Journal of Education and Learning (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 10, No 1: February 2016"
:
10 Documents
clear
<![CDATA[Local Service Learning in Teacher Preparation Program ]]>
<![CDATA[Prasart Nuangchalerm]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 10, No 1: February 2016 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (237.366 KB)
|
DOI: 10.11591/edulearn.v10i1.2821
<![CDATA[The local knowledge is a simply integrated in education and learning process. This study aims to promote local knowledge in school through service learning. The learning process is employed herbal plants to reinforce students learn how to sustain local knowledge with modern life and 21st century classroom. Participants consisted of 42 preservice teachers, 11 inservice teachers, and 50 secondary students. Findings revealed that service learning is significantly promoted public mind, self-efficacy, learning satisfaction, and learning process in local knowledge.]]>
<![CDATA[The Development of Mind Mapping Media in Flood Material using ADDIE Model ]]>
<![CDATA[Sri Adelila Sari]]>;
<![CDATA[Halimatun Sakdiah]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 10, No 1: February 2016 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (810.426 KB)
|
DOI: 10.11591/edulearn.v10i1.3227
<![CDATA[This study aimed to develop a media mind mapping through ADDIE model in teaching the flooding material. The samples that used were students of class X-3 Madrasah Aliyah (MA) Darul Ulum totaling 30 students. This type of study was the Research and Development (R and D) by using ADDIE models. Data collected by using mind mapping sheets that students' work. Data was analyzed by descriptive statistics. Results of this study found that in developing mind mapping media through five stages, namely: analysis, design, development, implementation and evaluation. The study concluded that the media mind mapping that have been developed and validated could be a viable and effective media used in the learning process. ]]>
<![CDATA[The Role of teacher in medical student self-directed learning process ]]>
<![CDATA[Francisca A Tjakradidjaja]]>;
<![CDATA[Yayi Suryo Prabandari]]>;
<![CDATA[Titi Savitri Prihatiningsih]]>;
<![CDATA[Harsono Harsono]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 10, No 1: February 2016 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (46.247 KB)
|
DOI: 10.11591/edulearn.v10i1.2992
<![CDATA[Self-directed learning (SDL) is essential in medical education. The rapid development of medical science and the expansion of health problems need a physician who can meet that challenges. A physician must have lifelong learning ability. SDL is one of the important requirements for lifelong learning ability. In SDL, learners are the controller of learning and learners have the freedom to learn according to their needs. Therefore, it is necessary to explore the role of the teacher in the SDL process, particularly in medical education. This study used a qualitative exploratory design. Twelve teachers and 23 medical students were selected by purposive sampling. There were seven themes that emerged from the analysis. The role of teacher in the SDL process includes: (1) Competent; (2) Concern; (3) Creative; (4) Facilitator; (5) Motivator; (6) Partners; and (7) Role Model.]]>
<![CDATA[The Role of Input-based and Output-based Language Teaching in Learning English Phrasal Verbs by Upper-intermediate Iranian EFL Learners ]]>
<![CDATA[Farida Badri Ahmadi]]>;
<![CDATA[Essa Panahandeh]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 10, No 1: February 2016 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (84.587 KB)
|
DOI: 10.11591/edulearn.v10i1.2860
<![CDATA[The present study attempts to explore the impact of input-based and output-based pedagogical approaches on learning English phrasal verbs by upper-intermediate Iranian EFL learners. It also investigates whether there is any significant difference between Iranian male and female EFL learners regarding input-based and output-based language teaching. 73 upper-intermediate English learners participated in the study, 34 of whom were males and 39 of whom were females with an age range of 17 to 28 years old. They were divided into two intact homogeneous groups, one of which received input-based approach for teaching English phrasal verbs and the other one took advantage of output-based language teaching for the same phrasal verbs. A Test of Phrasal Verbs which is made by the researcher was used for both the pre- and post-test. Three descriptive analysis and independent-samples t-tests were used to analyze the data. Regarding the first research question, an independent-samples t-test analysis indicated that there was a significant difference between input-based and output-based instruction in teaching phrasal verbs. That is, output-based language teaching outperformed input-based language teaching and leads to better learning of the English phrasal verbs. The results of the second independent-samples t-test suggested that there was no significant difference between male and female Iranian EFL learners in output-based teaching of English phrasal verbs. The study also showed no significant difference between both genders in input-based teaching of English phrasal verbs. That is, input- and output-based instructions had no effect on genders in learning phrasal verbs.]]>
<![CDATA[Developing a Blended Type Course of Introduction to Hybrid Vehicles ]]>
<![CDATA[Na Zhu]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 10, No 1: February 2016 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (148.079 KB)
|
DOI: 10.11591/edulearn.v10i1.2665
