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 Influence of Netspeak on Students' Writing ]]>
<![CDATA[Shalini Raj Thangaraj]]>;
<![CDATA[Mahendran Maniam]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 9, No 1: February 2015 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v9i1.963
<![CDATA[This study on Netspeak writes about words or phrases that are abbreviated and used frequently by Internet users. Language incorporates explosive items which need special care when handling the components in it. Wide knowledge regarding the various aspect of language will help readers to be able to handle the substance. Therefore, the author calls for a deeper comprehension of certain linguistic realities. This study helps to enlighten the various types of language used while using different mode of communication, thus avoiding harsh judgments regarding the informal use of language. The study also hopes to show that there is nothing linguistically eccentric about using Netspeak while communicating online. They are regarded a negative influence only if they are used in a formal environment. This study deals with the notion that Netspeak is a common language used especially by the younger generation to communicate with one another while online. Although, most educators have regarded the influence of Netspeak as negative and detrimental towards students’ writing, however, Netspeak is still prevalent. This study also gives the statement of problem, its objectives, significance and limitations. It is hoped that the people in the society, especially educators will not view Netspeak as only a cause of the decline of students’ writing standard, but a fixture in language, which is acknowledged for its passing style and momentary trend.]]>
<![CDATA[The Relationship between Multiple Intelligences with Preferred Science Teaching and Science Process Skills ]]>
<![CDATA[Mohd Ali Samsudin]]>;
<![CDATA[Noor Hasyimah Haniza]]>;
<![CDATA[Corrienna Abdul-Talib]]>;
<![CDATA[Hayani Marlia Mhd Ibrahim]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 9, No 1: February 2015 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v9i1.1118
<![CDATA[This study was undertaken to identify the relationship between multiple intelligences with preferred science teaching and science process skills. The design of the study is a survey using three questionnaires reported in the literature: Multiple Intelligences Questionnaire, Preferred Science Teaching Questionnaire and Science Process Skills Questionnaire. The study selected 300 primary school students from five (5) primary schools in Penang, Malaysia. The findings showed a relationship between kinesthetic, logical-mathematical, visual-spatial and naturalistic intelligences with the preferred science teaching. In addition there was a correlation between kinesthetic and visual-spatial intelligences with science process skills, implying that multiple intelligences are related to science learning.]]>
<![CDATA[How to Develop Character Education of Madrassa Students in Indonesia ]]>
<![CDATA[Lukman Abu]]>;
<![CDATA[Mahani Mokhtar]]>;
<![CDATA[Zainudin Hassan]]>;
<![CDATA[Siti Zakiah Darmanita Suhan]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 9, No 1: February 2015 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v9i1.768
<![CDATA[In the last decades, the teachers criticized for failing to integrate the knowledge in the behavior of virtue. Therefore the character education is always considered in every design education, including in madrassas. The character education is the deliberate attempt to influence the behavior of students through customizing repeatedly. making it easy to do virtue and avoid crime. The research has focused on the approach to character education at madrassa. The qualitative method by interviewing, observation, and focus groups have been used in this study.A total of 16 teachers at four madrassas in South Sulawesi has been selected through purposive Sampling. The research suggest: Madrassa teachers have not managed to practice the concept of teaching character. Both conceptually and contextually. The failure of conceptually caused teachers do not embed character values are extracted from the behavior of student’s virtue. While the failure of the contextually is has caused teachers failed in an attempt to develop character values, such as social relationships, honesty, and discipline. In addition, the teachers are not managed to practice courteous and not empowered to detain students of behavior lie.]]>
<![CDATA[Preparedness of Colleges of Education in Southwestern Nigeria for the Adoption of Blended Learning ]]>
<![CDATA[Idowu olusola Olayiwola]]>;
<![CDATA[Kudirat Mojirade Alimi]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 9, No 1: February 2015 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v9i1.1279
