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JETL (Journal Of Education, Teaching and Learning)
Published by STKIP Singkawang
ISSN : 24775924     EISSN : 24778478     DOI : -
Core Subject : Education, Social, Engineering,
Aerospace Engineering Education Social Sciences
Journal of Education, Teaching and Learning is a peer-reviewed scientific open access, with e-ISSN : 2477-8478 and p-ISSN 2477-5924 published by Institute for Managing and Publishing Scientific Journals at STKIP Singkawang, Indonesia in 2015. In Last 2016 Journal of Education, Teaching and Learning has built Organization and Editorial team to publish scientific paper
Arjuna Subject : -
Articles 566 Documents
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The Relationship Between VARK Learning Styles and Students’ Perceptions of the Classroom Learning Environment Alifia Dewi Hariyani; Susy Budi Astuti; Prasetyo Wahyudie; Anggri Indraprasti
JETL (Journal of Education, Teaching and Learning) Vol 10, No 2 (2025): Volume 10 Number 2, 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v10i2.8887

Abstract

This study examined elementary school students’ learning style preferences based on the VARK (Visual, Aural, Reading/Writing, and Kinesthetic) model and aimed to explore how these preferences relate to students' perceptions of the classroom learning environment. A quantitative approach was used, involving 120 sixth-grade students at an elementary school in Pontianak. Data were collected through the VARK questionnaire and the classroom environment perception questionnaire. Data were analyzed using descriptive statistics and One-Way ANOVA to identify the distribution of learning styles and examine differences in students' perceptions of the classroom environment. The findings indicated that unimodal learning styles were more dominant, with kinesthetic as the most common preference among students. The analysis revealed no significant differences in students’ perceptions of the classroom environment across the various learning style groups. These findings suggest that although students have different learning preferences, they tend to perceive the classroom environment in similar ways. Therefore, understanding students’ learning styles can support the development of more responsive and inclusive learning environments in elementary schools.
STRENGTHENING MULTICULTURAL EDUCATION FOR STUDENTS: A Study on the Implementation of Kurikulum Merdeka towards the Application of the "Deep Learning" Approach Aunurrahman Aunurrahman
JETL (Journal of Education, Teaching and Learning) Vol 10, No 2 (2025): Volume 10 Number 2, 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v10i2.8055

Abstract

This research aims to obtain information on strengthening multicultural education for students in the perspective of Kurikulum Merdeka and the readiness of implementing the "Deep Learning" approach in the education/learning process in schools in West Kalimantan. An in-depth study focuses on the implementation of Kurikulum Merdeka, forms of multicultural education strengthening, and fundamental principles that have been carried out in the curriculum that align with the "Deep Learning" approach. Information about the performance achievements of implementing Kurikulum Merdeka will become a framework for further improving the learning process towards the application of the "Deep Learning" approach, which is an educational policy that will be applied more intensively. Based on this thinking, the approach and method used in this research are qualitative, with in-depth data collection in schools in West Kalimantan, both in cities and districts. The data obtained are collected and analyzed qualitatively, and validated to provide ease for readers to understand the meaning of the data presented.The results show that: (1) The implementation of Kurikulum Merdeka shows significant achievements in improving the quality of learning and student competence, with educational units able to develop relevant and effective curricula, as well as increased flexibility and autonomy of educational units. However, the obstacles faced include limited resources (trained educators, modern learning facilities, and supporting technology) and the lack of guidance and continuous training for teachers; (2) Strengthening multicultural education is done through the integration of global diversity values in the learning process and activities outside the classroom; (3) Kurikulum Merdeka applies the "Deep Learning" principle through holistic, contextual, and project-based learning that encourages the development of high-level thinking skills, metacognitive abilities, and collaboration.
The impact of transformational leadership, entrepreneurial behavior, and self-efficacy on performance: The mediating role of affective commitment Rustam Munif; Sulha Sulha; Ahmad Yani T; Hendra Sulistiawan
JETL (Journal of Education, Teaching and Learning) Vol 10, No 2 (2025): Volume 10 Number 2, 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v10i2.8733

Abstract

This study aims to develop performance through transformational leadership, entrepreneurial behavior, and self-efficacy through the mediating role of affective commitment at SMKs in West Kalimantan. The placement of affective commitment mediating variables that relate to transformational leadership, entrepreneurial behavior, and self-efficacy with performance. This study uses a quantitative approach with survey techniques. Data were collected through questionnaires and documentation from 254 teachers as a sample from a population of 3,999 teachers in 29 public and private vocational schools in eight districts / cities as data sources. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) with WarpPLS version 7. The research findings show that transformational leadership, entrepreneurial behavior, and self-efficacy have a positive and significant effect on performance through the role of affective commitment, but transformational leadership and self-efficacy have a positive but insignificant effect on performance directly. The conclusion of this study provides a new contribution to the education management literature, especially in strengthening the role of affective commitment as a mediator, and provides practical implications for the development of leadership and vocational education policies in border areas. Recommendations for future research focus on transformational leadership and self-efficacy have a positive but insignificant effect on performance directly as a limitation of this research
Lecturer Competency Development Based on Continuous Professional Development using Borg & Gall and ADDIE Model Jenni Ria Rajagukguk
JETL (Journal of Education, Teaching and Learning) Vol 10, No 2 (2025): Volume 10 Number 2, 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v10i2.8975

