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 10 Documents
Search results for , issue "Vol 8, No 4: November 2014" : 10 Documents clear
Transforming epistemologies in the postcolonial African university? The challenge of the politics of knowledge Amasa Philip Ndofirepi; Michael Cross
Journal of Education and Learning (EduLearn) Vol 8, No 4: November 2014
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v8i4.119

Abstract

The process of knowledge production, dissemination and consumption has captured much scholarly attention from a political viewpoint in recent times. Discourses on development, empowerment, transformation and democracy have revolved around knowledge and power and more precisely on the politics of knowledge. Institutions of higher learning, especially universities, globally, as nerve centres of knowledge production and distribution, have not been spared from the challenges of the politics of knowledge. In this conceptual paper, we theorise the dynamics of the challenges and opportunities of the politics of knowledge in the context of the postcolonial African university’s endeavour to transform epistemologies in higher education in the 21st century Africa. Our case is premised on three claims, namely that 1) the production and mediation of knowledge is a genuinely political process(Weiler, 2011b) 2) universities can be considered among the most political institutions in society (Ordorika, 1999) and 3) recontextualisation and transformation of university epistemologies (Weiler, 2011a) is a prerequisite for an authentic postcolonial African university.
Muslim Women in Past and Present Governmental Leadership: Case of Rulers of the Sultanate of Aceh and the Fifth President of the Republic of Indonesia Ita Syamtasiyah Ahyat
Journal of Education and Learning (EduLearn) Vol 8, No 4: November 2014
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v8i4.378

Abstract

A Muslim woman is a woman who believes in Islam.  In its historical path, Indonesia has been led by Muslim women along with the development of Islam in the Archipelago in the 17th century. A case example among others is the Sultanate of Aceh during the colonial period. During the independence period, Indonesia was also led by a Muslim woman as the fifth President of the Republic of Indonesia around the early 21st century. In these case examples of Muslim women as rulers, they received criticism during their reigns from men who viewed the matter from the perspective of Islam. This made an impact on the ongoing governance and the people.  The article discusses how Muslim women leaders faced these criticisms from men who viewed the matter from the point of view of Islam and how it affected their governmental administration. Therefore, the article is expected to be able to reconstruct how Muslim women leaders face criticism from men who viewed the matter from the perspective of Islam. Research in this paper is conducted through historical method actions, preceded by source collection, selection and interpretation along with the reconstruction of the intended events, which is referred to as historiography. The study is also based on local sources, documents, and writings of related critics on the issue.
Unpacking Student Feedback as a Basis for Metacognition and Mediated Learning Experiences: A Socio-cultural perspective Edmore Mutekwe
Journal of Education and Learning (EduLearn) Vol 8, No 4: November 2014
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v8i4.381

Abstract

The study examines the effects of the feedback given to students by lecturers as learning support. It was conducted with undergraduates in an educational theory course in a South African university. The thesis was that although some of the feedback messages transmitted to students regarding strengths and weaknesses in learning get easily decoded and turned into action to improve performance, some messages are misconstrued by the students making the process of giving feedback complex. Data was collected through a cross-sectional feedback survey utilizing focus group interviews with 50 Bachelor of Education pre-service students conveniently sampled. The data analysis followed a thematic approach with superordinate themes used to structure the discussion of findings. The study found that student feedback needs to be culturally responsive for it to foster metacognition in them. The conclusion was that unless lecturers provide feedback that is simple, meaningful and clearly focused, students are unlikely to take much heed of it as there is a general tendency to focus more on the marks obtained than on the role of the feedback provided. This makes some students leave university under-prepared or half-baked in terms of providing student feedback on performance.
Manifestations of Differential Cultural Capital in a University Classroom: Views from Classroom Observations and Focus Group Discussions in a South African University Edmore Mutekwe
Journal of Education and Learning (EduLearn) Vol 8, No 4: November 2014
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v8i4.382

