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Journal Cover Journal of Education and Learning
  [10 followers]  Follow
    
  This is an Open Access Journal Open Access journal
   ISSN (Print) 2089-9823 - ISSN (Online) 2302-9277
   Published by Universitas Ahmad Dahlan Homepage  [13 journals]
  • The Effectiveness of Archived E-Book Based Curriculum 2013 as an Effort to
           Improving Learning Outcomes in Vocational School

    • Authors: Chairul Huda Atma Dirgatama, Siswandari Siswandari, C. Dyah Sulistyaningrum Indrawati
      Abstract: In digital era, the role of media as a helping tool in the process of teaching learning is very important. It is also the right choice in improving the quality of education. The purpose of this research is to find out whether archived e-book based curriculum 2013 which has been developed is effective to improve the learning outcomes in Vocational School. This was a research and development study. The data for the media developed used Sigil software with the help of Supreader software. The instrument was validated by experts. The instrument used in this study was a questionnaire and tests. Interviews and observations were analyzed with descriptive qualitative, whereas the questionnaire and test were analyzed by descriptive quantitative tests. This study used SPSS 20 and IBM software to calculate the data. Based on the analysis, the mean score of experimental group was 81.25 and the control group was 75.94 for their post-test. The t-test score for t-observed was 2.53 meanwhile the t-table was 2.00. The null hypothesis was rejected because t-observes was higher than t-table. It implied that the experimental group performed better than the control group. The conclusion was that learning media using archived e-book based curriculum 2013 was effective to improve learning outcomes. It was based on the t-test calculation in the significant error of 0.05. So there was a significant difference between the mean score of experimental and control group.
      PubDate: 2017-08-01
      DOI: 10.11591/edulearn.v11i3.5936
      Issue No: Vol. 11, No. 3 (2017)
       
  • The Impact of Numbered Heads Together Model on the Learning Outcomes of
           Science Viewed from Students’ Self Regulated Learning

    • Authors: Nia Wahyu Wijayanti, Roemintoyo Roemintoyo, Tri Murwaningsih
      Abstract: This research aims to explain 1) the different impact among Numbered Heads Together (NHT) model and direct instruction on the science learning outcomes. 2) the different effect among the high, medium and low self regulated learning on the students’ learning outcomes of science. 3) the interaction among the learning models and self regulated learning towards the students’ learning outcomes of science. The type of research was quasi-experimental research with factorial design 2×3. Population of this research was all students of fifth grade elementary school. The hypothesis test used two-way analysis variant with unbalanced cells. Based on data analysis, Numbered Heads Together model with high self regulated learning was the most effective.
      PubDate: 2017-08-01
      DOI: 10.11591/edulearn.v11i3.5838
      Issue No: Vol. 11, No. 3 (2017)
       
  • Software Development using Object-First Approach: a New Learning Strategy

    • Authors: Gurdeep S Hura
      Abstract: Software Engineering approach deals with the Software Development (SD) that is aligned with design and development of software applications. The Software Development may be implemented in a variety of techniques but its implementation using a procedural paradigm and an imperative language seem to be more effective and efficient for the design and implementation of software applications. The procedural approach for Software Development offers advantages as this it may be used to teach some basic features of programming languages. The object of this paper is to introduce the software development and associated object-first approach for the design of software project application using top-down method. This approach defines functions and modules as basic units for the design and implementation and also for offering hands-on experiences with the basics of programming languages of sequences, selections, iterations structures. These structures will be used to define various modules with programming language constructs for of software development process. The software Development process is one of the very crucial processes of software engineering.
      PubDate: 2017-08-01
      DOI: 10.11591/edulearn.v11i3.5127
      Issue No: Vol. 11, No. 3 (2017)
       
  • Effects of Computer Assisted Instruction on Secondary School Mathematics
           Students’ Spatial Ability, Achievement and Attitude

