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 7 Documents
Search results for , issue "Vol 6, No 1: February 2012" : 7 Documents clear
Model Kepemimpinan Modern di Program Pascasarjana Universitas Ahmad Dahlan Dwi Sulisworo
Journal of Education and Learning (EduLearn) Vol 6, No 1: February 2012
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v6i1.189

Abstract

In the management of higher education, demand a change can be done effectively when the leadership and management are well developed. In general, internal conflicts in the education management occurred due to poor leadership. This study is a qualitative study with a phenomenological approach. The subject of the study is Graduate Program of University Ahmad Dahlan which manages five master programs. Determination of each of people which considers his/her competence, knowledge, experience and personal attributes will affect to performance and operational leadership roles, organizational, and public. Cross-departmental activities and external parties become a focus for leadership in achieving the vision and mission of the organization.
Students' Self-Esteem at School: The Risk, the Challenge, and the Cure Prihadi Kususanto; Melissa Chua
Journal of Education and Learning (EduLearn) Vol 6, No 1: February 2012
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v6i1.185

Abstract

As one of the most important elements in students’ psychological well-being, self-esteem is often neglected at school. In schools where students are grouped based on their academic abilities (Between Class Ability Grouping or BCAG, or tracking), teachers are likely to have different expectancies toward different group of students; towards high-achieving students, they tend to be academically supportive, while towards low-achieving students, they tend to control students’ behavior in order to avoid disciplinary problems. In turn, students observe their teachers’ classroom behavior and develop different perception towards their teachers’ expectancy. Eventually, self-esteem of the students is affected by their perceived teachers’ expectancy (PTE), where the effect is not always positive. In other words, while most teachers would rather not to teach in mixed classrooms, the practice of BCAG might contribute negative effect to students’ self-esteem. Therefore, any strategy to improve students’ self-esteem might not be able to produce long-lasting result, because teachers’ expectancy towards the students is strongly influenced by the classroom segregation. However, it was discovered recently that Locus of Control (LoC) mediates the effect of PTE on students’ self-esteem. In the light of that, there is a hope to develop or maintain students’ self-esteem levels by developing some strategies based on Behavior Modification Theories to alter students’ LoC.
Kajian Pembelajaran Online Berbasis Wiki Di Lingkup Perguruan Tinggi Soetam Rizky Wicaksono
Journal of Education and Learning (EduLearn) Vol 6, No 1: February 2012
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v6i1.190

Abstract

Scope of online learning in higher education now more widely assumed to be a repository of teaching materials for both teachers and students. Nevertheless there are still many things that can still be developed and studied with an experimental model for online learning can be more participatory in the learning context given that the scope of the college is more directed to andragogik. One innovation that leads to this is to make the application of model-based learning wiki adopting crowdsourcing. This paper explores theoretical study attempted as a first step in the research development of wiki-based online learning model. The results of this study should be the basis for experiments to be conducted in order to adapt contextually in real state.
Constraints and Improvement: A case Study of the Indonesia’s International Standard School in Improving its Capacity Building Bambang Sumintono; Hamdan Said; Nora Mislan
Journal of Education and Learning (EduLearn) Vol 6, No 1: February 2012
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v6i1.187

Abstract

Improving school capacity building becomes one of the major themes in the educational effectiveness research. This paper investigates implementation of the International Standard School (SBI) policy in Indonesia which as an effort of school capacity building improvement in the country. Using framework that is developed by King and Newman (2001), several dimensions of capacity building with relation to knowledge, skill and disposition of individual staff, and professional learning community in a secondary school that is located in a small city in West Java, Indonesia involved in the program is analysed. It is found that policy structure of Indonesia’s SBI has not been adequately designed and developed to gear the school towards significant direction in terms of improving its capacity building. Teachers have difficulties to reach ‘international requirements’ such as communicating in English in teaching, program to improve the language fluency also not worked properly. School was not utilizing capacity to increase professional learning community between teachers, but rely on usual program.
Implementasi Metode Studio-Based Learning dalam Pengelolaan dan Prosedur Pembelajaran Studio Perancangan Arsitektur Muhammad Rijal; Pedia Aldy
Journal of Education and Learning (EduLearn) Vol 6, No 1: February 2012
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v6i1.186

Abstract

Learning Model studio known as Studio - Based Learning (SBL) has the main features hands-on or first hand experience or learning by doing. Ideally, most of the SBL activities, either individually or in groups, conducted in a studio which was accompanied by a number of teachers / assistants. Student’s evaluation efficiently when using the method of correlational research conducted with data collection and analysis of questionnaire data with the statistics. Questions in the questionnaire were arranged by following structure: the ability of professors, lecturer’s attitudes, organization of the studio system, the ability of students, and student attitudes. Penelitian Tindakan Kelas (PTK) was conducted on students of Architectural Engineering, Faculty of Engineering UR S1 are taking courses in Architectural Design Studio 2010/2011 academic year, are 22 students. Four cycles of study procedures are planning, action, observation and reflection. Quantitive analysis was used to data analysis. The result of the research was the assessment of knowledge of the supervisor, supervisor attitudes, and the studio administration systems are good category. 
Laboratory Quality Management Requirements of Engineering at the Polytechnics Ministry of Higher Education Malaysia Zunuwanas Mohamad; Ruhizan Mohammad Yasin; Mohd Nizam Ab Rahman
Journal of Education and Learning (EduLearn) Vol 6, No 1: February 2012
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v6i1.191

Abstract

Engineering lab is instrumental in the technical fields of study. Continuity of learning theories in the classroom will be applied in the laboratory for understanding and exposure to engineering skills. This paper is a study that outlines the main aspects of quality management in the engineering laboratory (lab) to provide learning and teaching facilities in the labs. The roles and accountability of the lab management ensure appropriate management processes, preparation and execution of engineering laboratory work for students. A finding from the literature study raises important issues relating to laboratory quality management and should be addressed by the laboratory management personnel. Soundness of management of an engineering lab, depends on the relationship between management and network department, laboratory management, teaching staff and students. The key element of quality management is the management of engineering laboratory documentation, safety, environment and management tools.
The Competence of School Principals: What Kind of Need Competence for School Success? NFN Mustamin; M. Al Muz-zammil bin Yasin
Journal of Education and Learning (EduLearn) Vol 6, No 1: February 2012
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v6i1.188

Abstract

Competence is generally defined as the ability, the knowledge; attitudes and skills to do job effectively and efficiently. Because the school principals is a key success of a school, the this study can provide information about the competencies that need to be supplied to the school principals as educational leaders, who in accordance to various references, study results or documents. Hence, this study specifically focuses on the competence of school principals based on Ministry of Education Malaysia; Florida Department of Education, and Ministry of National Education Indonesia. Base on the purpose of this study, document analyzed was conducted by adapting methods of Concept Mapping. Based on the results obtained that, in generally competencies that need to be supplied to the competence of school principals based on schools; teachers (staff); and students. Meanwhile, results of document analyzed of the school principals from three documents are oriented to the school in general; oriented instructional leadership to the aspects of teaching done by teacher; and operational oriented to the school for student success. Therefore, this study suggests that the importance of school principals should be provided as has been highlighted competencies for school achievement.

Page 1 of 1 | Total Record : 7