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,
Unknown
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 17 Documents
Search results for , issue "Vol 16, No 2: May 2022" : 17 Documents clear
Hyper content e-module in information behavior course with the assistant of screencast Riche Cynthia Johan; Gema Rullyana; Ardiansah Ardiansah
Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i2.20339

Abstract

In the 21st century, continuous innovation and adaptation in every component of learning is required in education, both in the competency component, material content, strategy and media, as well as its evaluation. This study emphasized the development of an electronic or digital module in the information behavior course, it is one of the courses regarding the characteristics of the student activity level that accommodates information retrieval and strives to use appropriate information. The e-module design is developed utilize the 4D model by define, design, develop and disseminate. The participants of this research involved media experts, material experts and students of the Library and Information Science study program at two universities, which are are Universitas Pendidikan Indonesia and Universitas Negeri Malang, there are 20 people in total who used e-modules in limited dissemination on information behavior course. This research revealed the electronic module in the course, the emphasis of the module content design which is enriched with digital-based information sources or in another word called as hyper content that becomes a differentiator in presenting the module content, coupled with the power of audio and visual media or called as screencast. Through this research, lecturers able to prepare independent learning materials by utilizing digital technology.
Character education trend in Indonesia Mohamad Joko Susilo; Mohammad Hajar Dewantoro; Yuningsih Yuningsih
Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i2.20411

Abstract

Character education is an educational concept to form and foster a Muslim personality as a whole (syumuliyah). This literature study aimed to determine the implementation of character education and supporting and inhibiting factors for the implementation of character education in formal schools in Indonesia. Data analysis techniques by means of data reduction, data display, and conclusion. Based on research findings, the trend of implementing character education in Indonesian formal schools has the same spirit in the content of character education. In formal schools with the status of public schools, the implementation of character education follows government regulations as stated in the Strengthening of Character Education (SCE), which is an implication of Islamic teachings. As for formal schools with private status on an Islamic basis, character education tends to be oriented towards cultivating akhlakul karimah (moral education) combined with government regulations. The implications of this research lead to the cultivation of character values that are embedded in social attitudes and spiritual attitudes as provisions for students' daily lives. The supporting and inhibiting factors for the implementation of character education are also discussed.
The effect of Kahoot! learning media on learning outcomes of German language students Samuel Jusuf Litualy; Henderika Serpara; Eldaa Crystle Wenno
Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i2.20458

Abstract

This study aimed to determine the effect of the Kahoot! educational game learning media on German language students' learning outcomes in the Sprechfertigkeit 2 course. The sample of this study consisted of 37 students. The test instruments were given during the pretest and posttest. The data were processed and analyzed by the SPSS program. The Cronbach Alpha validity test showed that the study had high validity (0.764). The instrument normality test shows the value of p alpha (0.05). The statistical test resulted that the value of t-test=631 (t-table=398). The study revealed a significant effect of the Kahoot! educational game learning media on learning outcomes of German students in Sprechfertigkeit 2. 
Flipped classrooms and their effect on Omani students’ vocabulary achievement and motivation towards learning English Amal Mohammed Bati Al Qasmi; Thuwayba Al Barwani; Fawzia Al Seyabi
Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i2.20324

Abstract

This quasi-experimental study aimed to investigate the effect of the flipped classroom strategy (FCS) on Omani grade ten students’ vocabulary achievement and on their motivation towards learning English. This study also sought to explore the challenges that students face while learning via FCS. A total of 48 students participated in the study. There were 24 as an experimental group (taught via the FCS) and 24 as a control group (taught the same vocabulary using conventional teaching strategies). During the intervention, students in the experimental group practiced the core vocabulary using different materials (video clips, PDF files and group discussions via a WhatsApp group before carrying out face-to-face activities in the classroom). During the classroom time, the students engaged in activities with the practice materials individually, in pairs and in groups. The study used an achievement pre- and post-test. The study also used a motivation questionnaire (pre post) to determine the students' motivation for English language learning for both groups. The findings indicated that the experimental group outperformed the control group in the vocabulary test and that they had high motivation towards learning English. In addition, the study also pointed out some of the challenges of learning via FCS such as connectivity issues, and lack of group cooperation. Considering these findings, practice implications and recommendations for further research are presented.
Online English language learning among tertiary students Alpino Susanto; Karunia Yulinda Khairiyah; Zalmi Dzirrusydi; Sri Sugiharti
Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i2.20457

Abstract

The online learning in English language has been going along with the rapid development and diffusion of the information and communication techologies and shifted from being merely marginal trend to become popular, where the number of higher education institutions has dramatically increased to offer and led to extremely changes many aspect in learning societies. This study explores the technical abilities, technology accessibility and self-directed learning that contribute to student attitudes towards online English learning in predicting the continuance intention of the online learning. This study employed quantitative approach. There were 10 tertiary students interviewed as preliminary study, then 36 students were surveyed through questionnaire in a pilot test. The validated questionaire were used in this study on the 102 students. Rasch measurement model was utilized to validate the 25 items of questionnaire, meanwhile the Smart PLS ver. 2.0 was used to assess the regression of exogen to endogen variables. The study concluded that self- directed learning contributed to the attitude towards online English language learning as mediator to continuance intention of online learning. The ability and positive attitude in using digital technology must be present to support English learning current and forthcoming. The next research can focus more on how students adapt to a variety of rapidly changing technologies to support their English skills.
Electronic module as learning needs to write exposition texts for junior high school students Charlina Charlina; Elvrin Septyanti; Tria Putri Mustika; Annisa Rahmi
Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i2.20402