    • Authors: Amosa Isiaka Gambari
      Abstract: This study investigated the effect of computer assisted instruction on secondary school mathematics students’ spatial visualization ability, achievement and attitude in Niger State. Three (3) research questions and their corresponding hypotheses guide the study. The study adopted a quasi-experimental design using pretest posttest non-equivalent, non randomized control group. The instruments for data collection were Geometry Achievement Test (GAT), Spatial Ability Test (SAT), and Mathematics and Technology Attitude Scale (MTAS) validated by six senior lecturers. The target population were all SS II mathematics students in the 150 senior Secondary Schools in three educational zones of Niger State. The sample consisted of 330 SS II (178 males and 152 females) from nine secondary schools. In each school, a stream (arm) of SS II class was randomly selected and used for the study. The three groups were pretested using GAT and SAT to determine their entry-level equivalence, while the post-test instruments are SAT and MTAS administered after six (6) weeks of instruction. The finding of the study revealed that the males outperform than females in spatial ability tasks and had higher positive attitude towards learning mathematics with technology. The study recommend mathematics teachers and instructors should adopt modern teaching pedagogies that are learner-centred and provides platform the development of spatial skills in children and adult a likes.
      PubDate: 2017-08-01
      DOI: 10.11591/edulearn.v11i3.5169
      Issue No: Vol. 11, No. 3 (2017)
       
  • A Learning Model for Cultivating Self-Awareness on Human Decision-Making
           in an Emergency Situation

    • Authors: Chaianun Damrongrat, Mitsuru Ikeda, Alisa Kongthon, Thepchai Supnithi
      Abstract: People may have knowledge to handle a certain situation; however, often they might not be able to perform their behaviour well when encountering the actual situation. There are knowledge-to-action gaps that make ones do not aware the existing knowledge and act improperly. This research aims to motivate learner to become aware of their thought by proposing 1) a learning model using “surprise” as a trigger for motivating learner to realize their thinking process; and 2) a Relax-Half-Baked Microworld and its decision-making model which are used as a simulated environment. Learners could modify parameters, anticipate expected outcomes and compare observed simulated outcomes with their expected ones. Learners would feel surprise from unexpected results in the comparison, and used it to reflect their thought and to be aware of how did they make decision.
      PubDate: 2017-08-01
      DOI: 10.11591/edulearn.v11i3.6579
      Issue No: Vol. 11, No. 3 (2017)
       
  • Exploring Plagiarism into Perspectives of Indonesian Academics and
           Students

    • Authors: Rina Agustina, Pambudi Raharjo
      Abstract: Plagiarism has been done by students from around the globes. There has been a heated discussion of finding reasons why plagiarism occurred in academic world and Eastern students in particular. This research wants to explore how actually students perceive plagiarism in their academic writing as well as how lecturers coped with plagiarism in the students’ assignments. The research participants were taken from 2 different majors, 32 English Education students and 10 Psychology students as well as 5 lecturers from English Education Department and 3 lecturers from Psychology Faculty in one of private universities in Central Java Province, Indonesia. Questionnaires were distributed to those respondents and also interviews were conducted to several lecturers and students. The results of questionnaire and interview showed that both students and lecturers knew and understand the essence of plagiarism, however, students admitted that they still plagiarised in their assignment. Lecturers, on the other hand, revealed that they could figure out when students plagiarised others’ works. However, it was limited to crossing over assignments between students. In other words, detecting plagiarism was done manually and restricted to students’ written works only. In conclusion, despite comprehending the meaning of plagiarism, student still plagiarised since there was not any real action from lecturers to encounter it.
      PubDate: 2017-08-01
      DOI: 10.11591/edulearn.v11i3.5828
      Issue No: Vol. 11, No. 3 (2017)
       
  • Development of Students’ Informal Reasoning across School Level

    • Authors: Ari Widodo, Dwie Saptarani, Dwie Saptarani, Riandi Riandi, Riandi Riandi, Diana Rochintaniawati, Diana Rochintaniawati
      Abstract: Informal reasoning is the basic reasoning frequently used by most people to solve complex daily life problems. Unlike scientific reasoning, informal reasoning includes cognitive and affective processes that the types of reasoning can be intuitive, emotive and rational. This cross sectional study describes the development of students’ informal reasoning at elementary school, junior high school, and senior high school. Moreover, the study also identifies differences between boys and girls reasoning. Participants are 20 elementary school students, 30 junior high school students, and 30 high school students who attend schools managed by the same foundation. Data were collected using five items test on issues found in everyday life. Students’ responses were grouped into intuitive, emotive, or rational reasoning. The results suggest that students’ informal reasoning tend to develop parallel to the school grade. Related to gender, the study finds that girls tend to use rational reasoning while boys tend to use intuitive reasoning.
      PubDate: 2017-08-01
      DOI: 10.11591/edulearn.v11i3.6395
      Issue No: Vol. 11, No. 3 (2017)
       
 
 
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