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 role of German teachers’ community as a pioneer in improving teacher competence ]]>
<![CDATA[Rudolf Kempa]]>;
<![CDATA[Henderika Serpara]]>;
<![CDATA[Lambertus Lokollo]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 3: August 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i3.20725
<![CDATA[The role of professional communities in improving teacher performance is crucial in this era. One such organization is the German language teachers’ community. This research aimed to describe two things: i) The role of the German language teacher community as a pioneer of the teacher community; and ii) The role of teachers as learning leaders in planning, implementing, and evaluating German language learning. The qualitative approach was used in this study. Furthermore, the research subjects were the head of the German language teachers’ community and German language teachers in Ambon City, Indonesia as members. Researchers collected data through observation, interviews, and documentation studies and analyzed the data following an interactive analysis model with analysis steps including data reduction, presentation, and verification. The results in this study showed that: i) The German language teacher community generally designs programs to strengthen teacher capacity through workshops, seminars, exchanging experiences, and making learning tools; ii) These programs are carried out according to a mutually agreed schedule by presenting competent resource persons; iii) The German language teacher community assists teachers in planning, implementing, and evaluating German language learning; and iv) As community members and learning leaders, teachers benefit from the above programs to independently practice the material they have learned at school. Implementing this role can be used as a role model for other communities.]]>
<![CDATA[Development of academic achievements using inquiry-based learning together with educational games ]]>
<![CDATA[Naruemon Sitthikrai]]>;
<![CDATA[Chulida Hemtasin]]>;
<![CDATA[Tawan Thongsuk]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 3: August 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i3.20859
<![CDATA[The objectives of this action research were: i) To develop learning achievement in basic science subjects of grade 8 students who received an inquiry-based learning (IBL) management system combined with an educational game on the topic of solutions to pass the requirement of 70%; and ii) To study the satisfaction of grade 8 students toward the use of IBL together with an educational game. This was a classroom action research study with a target group consisting of 14 grade 8 students in the first semester of the 2022 academic year in a public school located in Northeast Thailand. The research tools were eight learning management plans, an IBL questionnaire, an educational game about the solution, a learning achievement test, an interview form, and a satisfaction questionnaire. The statistics used were mean, standard deviation, and percentage. The result showed that the mean was 14.93, and the standard deviation was 1.44, which passed the criteria of 70%, which is in the level of satisfaction.]]>
<![CDATA[Culture in early childhood education: Insights into Saudi preschool teaching ]]>
<![CDATA[Ahlam Abdullah Alghamdi]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 3: August 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i3.20804
<![CDATA[Culture is constructed by society and in turn constructs the identity of a people. The patterns of behaviors, practices, and values shared by a group of people represent and reflect their ethnic, religious, and gender orientations. Knowledge about people’s cultural backgrounds contributes to our understanding of the role of education in shaping past, present, and future generations. Therefore, this study explores preschool teachers’ cultural views regarding the teaching of young children in a Saudi early childhood education setting. A phenomenological qualitative research approach is used in this study. Data are collected through semistructured focus group interviews with 10 preschool teachers who teach young children in public preschools located in the western region of Saudi Arabia. The thematic analysis of the qualitative data reveals two main themes in the teachers’ narratives: i) Religion-based instruction; and ii) Gender-related issues. The participants in this study reported engaging in a set of practices that showed how their cultural identities, including their nationality, gender, religious beliefs, and history, influenced their roles as educators. Within the rich cultural context of Saudi culture, the teachers reported being strongly committed to their social and spiritual values when teaching young children.]]>
<![CDATA[Audio-visual-based history learning media materials about human life in the literary age ]]>
<![CDATA[Marzius Insani]]>;
<![CDATA[Een Yayah Haenilah]]>;
<![CDATA[Hasan Hariri]]>;
<![CDATA[Risma Margaretha Sinaga]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 3: August 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i3.20730
