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 16 Documents
Search results for , issue "Vol 16, No 1: February 2022" : 16 Documents clear
The effectiveness of IDEA learning model in mathematics concept understanding Sunismi Sunismi; Yayan Eryk Setiawan
Journal of Education and Learning (EduLearn) Vol 16, No 1: February 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i1.20317

Abstract

This research aimed to determine the effectiveness of the issue, discussion, establishment, and application (IDEA) learning model in embedding mathematical concepts understanding. It is a quantitative study with a quasi- experimental approach. This research was conducted at Malang Islamic University with students majoring Mathematics education study program and in their first academic year as the subjects. Subjects were divided into two group, experimental and control and measured their result using posttest only control group design. There are six instruments consisting six items used to measure mathematical concepts understanding. The results confirmed that H0 is rejected, while Ha is accepted proved by t count (3.132)ttable (1.674). It means there is a significant difference between the of both groups (experimental and control). In addition, the results indicated that the IDEA learning models is effective to assist students in understanding mathematical concepts showed by the higher score of experimental groups than control group. Three factors are involved in order to implement the IDEA learning model effectively; namely: individual problem-solving opportunities, active student involvement, and guidance and assistance (from lecturer) on the IDEA learning model. This research is only limited to preservice teacher, further research is required in order to implement this model for mathematics learning at junior and senior high schools’ level.
Elevating natural science learning achievement: Cooperative learning and learning interest Mamik Suendarti; Virgana Virgana
Journal of Education and Learning (EduLearn) Vol 16, No 1: February 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i1.20419

Abstract

Natural science learning achievement is an essential factor in learning outcomes. This research investigated an experimental study that aimed to improve concept science test result in online learning through Jigsaw cooperative learning model and learning style. The research involved the sample of 80 students from junior high school in South Jakarta, Indonesia divided into two groups: the experimental class and the class control. Raw data were statistically analyzed using the two-way variance technique at the .05 significance level. The findings revealed an effect between cooperative learning on natural science learning achievement, learning interest in natural science learning achievement, and interaction between cooperative learning and learning interest in natural science learning achievement. As a result, cooperative learning type Jigsaw shows a significant impact and had a good test result on natural science learning achievement. Therefore, the research suggests that Jigsaw cooperative learning is well suited to use as a learning model among junior high school students based on effect size test results.
Effect of online quizzes on music theory achievement of freshman music teaching students Hatice Çeliktaş; Rasim Erol Demirbatır
Journal of Education and Learning (EduLearn) Vol 16, No 1: February 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i1.20379

Abstract

This research examined the effects of online quizzes on the music theory achievement of freshman music teaching students. For this purpose, the students who took the Western Music Theory and Practice I course were determined as the study group and experimental research was conducted. A pre-assessment test was given to determine students’ knowledge level about music theory and the median value of the test was determined as the cut-off point. The cut-off point was established as the experimental group, while the cut-off point was established as the control group. In the semester, four online quizzes were given to the experimental group apart from the midterm and final exams. Finally, a final test was applied to whether there was a significant difference between the groups. Consequently, there was no significant difference between the two groups. However, it was seen that the experimental group scores are slightly higher than the control group scores, thus the experimental group achieved the success of the control group. When it was compared to the pre-assessment test scores, it shows that the students in the experimental group achieved a remarkable positive difference in the process. The discussion includes recommendations about the use of online quizzes. 
Parents' perceptions of distance learning during COVID-19 in rural Indonesia Delipiter Lase; Trisa Genia Chrisantiana Zega; Dorkas Orienti Daeli; Sonny Eli Zaluchu
Journal of Education and Learning (EduLearn) Vol 16, No 1: February 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i1.20122

Abstract

This study was developed to investigate parents' perceptions and attitudes towards distance learning in response to many schools' closures due to the COVID-19. This research employed a qualitative approach. The research subjects consisted of parents of elementary school students in the City of Gunungsitoli, Indonesia determined by purposive sampling technique, totaling twenty-four people. The data were collected using semi-structured interview techniques and analyzed using thematic analysis techniques. This study shows that distance learning or learning from home in a research context takes the form of online and offline learning. The learning approach implemented during the COVID-19 emergency must be lived and supported without other options for parents. Although parents do not have negative perceptions, distance learning has increased the economic, psychological, and social burden on parents or families. The lack of parental involvement and support in children's learning process at home is generally due to the lack of time and parents' inability to become teachers for their children. Actions to accompany and support children's learning process at home are carried out to provide internet packages, help children master the material, and participate in completing assignments or tests given by the teacher. The surprising finding from this study is the decline in children's learning motivation and cognitive abilities. Parents hope that distance learning is not extended.  
The role of speech style between teacher and student in learning English Mohammad Amiruddin; Ukhti Raudhatul Jannah
Journal of Education and Learning (EduLearn) Vol 16, No 1: February 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i1.17787

Abstract

This study examined the role of speech style between teachers and students in learning English. This study was ex post facto research, using quantitative approach. The students at English Department of Madura University, Indonesia were the population in this research. A sample was decided using proportional stratified random sampling technique. The data were analyzed by simple regression technique. The result of the study showed that the role of speech style between the teachers and the students in learning English is 0.62 (62%). The speech styles of the teachers and students work on students’ proficiency level in English. Conducive classroom in language learning is the requirement of the right speech styles of the teachers and the students. It makes necessary for the teachers to provide students with suitable speech style with the contexts in order to put up the classroom serving the students with substantial input. 
Putting transformative learning in higher education based on linking capital Syaharuddin Syaharuddin; Mutiani Mutiani; Muhammad Rezky Noor Handy; Ersis Warmansyah Abbas; Jumriani Jumriani
Journal of Education and Learning (EduLearn) Vol 16, No 1: February 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i1.20373

