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.
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<![CDATA[The turn-taking mechanism in classroom interactions of public high school 2 Ambon ]]>
<![CDATA[Carolina Sasabone]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 2: May 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i2.10367
<![CDATA[A special feature of class interaction discourse relates to typical elements of context. The elements of the context include the participants, the background, the topic, the nature of the message, and the message tone. Teachers are more dominant to organize the course of teaching and learning activities, such as topic selection, topic development, and control of conversation topics or learning topics. Teachers determine the direction of a conversation or turn-taking, ie when an opportunity is given to students to speak and when to take the rotation-said. The characteristics of learning conversations are (1) the participants are teachers and students, (2) the conversation is done during the teaching and learning activities, (3) the conversation has a purpose, and the topic is related to the learning objectives. . In addition teachers also have certain rights that usually appear in the teacher-centered classroom. These rights include (a) participating in all interactions, (b) initiating interactions, (c) determining the time to participate, (d) determining who is given the opportunity to interact, (e) determining who gets a turn more than once, and (f) closing the interaction. The mechanism of teacher-student turn-taking in classroom learning activities can be done by (1) getting opportunities (2) stealing opportunities, (3) seizing opportunities, (4) replacing, and (5) continuing.]]>
<![CDATA[Lecturers’ language problems in writing english papers for international publications ]]>
<![CDATA[Hartono Hartono]]>;
<![CDATA[Ruseno Arjanggi]]>;
<![CDATA[Kurniawan Yudhi Nugroho]]>;
<![CDATA[Ira Alia Maerani]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 2: May 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i2.11438
<![CDATA[Indonesian lecturers are now encouraged to publish papers in international journals so that they can better disseminate research findings and innovations globally. However, many of them have the problems with English language mastery. This study was aimed at identifying and analyzing language problems of the Indonesian university lecturers in writing English academic papers for international publications. The subjects of the study were 66 randomly selected lecturers of various disciplines other than English Education and English Literature. The data were collected by questionnaire and English writing tasks on phrases, sentences, and paragraphs which were then analyzed descriptively. The results show that language errors and mistakes in grammar, syntax, vocabulary, spelling and word forms were all found in the subjects’ writings. In writing academic papers for international publications, university lecturers faced language problems as constructing phrases and sentences, choosing and using appropriate vocabulary and terms relevant to their topic of study as well as translating their Indonesian sentences into English.]]>
<![CDATA[Indonesian students’ social-emotional competencies and their english academic achievement ]]>
<![CDATA[Ganda Wirajaya]]>;
<![CDATA[Lingga Agustina Suganda]]>;
<![CDATA[Zuraida Zuraida]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 2: May 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i2.12160
<![CDATA[In Indonesian secondary schools, young learners might have some difficulties such as lack of motivation, lack of confidence and disengagement in learning English, which contribute to the level of their social-emotional competencies (SEC). This study was conducted to investigate the relations between 103 seventh graders’ SEC and their English academic achievement. This study provided not only the correlation but also the results of the students’ SEC, their English academic achievement, and the contribution of the students’ SEC to their English academic achievement. The collected data from the SEC questionnaire and documentation were analyzed by using Pearson Correlation. The results highlighted that there was a significant weak correlation (r-obtained=0.367) between the students’ SEC and their English academic achievement. Moreover, there was 12.6% contribution of the students’ SEC to their English academic achievement. Therefore, it is possible that social-emotional competencies may enhance students’ English academic performance.]]>
<![CDATA[Development of problem solving ability test on the work-energy material ]]>
<![CDATA[John Rafafy Batlolona]]>;
<![CDATA[Wartono Wartono]]>;
<![CDATA[Sutopo Sutopo]]>;
<![CDATA[Desella Inna Rahmatina]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 2: May 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i2.12400
<![CDATA[The purpose of this research is to develop test questions of problem solving ability on work-energy material for high school students class X. This type of research is research and development. The model used in this study is ADDIE with the stages of analyzing, planning, developing, implementing, and evaluating, but this study only up to the implementation stage. The test developed in this research consists of three items of problem solving ability description that is multi context. Validation of item was done by content validation and empirical validation. The results of content validation indicate that the average score of test items is 3,125 with good category. The results of empirical validation indicate that there are two valid questions and one invalid question. Two valid questions have a Cronbach Alpha coefficient of 0.807. The results of the implementation of the test showed that the average student problem solving abilities in Question 1 is 17.41 of a maximum score of 25, the lowest score is 10 and the highest is 23. The results of students in the question number 2 by 16.60 of a maximum score of 25, with the lowest score is 10 and the highest is 22. These results indicate that the test instrument is feasible to use to assess students' problem solving abilities.]]>
<![CDATA[Independence, discipline and employability: study of vocational high school students ]]>
<![CDATA[Fatwa Tentama]]>;
<![CDATA[Subardjo Subardjo]]>;
<![CDATA[Surahma Asti Mulasari]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 2: May 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i2.12993
<![CDATA[Many factors can affect employability in Vocational High School students, including independence and disciplinary factors. This study aims to determine the role of independence and discipline towards student employability. As many as 225 students of class XII Vocational High School 1 Kalasan Yogyakarta, Indonesia participated in this study. The sampling technique is cluster random sampling. The research method used is a quantitative method with employability scale, independence scale, and discipline scale as a data collection tool. The data analysis used in this study is multiple linear regression analysis techniques. The findings show that there is a very significant effect between independence and discipline on employability. Partially, there is a very significant influence between independence towards student employability, and there is a very significant influence between discipline on employability. The role of discipline towards employability is more dominant than independence to employability in Vocational High School students.]]>