<![CDATA[An innovative course of introduction to hybrid vehicles is developed for both associate and bachelor degree programs for engineering technology with automotive/mechanical concentration. The hybrid vehicle course content includes several topics, such as the rational of pure electric vehicle and hybrid vehicle, hybrid vehicle propulsion systems, fundamentals of motor/generator systems, fundamentals of battery and energy management system, and introduction to various configurations of hybrid vehicle systems available in market and under development. Hybrid vehicle technology is a new area and developed rapidly in the field of automotive and mechanical engineering. Students need not only the fundamentals and concepts from college, but also the ability to keep up with the latest technology after their graduation. Therefore, a blended course type is employed to help students have a better understanding of the fundamentals of hybrid vehicle and developing their self-studying ability. Topics in the course have three steps of learning. Firstly, on-ground lecture is given in class, where the instructor explains basic knowledge, such as principles, equations, and design rules. In this way, the students will have enough background knowledge and be able to conduct further self-reading and research work. Secondly, students are required to go to university’s desire to learn (D2L) online system and finish the online part of the topic. In the D2L system, students will find a quiz and its supporting materials. Thirdly, students come back to the on-ground lecture and discuss the quiz in groups with instructor. After the discussion, the instructor gives students a conclusion of the topic and moves forward to the next topic. A computer simulation class is also given to help student better understand the operation strategies of the hybrid vehicle systems and have a trial of design of hybrid vehicle.]]>
<![CDATA[Do Elementary Science Methods Textbooks Promote Understanding of Shadows? ]]>
<![CDATA[Lloyd H. Barrow]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 10, No 1: February 2016 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (43.676 KB)
|
DOI: 10.11591/edulearn.v10i1.3183
<![CDATA[Elementary science methods textbooks can be an important resource for future elementary teachers of science. Since shadows are a common topic in elementary school and Next Generation Science Standards (NGSS Lead States, 2013). A series of ten shadows concepts were formed into a learning progression by Wizman and Fortus (2007). For this research, ten science methods textbook were read and analyzed about how each of the shadow concepts were addressed. These methods textbooks focused on a limited number of shadow concepts. Consequently, as a future reference, they are very limited in addressing all ten shadow concepts.]]>
<![CDATA[Survey of Education, Engineering, and Information Technology Students Knowledge of Green Computing in Nigerian University ]]>
<![CDATA[Tajudeen Ahmed Shittu]]>;
<![CDATA[Amosa Isiaka Gambari]]>;
<![CDATA[Alabi Omotayo Thomas]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 10, No 1: February 2016 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (132.622 KB)
|
DOI: 10.11591/edulearn.v10i1.3185
<![CDATA[The use of computer system is growing rapidly and there is growing concern on the environmental hazard associated with its use. Thus, the need for every user’s to possess the knowledge of using computer in an environmental friendly manner. This study therefore, investigated the knowledge of green computing possessed by university students in Nigeria. To achieve this, survey method was employed to carry out the study. The study involved students from three schools (Computer Science, Engineering, and Education). Purposive sampling method was used to draw three hundred (300) respondents that volunteer to answer the questionnaire administered for gathering the data of the study. The instrument used was adapted but modify and subjected to pilot testing to ascertain its validity and internal consistency. The reliability of the instrument showed a .75 Cronbach alpha level. The first research question was answer with descriptive statistic (perecentage). T-test and ANOVA was used to answer question two and three. The findings showed that the students do not possess adequate knowledge on conscious use of computing system. Also, the study showed that there is no significant difference in the green computing knowledge possesses among male and female as well as among student from the three schools. Based on these findings, the study suggested among other an aggressive campaign on green computing among university communities.]]>
<![CDATA[Importance of intrapreneurial practices prevalent among secondary school teachers in Kalungu District (Uganda) ]]>
<![CDATA[Genza Musoke Gyaviira]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 10, No 1: February 2016 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (200.177 KB)
|
DOI: 10.11591/edulearn.v10i1.3158
<![CDATA[The study examines teachers' business initiatives within school (intrapreneurial ventures) and highlights the economic and educational importance of these initiatives. It first unveils the prevalence of different intrapreneurial ventures among teachers, before going on to state the meaning of these practices for both the economic and professional welfare of teachers in particular, and schools in general. The study concludes with several conclusions for the development of education on the African continent.]]>
<![CDATA[Developing ICT Competency for Thai Teachers through Blended Training ]]>
<![CDATA[Chaiya Akarawang]]>;
<![CDATA[Pachoen Kidrakran]]>;
<![CDATA[Prasart Nungchalerm]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 10, No 1: February 2016 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (59.784 KB)
|
DOI: 10.11591/edulearn.v10i1.2830
<![CDATA[The purpose of this study aims to enhance teachers’ ICT competency. Three hundred and thirty seven teachers are surveyed through a questionnaire to identify training problems and training needs. Then the blended training model is implemented with teachers. The result showed that it can increase score in cognitive and attitude tests. The posttest score is higher than those pretest score at .01 level of statistical significance. Also, teachers’ ICT competency is in good level.]]>
<![CDATA[Muslim Education in Post- independent India: Past, Present and Future ]]>
<![CDATA[Intakhab Alam Khan]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 10, No 1: February 2016 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (42.819 KB)
|
DOI: 10.11591/edulearn.v10i1.3184
<![CDATA[The real journey of education in general and higher education in particular in India started after 1947. Education is its journey can’t stand alone but institutional roles need to be included to assess the contribution as a whole. The institutions of higher learning are considered the most important agency of social change, social transformation, and entire development of the country. Muslim education has always been a serious issue despite availability of so many academic institutions in general and minority institutions in particular. The poor condition of the Muslims’ education can’t be attributed to the government only, but the society, home, economy, motivation, employment and similar factors. The present article is a modest attempt towards exploring and analyzing the miserable state of Muslim education and associated factors.]]>