Abstract

This study aimed to analyze learning at the level of higher education. The practice of higher education, of course, also requires a transformation of learning. It is intended to achieve the competencies needed in the 21st century.The study used a qualitative approach. Observations were made on online learning practices at Lambung Mangkurat University, Banjarmasin, Indonesia from March to May 2021. In-depth interviews employed with 17 students who live in Banjarmasin. Miles and Huberman's data analysis technique reduces interview data. The study results described that learning at the higher education level has differences in the achievement of the graduate profile. There are two main patterns, namely, institution-centered learning and student-centered learning. The student's need for network strengthening requires the systemic transformation of learning. One learning transformation that can be carried out is strengthening learning practices outside the classroom with partners (stakeholders). The primary purpose of partner involvement is a condition designed so that students can increase network capital. This linking capital is expected to be an opportunity for students to increase student succession when they graduate from higher education.
Kahoot!-based evaluation instruments on acid-base materials Dhiea Regita Cahyani; Dedeh Kurniasih; Raudhatul Fadhillah
Journal of Education and Learning (EduLearn) Vol 16, No 1: February 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i1.20332

Abstract

This research aimed to developed an evaluation instrument based on Kahoot! valid, practical, and reliable in evaluating student learning. This research is a model of development that use Borg and Gall. There were seven stages performed, starting with research and data collection, planning, product design development, initial field trials, review of initial trial results, main field trials, and refinement of field trial results. This research was conducted at Muhammadiyah 1 Pontianak Senior High School. As nine samples for the initial field trial and 29 samples involved for the main field trial. Three instruments developed by the researcher were validity, practicality, and reliability. The research data was obtained from the instrument as a result of the validation of materials experts and media experts, as well as questionnaires for teacher and student responses to the Kahoot! based evaluation instrument. The percentage of teachers and student responses to the instrument were 97.22% and 83.33%, respectively (very practical). Validation of materials experts and media experts with the respective percentages of 81.73% and 80.47% (very valid) and the obtained confidence value is 0.89 (very reliable). The results of this study indicated the instrument can be used in the evaluation of learning about acid-base materials.
Identifying struggles and challenges faced by Indonesian migrant workers pursuing higher education in Taiwan Siti Zazak Soraya; Mei-Ying Chen
Journal of Education and Learning (EduLearn) Vol 16, No 1: February 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i1.20093

Abstract

People in social life often underestimated the presence of migrant workers caused by low skills and lack of education. The decision to continue higher education while working in the host country had tremendous challenges. This study aimed to develop a deeper understanding of the reasons, the problem encountered, and the learning strategies of migrant workers pursuing higher education at Indonesian Open Learning University of Taiwan (Universitas Terbuka Taiwan). There were 11 students participated in this study. This study was descriptive qualitative research, and the interactive model was applied in the analysis method. The data were gathered through in-depth interviews, participant observation, and documentation. The finding of this study revealed that: i) The migrant workers had the high motivation to pursue higher education because they wanted to change the stereotype that they were left behind and to seek a better life when they came back to Indonesia; ii) Inadequate time was the main problem to manage the study time due to the high workload; iii) The learning strategies of migrant workers were peer learning, group discussion, and note-taking. However, Indonesian Open Learning University of Taiwan was the excellent choice for the migrant workers in Taiwan to pursue higher education due to the flexibility of learning.
Developing complexity science-problem based learning model to enhance conceptual mastery Finga Fitri Amanda; Sutiman Bambang Sumitro; Sri Rahayu Lestari; Ibrohim Ibrohim
Journal of Education and Learning (EduLearn) Vol 16, No 1: February 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i1.20408

Abstract

Implementing a proper learning model during the post COVID-19 pandemic is fundamental for learning quality enhancement, specifically for students' conceptual mastery. The research aims to develop a Complexity Science- Problem Based Learning (CS-PBL) model assisted by the Sistem Informasi Pengelola Pembelajaran (SIPEJAR) e-learning platform that is valid, practical, and effective to enhance students' conceptual mastery during the post COVID-19 pandemic. The research and development model were adapted from Plomp Nieven consisted of three phases: preliminary research, prototyping phase, and assessment phase. The first phase research result was that the learning process in during COVID-19 pandemic was less interactive, which led to less effective learning. The students' score on conceptual mastery was in the poor category. The second phase resulted in a book of CS-PBL model assisted by SIPEJAR and supporting instruments considered valid by three experts. The third phase result was that the CS- PBL model assisted by SIPEJAR was considered practical in the learning process implementation. The CS-PBL model can enhance students' conceptual mastery where the N-gain was sufficiently effective. It is concluded that the CS-PBL model assisted by SIPEJAR was considered valid, practical, and effective to enhance students' conceptual mastery during the post COVID-19 pandemic.
Investigation of primary school students solving arithmetic verbal problems Ayten Pınar Bal; Perihan Dinç Artut
Journal of Education and Learning (EduLearn) Vol 16, No 1: February 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i1.20336

Abstract

The study determined the arithmetic verbal problem solving skills of primary school students and to examine them according to grade level and mathematics achievement variables. The study was designed according to the relational survey model, one of the quantitative research methods. The population of the research consists of students studying in public primary schools in the central districts of a large city in the south of Turkey. The sample consisted of 1,865 students determined according to the disproportionate stratified sampling method. The "arithmetic verbal problem test for students" prepared by the researchers was used as a data collection tool. As a result of the research, it was revealed that the students were most successful in the problems of combining and separating with “consequence unknown”, then “with change unknown” and “initial unknown”, but they were less successful in part-whole type problems. Thus, it was concluded that as the mathematics achievement and grade levels of the students increased, their success in solving verbal problems also increased.

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