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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
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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 9 Documents
Search results for , issue "Vol 9, No 2: May 2015" : 9 Documents clear
Factors Contributing to Examination Malpractices at Secondary School Level in Kohat Division, Pakistan Qaiser Suleman; Rizwana Gul; Sadia Ambrin; Farrukh Kamran
Journal of Education and Learning (EduLearn) Vol 9, No 2: May 2015
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v9i2.1732

Abstract

The purpose of this research work was to identify the factors that contribute to examination malpractices at secondary school level. The target population of the study was all the heads, teachers and students at secondary school level in Kohat Division (Pakistan). The study was delimited to the 80 male secondary schools. The sample for this study was made up of 840 respondents which were selected through simple random sampling technique. A self-developed semi-structured questionnaire was used as research instrument for data collection. Descriptive statistics i.e., simple percentage, mean, standard deviation and inferential statistics i.e., ANOVA were applied for the statistical analysis of data. The findings of the study explored that there are various factors that contribute to examination malpractices i.e., corruption; poor implementation of examinations rules; students and parental threats; no fear of punishment; inadequate preparation for examination; poor invigilation; collusion; disloyalty of examination bodies; fear of failure; poor morale and economic depression of supervisory staff etc. Furthermore, the findings of the study revealed that bringing of unauthorized materials to examination hall; sending of prepared answers to students by teachers and parents; impersonation; questions and papers leakage; cheating; and scripts changing are the various forms of examination malpractices. Based on findings, it was recommended that examination rules should be implemented effectively and those who were found guilty should be given severe exemplary punishment according to the examination’s rules.
Breaking the Barriers of a "Silenced Identity": Teacher Trainees' Attitudes towards the Bilingual Presentation in Hebrew and Amharic Baratz Lea
Journal of Education and Learning (EduLearn) Vol 9, No 2: May 2015
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v9i2.1289

Abstract

The current study investigated the attitudes of students in a teacher training college training regarding the bilingual presentation of children's literature -- in Hebrew and Amharic. A questionnaire on the importance of bilingual books was used with a group of students of Ethiopian descent (of the Beta Israel community) and a group of students who do not belong to this community, with the expectation that a substantial difference would be found between the attitudes of the two groups. The study population, students training to be literature teachers, was aware of the qualities that make "a good story". The main findings emphasize that participants have a substantial understanding of the significance of bilingual books, both in terms of its function in the curriculum and in building a cultural narrative in order to break out of the silenced identity and eliminate cultural visibility.
Computer Presentation Programs and Teaching Research Methodologies Vahid Motamedi
Journal of Education and Learning (EduLearn) Vol 9, No 2: May 2015
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v9i2.1378

Abstract

Supplementing traditional chalk and board instruction with computer delivery has been viewed positively by students who have reported increased understanding and more interaction with the instructor when computer presentations are used in the classroom. Some problems contributing to student errors while taking class notes might be transcription of numbers to the board, and handwriting of the instructor can be resolved in careful construction of computer presentations. The use of computer presentation programs promises to increase the effectiveness of learning by making content more readily available, by reducing the cost and effort of producing quality content, and by allowing content to be more easily shared. This paper describes how problems can be overcome by using presentation packages for instruction.
The Investigation of Critical Thinking Dispositions of Religious Culture and Ethics Teacher Candidates Abdulkadir Cekin
Journal of Education and Learning (EduLearn) Vol 9, No 2: May 2015
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v9i2.1718

Abstract

The purpose of this study is to investigate the critical thinking dispositions of religious culture and ethics teacher candidates in terms of some variables. The independent variables of the study are gender, high school types from which they graduated, birth place, motherland, education level of their parents, and family’s average income. The sample of the study is 226 teacher candidates in Ankara University and Kastamonu University, religion culture and ethics teaching department. The research is designed as a case study; the data is obtained by Measurement of California Critical Thinking Disposition Inventory. The inventory is a lykert-type scale, has 51 items. The value of the overall reliability of measurement instrument (Cronbach Alpha) is 0.88. A one way analysis of variance (ANOVA) and independent samples t-test are used to analyze the data. In the end of the study, it was found that religious culture and ethics teacher candidates think sufficiently critical.
An Investigation on Organizational Charlatan Behaviour and Moral Identity as Predictors of Shame: Importance for Education Juneman Abraham; Rahma Putri Noka Berline
Journal of Education and Learning (EduLearn) Vol 9, No 2: May 2015
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v9i2.1535