Abstract

This study was a step toward the creation of an e-module to creat flips book-based exposition texts for junior high schools. The purpose of this study was to offer an examination of students' demands when creating exposition papers. A survey was used for the investigation. The data for this inquiry was gathered through a questionnaire. In this study, a Likert scale was utilized to examine students' attitudes, opinions, and perceptions of the built electronic module. This research made use of a checklist-style questionnaire with a range of assessments of 1 to 5. The questionnaire was distributed to students from four junior high schools. This sampling technique was based on the sampling quota established by the researcher. The data analysis technique involved converting the category value into an assessment score and examining the result. According to the findings, 61.5% of students had difficulties in interpreting the material of exposition text, and the rest of 80.1% desired that the exposition text writing content be presented using entertaining, interactive, and innovative learning methods. This showed the need for the preparation of electronic modules for writing flip book-based exposition texts.
Empowering Vocational Educators for Effective Instructional Delivery through Information and Communication Technology (ICT) Training in Universities, in Enugu State, Nigeria Honesta Chidiebere Anorue; John Ekuma; Timothy Onwumere Olinya
Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i2.20311

Abstract

This paper explores ways of empowering vocational educators for effective instructional delivery through information and communication technology training of vocational educators in tertiary institutions in Enugu State, Nigeria. Descriptive survey research design was used with a population of 63 respondents comprising lecturers of Computer Education and Business Education from: The University of Nigeria, Nsukka; Enugu State University of Science and Technology; and Godfrey Okoye University. No sampling was carried out due to the manageable size of the population. A structured questionnaire was employed as instrument for data collection. Data collected were analyzed using mean () and standard deviation. The findings of the study revealed that ICT training would help in promoting effective instructional delivery in Universities in Enugu State. Also, that various ICT skills are required by vocational educators for effective instructional delivery. Lastly, that several challenges are constraining the ICT trainings for effective instructional delivery in Universities in Enugu State. Based on the findings, the study recommends among others, that: University should make provision for training and re- training of vocational educators on the use of new technological tools for proper integration in teaching and learning;.
Students’ experiences and learning objectives: Implications for future online learning Ria Arista Asih; Lazuardy Alief
Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i2.20422

Abstract

Positive online learning experiences during the COVID-19pandemic remain debatable in the literature where students and instructors have been enforced to shift from conventional face-to-face meetings to virtual learning. This study aims to explore English for specific purposes (ESP) students’ experiences during online learning, along with their concerns on learning attainment and personal adaptations. A qualitative case-study method was employed through interviews with students (n=19) from three private universities in Indonesia. The obtained data were analyzed through thematic analysis. Results showed that students of different departments approached ESP differently, but they similarly reported facing difficulties in reaching the learning objectives. They also experienced burnout from excessive online learning and found themselves hardly adapting to various instructors’ strategies. These findings revealed the need to revisit online ESP delivery classes in higher education. Implications for the future design of online ESP learning courses and instructor professional development are discussed. 
State defense internalization in a university: Theory of planned behavior approach Nurul Azizah; Nurul Retno Hapsari; Siti Ning Farida
Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i2.20403

Abstract

Universitas Pembangunan Nasional “Veteran” Jawa Timur (UPNVJT) is a university with state defense education’s characters. In practice, those character did not cover the academic field as a whole. Through the theory of planned behavior (TPB), the research carried out the process of internalizing state defense values in thesis writing as a form of character graduates. The research was conducted using a quantitative approach involving stakeholders at UPNJT, namely LP3M and head of department. Data were analyzed using partial least squares structural equation modeling (PLS-SEM) software. The results found that two TPB variables, namely attitudes and subjective norms in the organization, had an influence on the intention in implementing state defense values. The intention in implementing state defense values will influence perceived self-efficacy of state defense values. Meanwhile, the subjective norms of the perpetrators and the perception of behavioral control in accordance with the state defense values have no influence on the intention in implementing the state defense values.
Effectiveness of video education on intention for cervical cancer screening Nanik Setiyawati; Niken Meilani; Nur Khafidhoh
Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i2.20420

Abstract

Cervical cancer represents 7.5% of deaths caused by cancer in women. Prevention of cervical cancer can be done by cervical cancer screening. The purpose of the study was to determine the effect of video on knowledge level, attitude, and intention for cervical cancer screening in Yogyakarta. This study was a quantitative study with a quasi-experimental nonequivalent control group design. The study was carried out in April-October 2021. The population of the study was all women of childbearing age. The sample was 50 respondents for each group, experiment group and control group. The intervention was given through video education for the experiment group and pocketbooks for the control group. Data analysis used T-test, Wilcoxon test, and Mann-withney. There was a difference in the pre-test and post-test of knowledge level (p=0.002), attitude (p=0.023), intention (p=0.005) in the experiment group and knowledge level (p=0.001), attitude (p=0.000), intention (p=0.004) in the control group. There was a significant difference in women’s intention (p=0.001) for cervical cancer screening with the video education method than pocketbooks. The method of providing educational videos and pocketbooks is effective for increasing the knowledge level, attitude, and intention for cervical cancer screening. Video has influence on intention to detection cervical cancer. 

Page 1 of 2 | Total Record : 17