<![CDATA[Character development based on hidden curriculum at the disaster-prone school ]]>
<![CDATA[Zalik Nuryana]]>;
<![CDATA[Suyadi Suyadi]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 2: May 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i2.10058
<![CDATA[The character education development through hidden curriculum at disaster-prone schools possesses its own uniqueness with challenging complexity level. Amazing character education values should clash with appalling natural phenomenon. The objective of this research is to describe the character development through hidden curriculum in the volcanology disaster-prone area of Merapi mountain. This research was conducted on July-December 2017. Qualitative approach is utilized in this research. The data collection technique is performed using participants’ observation, in-depth interview, and documentation. The data analysis technique is performed descriptively, interpretatively and comparatively. The result of research indicates that (1) Muhammadyah Pakem Elementary School implements hidden curriculum related to character development, (2) The Hidden Curriculum is designed to develop character and instill disaster element because it is located in disaster-prone area, (3) the implementation of hidden curriculum concerning the disaster elements at school is able to provide knowledge and skill in early age related to disaster management to reduce the numbers of victims when the disaster occurs.]]>
<![CDATA[Understanding of mathematical concepts through cooperative learning, and learning styles ]]>
<![CDATA[Virgana Virgana]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 2: May 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i2.9917
<![CDATA[The results of the mathematics learning of junior high school students have not been satisfactory. This is due to the low understanding of students' mathematical concepts. The purpose of this research is to identify the influence of cooperative learning model and learning style towards the understanding of the mathematical concepts of Junior High School students. The method is factorial experiments with 2 x 3 and sample of the study is 60 students of 8th grade junior high school. The analysis results of variance (ANOVA) indicate the following: the use of cooperative learning model of type Student Team Achievement Division influenced the understanding of the mathematical concepts significantly, there is an significant influence of the learning style towards an understanding of mathematical concepts, and there is also a significant influence of the interaction of cooperative learning model of type Student Team Achievement Division and learning style towards the understanding of mathematical concepts. So it can be concluded that the cooperative learning model can improve understanding of students' mathematical concepts and learning styles is a individual differences of learning students in absorbing mathematics subject matter. We hope that this study can be beneficial for further research to improve student’s achievements in mathematics.]]>
<![CDATA[Self-efficacy and work readiness among vocational high school students ]]>
<![CDATA[Fatwa Tentama]]>;
<![CDATA[Netty Merdiaty]]>;
<![CDATA[Subardjo Subardjo]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 2: May 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i2.12677
<![CDATA[This study aims to empirically examine the effect of self-efficacy on students' work readiness. The subjects in this study were students of class XII of State Vocational High School 1 Seyegan totalling 174 students which were obtained by cluster random sampling. The research method used is a quantitative method with work readiness scale and self-efficacy scale. Analysis of the data used in this study is a simple regression analysis technique. The results of data analysis showed a very significant effect of self-efficacy on work readiness, with the F test, namely: 22.768, with a significance level (p) of 0.000 (p less than 0.01). The contribution of the effect of self-efficacy of 11.2% on work readiness and the remaining 88.8% was influenced by other factors outside the variables studied. It means that students’ self-efficacy can predict their work readiness.]]>
<![CDATA[Empowering students’ personal recount writing and motivation to write through self-regulated strategy development model ]]>
<![CDATA[Uli Fauziyah Miatin]]>;
<![CDATA[Pangesti Wiedarti]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 2: May 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i2.11861
<![CDATA[This article reports a study of results of Self-Regulated Strategy Development (SRSD) model on the teaching of English writing, particularly on students’ personal recount writing and their motivation to write. The study was aimed at investigating whether: 1) SRSD was effective toward students’ personal recount writing and 2) SRSD was effective toward students’ writing motivation. A quasi-experimental research in the form of pre-test posttest control group design was applied in the study. To date, second year students in a junior high school in Kebumen, Central Java, Indonesia were used as the participants of the study. There were 60 students participated in the study whereby 30 of them were assigned into the experimental group received the SRSD model; and another 30 students were administered into the control group with the conventional teaching model. Results on MANCOVA show that students’ writing performance in the experimental group was significantly higher than that of the control group with p=0.017 while students’ writing motivation in the experimental group was insignificantly higher compared with the control group with p=0.104. This indicates that although SRSD was effective toward students’ personal recount writing, its effectiveness couldn’t be followed by students’ writing motivation.]]>
<![CDATA[Implementation of UKBI to improve students’ listening ability ]]>
<![CDATA[Handara Tri Elitasari]]>;
<![CDATA[Ali Mustadi]]>;
<![CDATA[M. Fakhrur Saifudin]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 2: May 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i2.12182
<![CDATA[Listening is one of the basic language skills that must be possesed by student in elementary teacher education study program. As a teacher candidates, listening ability can be used as knowledge for student in teaching practice in elementary school. The listening ability is still relatively low. Listening ability for students its important, so need a have efforts and attention.This study aims to improve the students listening ability through the implementation of UKBI. UKBI is a proficiency test of Indonesian language that used as a method to measured proficiency of someone’s language ability. This study used classroom action research with two cycles. This study was conducted on 41 students class 2 A of elementary teacher education student in Ahmad Dahlan University. Data collection methods was used test and observation. The results showed that the implementation of UKBI can improve the listening ability to elementary teacher education student. This was proved in cycle I and cycle II with the increase of the average listening scores of 75.12 and 83.05 and the classical completeness of 78.05% and 90.24%. Analysis of the listening scores showed that remembering is the most prominent ability among understanding and analyzing.]]>
