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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 7 Documents
Search results for , issue "Vol 6, No 2: May 2012" : 7 Documents clear
Islamic Education Research Problem Abdul Muthalib
Journal of Education and Learning (EduLearn) Vol 6, No 2: May 2012
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v6i2.150

Abstract

This paper will discuss Islamic educational studies that is reviewing how to find, limit and define problems and problem-solving concepts. The central question of this paper is to describe how to solve the problem in Islamic educational research. A researcher or educator who has the knowledge, expertise, or special interest on education for example is usually having a sensitivity to issues relating to educational research. In the research dimension of religious education, there are three types of problems, namely: Problems foundation, structural problems and operational issues. In doing research in Islamic education someone should understand research problem, limiting and formulating the problem, how to solve the problem, other problem relating to the point of research, and research approach.
Teachers’ Expectancy and Students’ Attitude towards Science Prihadi Kususanto; Chin Sook Fui; Lim Hooi Lan
Journal of Education and Learning (EduLearn) Vol 6, No 2: May 2012
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v6i2.151

Abstract

The main purpose of this study was to investigate the influence of teachers’ expectancy and students’ attitude towards science (ATS). The participants were 130 teachers and 300 students from secondary schools in Indonesia. The results indicated teachers’ expectancy significantly affected students’ ATS. Different kind of expectancy led teachers to have different classroom behavior. Teachers expect students from the science streams to have significantly higher potential to improve their academic achievements compared to the students from non-science stream. The results also showed that there is a significant correlation between teachers’ expectancy and students’ perception of teachers’ behavior. Furthermore, because students from science stream perceived that their teachers are supportive, they believe that the teachers expected them to score higher in science. In turn, this belief led them to possess higher ATS compared to the non-science stream students, which perceived that their teachers are focusing more on controlling their behavior. It could be concluded that teachers’ expectancy affected students’ ATS, moderated by the students’ perception of teachers’ behavior.
Breastfeeding Education in Term of Knowledge and Attitude through Mother Support Group Lina Handayani; Azlina Mohd Kosnin; Yeo Kee Jiar
Journal of Education and Learning (EduLearn) Vol 6, No 2: May 2012
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v6i2.148

Abstract

Knowledge and attitude are important factors for successful breastfeeding practice. The objective of this study was to examine the influence of knowledge and attitude on breastfeeding among Indonesian mothers who joined mother support group (MSG) program. This was a community based cross-sectional study. There were 221 mothers participated on this study. Multiple regression was used to asses the influence of knowledge and attitude on breastfeeding. Result of the study showed that knowledge and attitude influence breastfeeding practice.
Penerapan Model MIMIC untuk Menguji Konsistensi Hasil Pengukuran melalui Skala Wahyu Widhiarso
Journal of Education and Learning (EduLearn) Vol 6, No 2: May 2012
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v6i2.153

Abstract

This study aimed to demonstrate the use of multiple indicators and multiple (MIMIC) model in testing the consistency of the measurement results when it's applied to individuals with different characteristics. Self-Esteem and Student Motivation Scale were employed to measure participant attributes. Impact of three student characteristics (gender, intelligence and school location) on both measurement model were examined. Total of 2981 students from 30 cities of 15 provinces were participated in this study. Data analysis was utilized using confirmatory factor analysis under structural equation modeling (SEM) approach. Results showed that measuring self-esteem was prone to be contaminated by individual heterogeneity. However, contrary results was found on motivation measure. Excluding three student characteristics as covariance in the model have increased model fit indices in the self-esteem measurement model, but not in the self-esteem. The presence of susceptibility scale to different characteristics indicated that this scale needs to be further modified. Therefore, when it is applied to heterogeneous population, the measurement results will produce consistently results.
Peta Buatan untuk Peningkatan Efektivitas Proses Belajar Sistem Koordinat Cartesius NFN Rahmiah; NFN Mustamin
Journal of Education and Learning (EduLearn) Vol 6, No 2: May 2012
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v6i2.152