<![CDATA[This study aims to develop and test the feasibility of audio-visual-based learning media in history learning class X in senior high school. This study is a research and development (RD) type with the analyze, design, development, implementation, evaluation (ADDIE) model. The research involved 96 students of class X IPS or social science at State Senior High School 1 Bandar Lampung, Indonesia. The data collection techniques as well as the instruments employed questionnaires, observation, interviews, and documentation. Data analysis techniques employed qualitative and quantitative analysis. The results of the study show that: i) The development of audio-visual-based learning media on material about human life in Indonesia’s literacy period was made using the Adobe Photoshop application; and ii) The feasibility of the validation results of media experts, material experts, and learning experts (history teachers) successively with an average result of 4.73 (very good), 4.28 (very good), 4.50 (very good) and the results of the assessment students at 4.37 (very good). Then, the audio-visual-based learning media is declared feasible to use. This audio-visual-based historical learning media has its charm in being able to encourage students to become higher in learning history.]]>
<![CDATA[Next generation science standards assessment for Java coastal students ]]>
<![CDATA[Sarwi Sarwi]]>;
<![CDATA[Sigit Saptono]]>;
<![CDATA[Siti Fathonah]]>;
<![CDATA[Winarto Winarto]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 3: August 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i3.20872
<![CDATA[In the 21st-century, we need a generation who can read and face the challenges of the times. The research aimed to master patterns of science with the next generation science standards (NGSS) standards of junior high school students in north coastal areas of Java Island. The research method is quantitative expose-facto and subjects were 228 students determined by purposive sampling. The students who come from Tegal, Pekalongan, Pati and Demak Regencies north coastal Java Island, Indonesia. The results showed a significant difference between the achievement of students in Tegal, Pekalongan, Pati, and Demak Regencies (p=0.012; ∝=0.05). Based on the analysis of variance (ANOVA) test, there was a significant difference between the groups of students’ achievements in mastery of science oriented NGSS. It can be concluded that the achievement among students from four different regions is quite significant. Students from families with middle and upper economic levels have low achievement but students with low economic levels have high academic achievement.]]>
<![CDATA[The new e-learning adaptation technique based on learner’s learning style and motivation ]]>
<![CDATA[Mustapha Riad]]>;
<![CDATA[Mohammed Qbadou]]>;
<![CDATA[Es-Saâdia Aoula]]>;
<![CDATA[Soukaina Gouraguine]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 3: August 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i3.20826
<![CDATA[E-learning has increased in popularity, especially during the COVID-19, due to its numerous advantages that allow learners to study anywhere and anytime. Therefore, recommending a list of the most appropriate learning objects for learners according to their specific needs is a great challenge for adaptive e-learning systems. In an e-learning environment, the optimum adaptive e-learning system is one that can adapt dynamically to the profile of each learner. Within that particular context, various approaches were proposed. In this article, we propose a new adaptation technique based on learner’s learning style and motivation score by using collaborative filtering technique, constrained Pearson correlation coefficient, adjusted cosine measure, and K-nearest neighbor algorithms. The proposed approach is focused on how to develop and construct an effective customized pedagogical learning scenario for learning resources, and improve the accuracy of the adaptation by choosing the most suitable learning objects for learners. Therefore, we used the dataset MovieLens100K containing 943 learners and 1,682 learning objects. Additionally, a few experiments have been conducted to validate the performance of our technique. The results indicate that taking into account the learner’s learning style and motivation score can completely satisfy the customized needs of learners and improves the quality of learning.]]>
<![CDATA[Perception of distance learning among undergraduate medical students during COVID-19 pandemic ]]>
<![CDATA[Desy Nofita Sari]]>;
<![CDATA[Rizkia Chairani Asri]]>;
<![CDATA[Zurraya Fadila]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 3: August 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i3.20731