Abstract

Corruption is one of the biggest problems that progressively undermine the life of Indonesian. At the psychosocial level, the Indonesian people, especially the leaders and public officials, many times have been referred to as “the shameless nation”; a designation that is attributed as the cause of the flourishing of corruption. Research breakthrough is needed in the educational world in order to better understand the roots of corruption and the minimal and even the lack of the shame. This predictive correlational study made the organization charlatan behaviour and moral identity as predictors of shame proneness. This study, which was conducted on 208 civil servants and private employees in Jakarta, the capital of Indonesia (111 males, 97 females; mean of age = 32.19 years old, standard deviation of age = 10.495 years), showed that the organizational charlatan behaviour is unable to predict shame, but the moral identity can predict it. Implications of this study’s results for further advanced researches as well as practices in education are elaborated in the Discussion and Suggestions section.
Toward a Better Preparation of Student Teachers’ Reading Skill: The SQ3R Strategy with Authentic and Simplified Texts on Reading Literacy and Vocabulary Mastery Robi Soma; Amirul Mukminin; Noprival Noprival
Journal of Education and Learning (EduLearn) Vol 9, No 2: May 2015
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v9i2.1527

Abstract

The purpose of the quantitative study with a factorial experimental approach was to examine the significant increase and difference of students’ achievement in reading literacy and vocabulary mastery after being  taught through the SQ3R with authentic texts and simplified texts at one English Study Program Public University in Jambi, Indonesia. The sample of this study was 56 six semester student teachers at one public university in Jambi. To collect the data, pre-test and post-test techniques were used. The result of paired sample t-test showed that there was a significant progress in students’ achievement of reading literacy and vocabulary mastery of both experimental groups. Moreover, the result of independent sample t-test analysis showed that there was no significant difference in students’ achievement of reading literacy and vocabulary mastery between both experimental groups as well as level of achievement. The factorial analysis showed that there was an interaction between the kind of texts and students’ level of achievement both high and low achievers.  Implications of findings and suggestions are discussed
Transformative Learning Model for Youth Life Skills Entrepreneurs in Poor Weavers Songket Palembang Ayi Olim; Bertha N
Journal of Education and Learning (EduLearn) Vol 9, No 2: May 2015
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v9i2.1379

Abstract

Non-formal education serves to develop the potential of students with an emphasis on the mastery of knowledge and functional skills and professional attitude and personality development, is now understood as an alternative approach to the future education with an emphasis on the mastery of skills. transformative learning, life skills and entrepreneurship as a modality of model development. learner/ prospective participants learn from the lower-middle group (in the shadow of the transmission of learning) should be the owner of the learning process and should be able to identify the capabilities and environmental problems, reflect and take action in developing entrepreneurial abilities. The model requires changing patterns of transformative learning and utilization participants life skills learning, facilitation and management support from stakeholders
Effects of an Informal Energy Exhibit on Knowledge and Attitudes of Fourth Grade Students David Goodman
Journal of Education and Learning (EduLearn) Vol 9, No 2: May 2015
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v9i2.1713

Abstract

The public has limited knowledge of renewable energy technologies. An increase in energy literacy can potentially lead to desired energy-related behavioral changes in the future. One potential solution is to increase the public’s access to renewable energy information by placing informal energy education exhibits in libraries, community centers, and parks. After calibrating the exhibit based on observations of children’s interactions at a children’s museum, the exhibit was displayed at a university, a private school, and a community center. The opinion surveys and interviews both showed that participants enjoyed and learned from the exhibit. Students showed no significant statistical improvement between the pretests and posttests, but interviews showed that they could recall facts, explain processes, and make inferences from the exhibit. Fourth-grade students can benefit from interacting with an informal energy exhibit in order to increase their knowledge of energy topics and technologies.
Effects of Cooperative Integrated Reading and Composition Learning Model on the English Learning Skills Hadiwinarto Hadiwinarto; Novianti Novianti
Journal of Education and Learning (EduLearn) Vol 9, No 2: May 2015
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v9i2.1427

Abstract

This research was aimed at describing the effects of Cooperative Integrated Reading and Composition (CIRC) learning model on the reading and writing skills of junior high school students in learning English. This research applied one group pretest-posttest design. Data were collected by using tests and analized by using descriptive analysis and t-test. The result showed that: the average score for reading skill before the experiment was 50.00 and the average score for reading skill after the experiment was 65.58. On the other hand, the average score for writing skill before the experiment was 38.21 and the average score for writing skill after experiment was 58.05. The implementation of CIRC learning model had very significant effects on the English reading and writing skills of the junior high school students.

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