Abstract

As educators and researchers, lecturers do not merely serve as conveyors of knowledge, but also as learning facilitators, innovators, and student mentors. Advances in science and technology, along with the increasingly dynamic demands of the workforce, require lecturers to continuously develop their competencies in a systematic and sustainable manner. The challenges faced in the era of globalization include rapid access to information and the digital technology revolution, as well as the need for graduates who are adaptable, creative, and competitive in the global market. Therefore, it is essential to continuously update their knowledge and academic competencies to keep pace with advancements in science and technology. Similarly, this applies to the curriculum, regulations, and standards of higher education; the need for faculty career development; and the strengthening of universities’ roles in society as knowledge brokers. Professionally competent and continuously developing faculty members strengthen their capacity to solve problems and collaborate with stakeholders. The research question is: What are the competencies of faculty members in professional development that is sustainable? The research objective is to determine the competencies of faculty members based on professional development that is sustainable, with a 90% success rate based on the BKD report each semester. Research methods: the Borg & Gall model and the ADDIE model
CIRCUIT TRAINING GAMES TO TRAIN BASIC MOVEMENT SKILLS OF GRADE IV ELEMENTARY SCHOOL STUDENTS Salis Hadiana Putri; Isa Ansori
JETL (Journal of Education, Teaching and Learning) Vol 10, No 2 (2025): Volume 10 Number 2, 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v10i2.5877

Abstract

Lack of student participation in the implementation of essential movement learning is one of the obstacles in the process of learning basic movements. The implementation of the basic movement learning process needs to be more effective. This study aims to develop a circuit training method to train students' basic movement skills. The research method used is DBR (Design-based research). This design-based research promises to improve and contribute directly to students' abilities. The analysis is descriptive of quantitative and qualitative data obtained through observation, interviews, and direct measurements in the field. The study's results validated the feasibility of the circuit training model with each indicator of 91.67%. These results indicate that the circuit training model meets the validity and reliability requirements for testing. The results of applying the circuit training model obtained the calculation of the model's effectiveness through the statistical calculations of research data. It is known that the average value of the comparison of small-scale trials of locomotor values is 3.85, non-locomotor 3.5, and manipulative 3.42. In contrast, large-scale trials of locomotor values 3.89, non-locomotor 3.79, and manipulative 3.75 have been empirically proven that the results of the product in the form of a circle game model are very effective. The study's conclusion proves that this training circuit is effective for training basic locomotor, non-locomotor, and manipulative movement skills.
THE EFFECT OF CLAUDE AI-ASSISTED ASSESSMENT WITH ADAPTIVE PROMPTS ON REDUCING MATHEMATICS ANXIETY AMONG UNIVERSITY STUDENTS IN ABSTRACT ALGEBRA muchtadi muchtadi; buchari buchari
JETL (Journal of Education, Teaching and Learning) Vol 10, No 2 (2025): Volume 10 Number 2, 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v10i2.8986

Abstract

This study investigates the effect of Claude AI-assisted assessment with a purpose-built adaptive prompt system on reducing mathematics anxiety among university students in Abstract Algebra. Mathematics anxiety—a multidimensional affective construct distinct from general anxiety and from the cognitive barriers addressed in prior research on mathematical representation—constitutes a significant impediment to learning advanced mathematics. The study employed a mixed-methods design with an embedded experimental model involving 26 fourth-semester students of the Mathematics Education Study Program at Universitas PGRI Pontianak during the 2024/2025 academic year. The primary instrument was the Mathematics Anxiety Rating Scale–Revised (MARS-R) adapted into Indonesian and psychometrically validated (Cronbach's α = .91, CFI = .96). The Claude AI system was engineered with six adaptive prompt types—Calming Prompt, Stepwise Scaffolding, Positive Affirmation, Misconception Diagnosis, Metacognitive Reflection, and Progressive Feedback—automatically selected based on detected anxiety profiles. Results showed a highly significant reduction in mathematics anxiety (Z = −4.41, p < .001, r = .86). Mean scores declined from 46.7 (high) to 30.3 (low), a 35.1% reduction. The previously strong negative anxiety–achievement correlation (r = −.67, p < .001) became non-significant post-intervention (r = −.38, p = .054), indicating successful anxiety decoupling. These findings contribute to understanding affective dimensions in advanced mathematics learning and establish an empirical basis for adaptive AI in academic anxiety management.

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