<![CDATA[The study investigated the preparedness of colleges of education in Southwestern Nigeria in terms of available facilities and infrastructure for the use of blended learning. The study adopted the survey design. The population consisted of students and lecturers in colleges of education in Southwestern Nigeria. The sample size was 1,059 students and 168 lecturers. Three states were selected from which three colleges of education (one per state) also selected using the random were sampling technique. From each of the three colleges of education, 400 students and 60 lecturers were selected by stratified random sampling technique using school as stratum. Students’ Blended Learning Facilities Questionnaire, Lecturers’ Blended Learning Facilities Questionnaire and Institutions’ Blended Learning Facilities Checklist (IBLFC) were used for the study. The results showed that the institutions were not adequately prepared for blended learning as ICT facilities in the institutions were below the minimum required standard stipulated by the Federal Government of Nigeria for tertiary institutions. The study concluded that ICT facilities and infrastructure in colleges of education were inadequate for blended learning. ]]>
<![CDATA[Assessment on Hybrid E-Learning Instrument ]]>
<![CDATA[Intan Farahana Kamsin]]>;
<![CDATA[Rosseni Din]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 9, No 1: February 2015 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v9i1.1002
<![CDATA[This study aims to improve Hybrid e-Learning 9.3. A total of 233 students of International Islamic University Malaysia, Gombak who have the experience in hybrid teaching and learning were involved as respondents. Rasch Measurement Model was used for this study. Validity analyses conducted were on (i) the compatibility of the items, (ii) mapping of items and respondents, (iii) scaling of instruments, and (iv) unidimentional items. The findings of the study show that (i) the items developed correspond with the construct they represent, (ii) items are evenly distributed on the mean of the respondents, (iii) the scale of instruments to be improved, and (iv) the instrument is multidimensional. Therefore, it shows that Hybrid e-Learning instrument has the items that measure the construct it represents as well as the compatibility with the capability of the respondents of the study.]]>
<![CDATA[Initial Oral English Communication Needs of Learners in the Business English Classroom ]]>
<![CDATA[Paramudia Paramudia]]>;
<![CDATA[Hadina Habil]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 9, No 1: February 2015 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v9i1.1008
<![CDATA[The aim of the study was to investigate the level of effectiveness and initial oral English communication (OEC) needs of Indonesian learners when using OEC to perform the learning activities in the Business English (BE) classroom at Business Administration Departement of the Politeknik Negri Ujung Pandang (PNUP) in Makassar Indonesia. Conceptually, the needs of learners cover aspect of "want, Necessity, and lack" that were developed and used as research indicators of this study. The sample of this study was 159 Business Administration Departement of PNUP learners. The findings discovered that the level of effectiveness of learners of using OEC when performing the learning activities both under academic and business contexts in the BE classroom was moderate. This study also found that initial needs of learners relating to specific skills from the aspect of lack, necessaity, and want both under academic and business contexts in the BE classroom should be prepared before taking BE subject. Finally, the study suggested investigating further both the target needs and learning needs of learners in the BE classroom.]]>
<![CDATA[The Effect of Personality Value Practice of Principals toward Attitude, Discipline, Qualities and Communications of Work ]]>
<![CDATA[Muhammad Asri]]>;
<![CDATA[Lokman Bin Mohd Tahir]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 9, No 1: February 2015 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v9i1.1006
<![CDATA[This study aims to identify the effect of personality value practice of principals toward work attitude, work discipline, work quality and work communication of teachers in senior high schools such as public senior high schools (SMA), vocational senior high schools (SMK), religion senior high schools (MAN) in Makassar city, South Sulawesi province of Indonesia. The sample consisted of 295 teachers. It used random sampling method. The study used a questionnaire to collect data. Data were analyzed by the statistical inference of linear regression to test the hypotheses. Cronbach's alpha of the questionnaire is 0.879. The results showed a strong effect of personality values of principals toward work attitude, work quality and work communication of teachers at schools. While, personality value of principals have moderate influence on teachers’ work discipline.]]>
<![CDATA[Open & Distance Learning (ODL) and Agricultural Extension Workers’ Social Competence in Indonesia ]]>
<![CDATA[Nurul Huda]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 9, No 1: February 2015 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v9i1.1004