<![CDATA[In response to the newly emerging coronavirus disease or COVID-19 pandemic and its profound consequences on the world, many changes have been made to medical education. It includes teaching and learning methods that ensure the educational process’s success. The Andalas University Faculty of Medicine, Indonesia had to implement new online teaching strategies. This study examined how medical students perceived online education during the COVID-19 outbreak. The study is cross-sectional, employed online questionnaires. The response was that most students prefer face-to-face learning in practicum and clinical skills, which require hands-on methods to improve student skills. Half the students were satisfied, and several were neutral about distance learning. The student who agrees that the lecturer is active and has the expertise and knowledge for the class is more satisfied with distance learning (p0.001). The student who agrees about the platform quality, understandable learning guide, and facility from faculty has a higher level of satisfaction with distance learning (p0.001). This study concluded that a medical student at the Andalas University Faculty of Medicine was mainly satisfied with the institution’s response to the pandemic. However, medical faculty must evaluate and improve the quality of education in online learning.]]>
<![CDATA[Does self-concept affect mathematics learning achievement? ]]>
<![CDATA[Nia Kania]]>;
<![CDATA[Dadang Juandi]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 3: August 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i3.20554
<![CDATA[Students who study at home certainly affect their self-concept. Their study found that knowledge of distance learning affects the perceived usefulness of this process. This study described self-concept has an influence on learning achievement in mathematics. The type of research used in this study was descriptive quantitative research to determine the relationship between students’ self-concept and learning achievement in mathematics. This research was conducted in class 8 of State Junior High School (SMPN) 1 Palasah, Indonesia with 151 students as respondents. The self-concept data was obtained from a study questionnaire that had previously estimated its validity and reliability. This analysis is used to explain the data in the form of standard deviation, average, and low score. Self-concept is categorized into three categories (high, medium, and low). Self-concept is categorized into two kinds, namely positive self-concept, and negative self-concept. Categorization of self-concept can also be divided into three kinds. A high self-concept is also called a more positive self-concept, a moderate self-concept is also called a positive self-concept, and a low self-concept is also called a negative self-concept. Therefore, when students have a positive self-concept, it affects learning achievement positively as students needhaveaves to have a self-concept in learning mathematics.]]>
<![CDATA[Effectiveness of literacy and numeracy in commerce subjects among secondary schools in Fiji ]]>
<![CDATA[Devashna Singh]]>;
<![CDATA[Satish Prakash Chand]]>;
<![CDATA[Khemendra Kamal Kumar]]>;
<![CDATA[Runaaz Ali]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 3: August 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i3.20873
<![CDATA[This study aimed to evaluate the students’ efficacy in literacy and numeracy skills in commerce subjects in secondary schools in Fiji. Focus group discussions and semi-structured interviews were used to gather relevant data. The findings show that literacy and numeracy skills are essential in commerce subjects, as students require basic literacy and numeracy skills to read, write, comprehend, calculate, and interpret. The findings also showed that parental engagement at an early stage of the child’s life helps improve the child’s literacy and numeracy skills. The results also showed that the “drop everything and read” or DEAR programme and modern technology positively affect students’ literacy and numeracy skills, which helps them do better in commerce classes.]]>
<![CDATA[An assessment on the skills in social studies course curriculum in Turkey ]]>
<![CDATA[Eray Alaca]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 3: August 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i3.20836
<![CDATA[The needs of individuals are increasing and diversifying in the rapidly changing world. Individuals cannot continue their lives in society through the only theoretical knowledge, and they also use the skills they have gained. In this regard, the social studies course has an important function in terms of where and how the skills will be used. The fact that the nature of the social studies course is a course in which the theoretical and practical information that prepares students for life are provided, has made it important to teach the skills in the social studies course compared to other courses. In this study, the skills included in the social studies course curriculum in Turkey were examined. In the study, it was observed that the skills were not directly included in the curriculum implemented until 2005. Therefore, the study was limited to the skills included in the social studies course curriculum implemented since 2005. In this study in the case study design, document analysis was applied, and the findings were subjected to descriptive analysis. Thus, it is purposed to reveal the change and transformation by determining the skills added and removed in the social studies course curriculum.]]>