Abstract

Based predominantly on Pierre Bourdieu’s social and cultural reproduction theory, particularly his notions of cultural capital and symbolic violence, this paper explores how first year post graduate Diploma in Higher Education (PGDHE) university students from diverse socio-linguistic backgrounds differ in the levels at which they understand and express themselves in classroom activities. The paper’s thesis is that the diverse nature of South African classrooms presents a number of challenges not only for students but also for educators in terms of the use of English as a medium of instruction or the language for learning and teaching (LOLT). Owing to the fact that the South African Language in Education Policy (LiEP) of 1997 empowers both learners and educators in schools to use any of the eleven South African official languages as a LOLT wherever that is reasonably possible, students whose English backgrounds were deficient in enculturating them in the use of English as a learning tool often encounter challenges in expressing their ideas in the classroom, whether in writing or in oral presentations. The discussion is anchored in the data elicited through two data collection methods, lesson observations in a Diploma in Higher Education, Research class composed of students from diverse racial and ethnic backgrounds and through focus group discussion sessions with 40 multi-ethnic Diploma in Higher Education students from the same classroom. The data management and analysis for this study was done thematically, with views emerging from the observations and focus group discussions being clustered into superordinate themes for convenience of the discussion of the findings. The findings of this study were that students from affluent socio-economic backgrounds who enter university with a rich and relevant English linguistic capital, values and attitudes enjoy an enormous advantage compared to their counterparts whose social class and linguistic backgrounds lack the cultural capital cherished in university as conducive for educational success. The study thus recommends that the South African LiEP policy needs to be repealed so that it spells out unequivocally the LOLT especially in institutions of higher learning.
Environmental Factors and Students’ Learning Approaches: A Survey on Malaysian Polytechnics Students Ramlee Mustapha; Seri Bunian Mokhtar; Saemah Rahman; Mohd Yusof Husain; Rahayu Ahamad Bahtiar
Journal of Education and Learning (EduLearn) Vol 8, No 4: November 2014
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v8i4.784

Abstract

Several studies have shown the impact of environmental factors on student learning approaches. Despite the importance of such studies, studies on technical learners are few. Thus, this study aimed to determine the influence of learning environment on Polytechnics students’ learning approaches in Malaysia. Learning environment plays an important role in the cognitive, effective and social domains of students because it could improve students’ learning outcomes.  Learning approaches refer to the ways students deal with academic tasks that are related to learning outcomes.  This study used Course Experience Questionnaire (CEQ) and Revised Two-Factor Study Process Questionnaire (RSPQ-2F) to collect the research data.  Data were analyzed using AMOS Version 18.  Multiple regressions were conducted to predict learning environment factors that influenced the level of students’ learning approaches.  The result shows that effective teaching is a major factor that influences students' deep approach followed by the assessment, learning resources and clear objectives.
Pre-Service Teachers’ Internet Usage a Function of Demographic Factors: The Case of a Nigerian College of Education Bede Blaise Chukwunyere Onwuagboke; Termit Kaur Ranjit Singh; Fong Soon Fook
Journal of Education and Learning (EduLearn) Vol 8, No 4: November 2014
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v8i4.141

Abstract

With the overreaching acceptance of ICT in education and access to Internet occasioned by advancement in technology, this paper investigates pre-service teachers’ use of Internet in a college of education. The study was a descriptive survey. Data was collected using a researcher designed instrument tagged “Student Internet Use Scale” (SIUS). The population comprised of all NCE pre-service teachers in Alvan Ikoku Federal College of Education Owerri Nigeria. Findings show that  mobile phones remains the most widely used mode of internet access with social networking, searching for information on school assignments, chatting forming the major reasons why they surf the net. Social networking is the major purpose for Internet use by female pre-service teachers while school related activities are of priority to males. The difference in purpose of internet use according to gender is however not statistically significant; similarly, there is no statically significant difference between male and female pre-service teachers in the frequency of Internet usage. The result has far reaching implication for provision and use of Internet facilities to enhance teaching and learning in the College and colleges of education in Nigeria.
Writing-skills Intervention Programming and its being a Component of Response to Intervention Michael William Dunn
Journal of Education and Learning (EduLearn) Vol 8, No 4: November 2014
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v8i4.386