<![CDATA[Social competence is essential for agricultural extension worker since it is directly related to their duties to interact with farmers. This article discusses the extension to which Open and Distance Learning (ODL) can improve the social competence and its aspects, the dominant factors affecting social competence, and strategy for the development of social competence of extension workers. Designed as an explanatory research, the entire population of agricultural extension workers (n=111) who were graduated from ODL in four different locations (Serang, Karawang, Cirebon, and Tanggamus areas) were used as respondents. A survey technique was implemented among them. In depth interview was also conducted to elaborate the findings. Data was analyzed by using descriptive and regression analysis. The findings indicated that: (1) agricultural extension workers had a moderate level in their social competence. Their knowledge on social concept was relatively good but still having problems in implementing it; (2) learning facilities, training, and subject matter coverage were factors significantly affecting social competence. The most dominant factor was held by the subject matter coverage; and (4) strategies that can be formulated to improve social competence were improving their level of knowledge and skills in terms of social matters. These can be focused on improving the learning quality, mainly on subject matter development. From the findings, it can be concluded that ODL as an educational institution can be addressed by agricultural extension workers to improve their social competence. As an implication, ODL institution need to support the students by giving a better subject matter coverage, while Agricultural Department need to support the learning quality of agricultural extension workers by giving learning motivation and learning facilities.]]>
<![CDATA[Causes, Effects of Stress and the Coping Mechanism of the Bachelor of Science in Information Technology Students in a Philippine University ]]>
<![CDATA[Generoso N. Mazo]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 9, No 1: February 2015 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v9i1.1295
<![CDATA[The causes and levels of stress vary. The study of Information Technology is basically a rigorous one as it is designed to prepare students for the actual demands in the world of work. This study sought to determine the causes of stress, the effects of stress, and the stress coping mechanisms of Bachelor of Science in Information Technology students in the Leyte Normal University, Tacloban City. It tested some assumptions using the descriptive survey method with 51 respondents. Thesis writing/research and school requirements/projects were the most common causes of stress. Sleepless nights and irritable/moody feeling were the common effects of stress. There was disparity on the causes and effects of stress between the male and female respondents. The use of computer and praying to God were the common stress coping mechanisms. There was an observed disparity between the male and female responses.]]>
<![CDATA[Critical Analysis of the Supportive and Suppressive Factors for the Children’s Literature Program in Malaysia ]]>
<![CDATA[Siti Salina Mustakim]]>;
<![CDATA[Ramlee Mustapha]]>;
<![CDATA[Othman Lebar]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 9, No 1: February 2015 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v9i1.1003
<![CDATA[Literature in Education (LIE) is aimed at enhancing the pupils’ linguistic competence by providing an early beginning to a foundation in literature and literary works. In 2006, the literature component was introduced to pupils in Malaysian primary schools through two programs: Contemporary Children’s Literature (CCL) and Extensive Reading Program. The literature program is viewed as a vehicle to provide an early exposure to pupils on literary genres to enhance their understanding and appreciation of people’s cultures, values, and traditions. The primary aim of this study was to evaluate the provision of support, resources, training, and time allocation in the implementation of children’s literature among upper primary school teachers in Malaysia via the utilization of survey questionnaires, classroom observations and interviews. This study was conducted in a district in the state of Selangor. A sample of 56 upper primary school teachers from 19 schools were selected to answer the survey questionnaires. Interviews were conducted in one selected school in the District. The school was chosen based on the highest academic performance in the Malaysia Standard Examination for Primary Schools. Data were analyzed using SPSS version 19, and coded manually. Findings from survey indicated that 75% of the school management understand the objectives and goals of CCL in order to provide effective support to the program. Majority of the respondents (82%) agreed that the school management has allowed the English Language Department to manage its own expenses or resources for the program. Almost three-fourths (71.4%) of the respondents agreed that the provision of training and resources has produced capable and knowledgeable teachers to teach literature. However, the majority of the respondents (76.8%) disagreed that the time allocation provides sufficient time for them to fulfil the requirements of teaching two textbooks in a year. Interview data confirming the survey data reveal that the respondents were less satisfied with the time allocation to conduct their lesson for literature.]]>
