literacy Pedagogy (CLP) principles were incorporated in EFL reading class in Indonesian secondary school and the students’ Critical Thinking (CT) were fostered during learning process.  This study was a classroom practice-based model of how the principles were transferred into the detailed teaching syntax in an Islamic senior high school in West Java Indonesia.  As a case study elaborating how a phenomenon happened, this study explored teaching steps, teacher-students dialogues, questions and the way the questions posed reflecting students’ CT skills, and students’ engagement in the learning process. The use of Indonesian folklores containing controversy predicted to enable students develop their thinking skills became novelty of the study. In addition, three times interventions were designed in which each intervention consisted of (a) teaching critical thinking concept explicitly and implicitly, (b) seven steps of teaching reading procedure incorporating CLP principles (explaining author’s purpose, activating students’ prior knowledge, reading text loudly, discussing text in group, exploring the text in class activities in which Critical Literacy Questions and CT Questions are incorporated, answering comprehension questions in group, and reflection, and (c) CT skills discussion. This study provides an alternative model of teaching CT in Indonesia context.

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