Abstract

For a struggling writer, step-by-step instruction can be a helpful means to manage organizing and producing elaborate text. This mixed-methods project offered four struggling writers a mnemonic strategy called Ask, Reflect, Text (ART) in 45-minute sessions over 22 days. The second- and fourth-grade students attended a public school in the US Pacific Northwest. As a parallel component to the project, the students’ teachers and intervention specialist met with the author for 4 one-hour sessions to discuss: 1) the children’s intervention programming and progress, and 2) the paradigm of response to intervention (RTI) and their thoughts about its feasibility in classrooms. The end-of-project assessment data demonstrated that the children made progress with writing skills, but the teachers and intervention specialist felt that support personnel would be needed to manage RTI-type intervention programming in general education classrooms.
Elaboration of Integrated Arabic Lesson for Increasing Expertness of Arabic Mastery of Islamic University Students Yayan Nurbayan, M.A
Journal of Education and Learning (EduLearn) Vol 8, No 4: November 2014
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v8i4.380

Abstract

This study was based on scarcity of Arabic text books which is used in Islamic university. The aim of this study was to produce integrated Arabic textbooks including muthalaa, muhadatsah, kitabah and qiraah in one discourse. This study was using Research and Development method (R and D) started by conception of Integrated Arabic Lesson textbook, followed by limited testing and revision, finished by producing the textbooks pass through revisions and discussions with UPI and UIN Arabic experts and lecturers. This study involved 14 students of STIT and 2 Arabic lecturers of UIN and UPI who were lecturing at that place. It was concluded that competence mean of freshman before using the textbooks were 31, whereas after using it, they got average value 55. The difference was 23.
Strategic Leadership and Its Application in Egyptian Universities Hany R. Alalfy
Journal of Education and Learning (EduLearn) Vol 8, No 4: November 2014
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v8i4.379

Abstract

Today's universities operate in a climate of great change, along with increased responsibilities and accountability from Internal and external customers. This has resulted in calls for a new kind of leadership working to help the university to improve educational services and face more challenges, called strategic leadership, at the university level. Aim of study defining of Egyptian leadership universities pattern of modern leadership styles, named as Strategic leadership (concept, objectives, roles, requirements, and application obstacles). Relate to the suffering of the Egyptian universities of many problems that limit their efficiency and effectiveness. This led to the need to search for new approaches as strategic leadership for eliminate of these problems. The study used a descriptive approach for its suitability for the nature of the study. The study found multiple reasons for the application of strategic leadership style in Egyptian universities as a result of  the problems the leaderships of the Egyptian universities suffer from  which limits its efficiency and effectiveness. Study recommended starting applying this pattern quickly after all the positive results it achieved in many universities.   
The Effect of Multimedia Based Learning in Chemistry Teaching and Learning on Students’ Self-Regulated Learning Erfan Priyambodo; Sulistyani Sulistyani
Journal of Education and Learning (EduLearn) Vol 8, No 4: November 2014
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v8i4.384

Abstract

In recent years, the uses of Multimedia Based Learning (MBL) in classroom instruction increased widely. Overall, this implementation aims to improve students’ motivation and also their learning outcomes. This study was answering the effect of MBL toward students’ Self-Regulated Learning (SRL) in chemistry teaching and learning. The experiment was conducted in class XI of senior high school in Yogyakarta. Researchers create some computer based media for chemistry materials and continued with expert judgement of the media. Students’ data SRL were measured using validated questionnaire. The questionnaire consists of three components, i.e. metacognitive, motivation and behavior. The results showed that there was significant differences in SRL of students before and after participating in chemistry teaching and learning which applying MBL.

Page 1 of 1 | Total Record : 10