Abstract

Pendidikan merupakan suatu rekayasa untuk mengendalikan learning guna mencapai tujuan yang direncanakan secara efektif dan efisien, dalam proses rekayasa ini peranan teaching sangat penting karena merupakan kegiatan yang dilakukan oleh guru untuk mentransfer pengetahuan, keterampilan dan nilai kepada siswa sehingga apa yang ditransfer memiliki makna bagi siswa sendiri dan berguna bagi dirinya sendiri dan masyarakat. Upaya untuk menghadapi tantangan tersebut adalah seorang guru perlu kreatif dan inovatif menciptakan metode mengajar yang dapat meningkatkan efektivitas proses pembelajaran. Oleh karena itu, kajian ini yang merupakan laporan hasil penelitian tindakan kelas pada salah satu SD Negeri di Kabupaten Maros Provinsi Sulawesi Selatan. Berdasarkan hasil yang diperoleh, pada umumnya terjadi peningkatan efektivitas proses berupa sikap belajar peserta didik yang diukur dengan menggunakan angket pengamatan dari siklus I dengan mean sebesar 1,80 ke siklus II sebesar 2,20. Sementara itu, hasil penilaian kognitif yang diukur dengan soal pencapaian kompetensi dasar juga mengalami peningkatan mean dari 70,55 pada siklus I menjadi 74,00 pada siklus ke II. Metode ini sangat dimungkinkan dapat dikembangkan melalui pendidikan matematika, karena matematika memiliki struktur dengan keterkaitan yang kuat dan jelas satu dengan yang lainnya, serta berpola pikir deduktif dan konsisten serta matematika merupakan alat yang dapat memperjelas dan menyederhanakan suatu keadaan atau situasi melalui abstraksi, idealisasi, atau generalisasi untuk suatu studi pemecahan masalah
Agricultural Education for Sustainable Rural Development in Developing Countries – Challenges and Policy Options Jhansi Seetharam Chittoor; Santosh Kumar Mishra
Journal of Education and Learning (EduLearn) Vol 6, No 2: May 2012
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v6i2.154

Abstract

Governments all over the world have focused upon sustainable rural development in an organized way. Rural locations, in particular, need more economic development in order to match urban centric development. Poverty in rural areas has remained by and large, the main focal point of governments and development agencies. Sustainable rural development is the most effective way to eliminate this curse. Environment friendly growth stimulators have been provided to rural populations. This paper aims to: (a) give an insight into the linkages between the agricultural education and sustainable rural development, and (b) present strategies for sustainable rural development. Challenges in sustainable rural development for developing countries in the 21st century have also been looked into. The paper concludes that agricultural education institutions in developing countries will need to address not only immediate production needs, but also long-term food security, sustainable agriculture and rural development needs.
The New Role of Principals in Improving Teachers’ Personal Mastery at Schools in Indonesia Settaraming Algi; Mohd Anuar Abdul Rahman; Lokman Mohd Tahir
Journal of Education and Learning (EduLearn) Vol 6, No 2: May 2012
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v6i2.149

Abstract

The aim of the study was to investigate the new role of principals at senior secondary (SMA) State 1 Lamuru in Bone district in improving teachers’personal mastery. The new roles covers aspects such as designer, teachers, and steward. This sample consists of 40  teachers from secondary school in Lamuru. The researcher developed and tested the questionnaire to ensure the validity and reliability by conducting a pilot study. This study uses the Alpha-Cronbach to analyze and find its values for the principals as a designer, (overall 0.743); the teacher (0.751), and steward (0.678). Meanwhile, the Alpha value the personal mastery was at (0.675). The findings revealed that teachers evaluated their principals at the high level for each dimension. Whereas the finding obtained between the new roles of principals and personal mastery of teachers is at the fair level on each dimension. Therefore, the principals were hoped to play a recent responsibility more effective in schools in such a way the  teachers’ personal mastery could be more increased.

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