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Jounal of Education and Teaching (JET)
Published by Universitas Muhammadiyah Kendari
ISSN : 27472868     EISSN : 27461467     DOI : 10.51454
Core Subject : Education,
Education
Journal of Eduction and Teaching (JET) merupakan jurnal ilmiah Fakultas Keguruan dan Ilmu Pendidikan UM Kendari yang menitik-beratkan pada publikasi hasil penelitian ilmiah yang dilakukan oleh para civitas akademika, baik internal dan eksternal UM Kendari, khususnya dalam bidang pendidikan dan terapannya. Journal of Eduction and Teaching (JET) Terbit 2 kali dalam setahun. Journal of Eduction and Teaching (JET) mengakomodasi publikasi artikel dengan ruang lingkup yakni: 1. Pendidikan Bahasa Inggris 2. Pendidikan Anak Usia Dini 3. Pendidikan Guru Sekolah Dasar 4. Administrasi Pendidikan 5. Teknologi Pendidikan 6. Pendidikan Masyarakat atau PNF
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 15 Documents
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Search results for , issue "Vol 6 No 2 (2025): Mei 2025" : 15 Documents clear
Analysis of Student Perceptions of the Use of ChatGPT as a Learning Media: A Case Study in Higher Education in the Era of AI-Based Education Adiyono Adiyono; Ali Said Al Matari; Fahmy Ferdian Dalimarta
Journal of Education and Teaching (JET) Vol 6 No 2 (2025): Mei 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i2.538

Abstract

This study aims to identify how students from STIT Ibnu Rusyd Tanah Grogot respond to the use of ChatGPT in the academic world, in the context of the role of artificial intelligence (AI) that can support the learning process in Islamic education. This research utilized a mixed-method design comprising quantitative surveys and qualitative interviews with 120 students to produce comprehensive data. The results of the investigation show how students view ChatGPT as an effective means of increasing the efficiency of certain tasks and significantly improving their understanding of academic material. However, issues were flagged on over-reliance on AI as well as the accuracy of generated information. According to the study, students' attitudes toward ChatGPT are significantly influenced by their level of digital literacy and adherence to Islamic values. Religious values focusing on academic integrity and critical assessment of value and talent, as thoroughly taught in educational institutions contribute to students' shying off from the AI-generated content unless it aligns with Islamic teaching. Qualitative interviews further showed that students view ChatGPT as a tool to support their studies but still desire human supervision to ensure compliance with ethical and religious standards. 
Evaluation of Tatanen di Bale Atikan-Based Extracurricular Environmental Education Program Ajat Rukajat; Muhamad Taufik Bintang Kejora; Nurlina Nurlina; Li Kun Mei
Journal of Education and Teaching (JET) Vol 6 No 2 (2025): Mei 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i2.545

Abstract

This study evaluates the Tatanen extracurricular program at Bale Atikan (TdBA) in Purwakarta elementary schools using the CIPP (Context, Input, Process, Product) evaluation model. The assessment examines program effectiveness, student impact, and resource efficiency through a mixed-method approach. A quantitative survey of 187 teachers from 12 schools was conducted alongside qualitative analysis via interviews, observations, and document studies. The findings indicate that the program aligns with the Merdeka Curriculum and Strengthening the Pancasila Student Profile (P5) and is supported by local regulations. The input aspect scored 4.78 (95.50%), highlighting strong curriculum design, student readiness, and instructor availability, though improvements in teaching materials and infrastructure are needed. The process evaluation yielded a 4.81 (96.11%) score, demonstrating effective project-based learning, though challenges in time management and teacher mentoring persist. In terms of product, TdBA significantly enhances ecological awareness (4.83 or 96.67%), fosters innovation (4.75 or 95.00%), and contributes to environmental preservation (4.88 or 97.50%), averaging 4.82 (96.39%). This study provides a framework for evaluating local wisdom-based programs and offers insights for policymakers to support environmental education and expand similar initiatives in other schools.
Investigating the Role of Teacher's Transformative Leadership in Fostering Technology Acceptance among Vocational High School Students Tutik Susilowati; Nur Rahmi Akbarini; Yosep Tegar Prameswara
Journal of Education and Teaching (JET) Vol 6 No 2 (2025): Mei 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i2.553

Abstract

As education evolves, technology integration has become a key factor in enhancing learning quality. However, its effectiveness largely depends on teachers as the primary agents of implementation. This study examines the role of transformational leadership in influencing students' acceptance of technology in Vocational High Schools. The Technology Acceptance Model (TAM) is extended by incorporating Motivation for Use and Transformational Leadership as additional variables. Data were collected from 365 Vocational High School students in Surakarta and Karanganyar using a structured questionnaire. The analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) to explore complex relationships. The results highlight the significant influence of teacher transformational leadership on students' perception of technology’s ease of use and usefulness. These findings emphasize the need for teacher training, technology integration in the curriculum, infrastructure support, and continuous evaluation to foster effective technology adoption in vocational education. Strengthening teachers’ transformational leadership can enhance students' motivation and willingness to embrace technology, ultimately improving learning outcomes in vocational schools.
Non-Education Students in a Teaching Campus Program: Exploring the forms and patterns of learner agency development Santi Farmasari; Lalu Ali Wardana; Andra Ade Riyanto; Dewi Satria Elmiana
Journal of Education and Teaching (JET) Vol 6 No 2 (2025): Mei 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i2.565

Abstract

This study explores the forms and patterns of agency development among non-education students participating in the Teaching Campus program in Indonesia. While the program attracts students from various disciplines, little research has examined how those without pedagogical backgrounds navigate educational duties. Using a descriptive qualitative approach, this study involved 28 non-education students, with data collected through interviews, documentation, and focus group discussions. Thematic analysis revealed that despite initial challenges in teaching, ecological factors significantly influenced their agency development. Prior tutoring experience shaped their forms of agency, while major-related competencies served as valuable resources in implementing work programs. Additionally, institutional support, including trust and assistance from schools and collaboration among peers, played a crucial role in facilitating their adaptation. These findings highlight the importance of pedagogical and professional preparation for non-education students before program implementation. Policymakers and field supervisors should provide targeted training, and future participants should engage with alumni to develop strategies for managing educational responsibilities. This study offers insights into enhancing the effectiveness of non-education students in educational roles within the Teaching Campus program.
Promoting the Strategic Education Policy: How to Resolve the Teacher Shortage in Indonesia? Yayah Rahyasih; Mochammad Devi Cahya Ruhimat; Li Kunmei
Journal of Education and Teaching (JET) Vol 6 No 2 (2025): Mei 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i2.573

Abstract

This study aims to formulate strategic policy recommendations to address the teacher shortage issue in Indonesia. A scoping review method was employed to explore how other countries tackle similar challenges. Articles were sourced from the Scopus database using the Harzing Publish or Perish (PoP) tool. From an initial total of 79 articles, a three-stage selection process based on inclusion criteria narrowed the sample down to 15 articles for in-depth analysis. The findings reveal that various countries implement nine short-term strategies and six long-term preventive strategies to manage teacher shortages. Based on this review, the study proposes seven strategic policy recommendations: 1) evaluating the effectiveness of the teacher recruitment system, 2) resolving ambiguities regarding teacher academic qualifications, 3) improving teacher compensation, 4) developing diverse recruitment schemes, 5) providing specialized training for prospective teachers tailored to specific regional contexts, 6) offering scholarships for prospective teachers, and 7) creating a teacher management application. These strategies are highly relevant and valuable for consideration by education policymakers. Rather than merely replicating other models, this study emphasizes the importance of contextual alignment between international insights and the unique challenges faced in Indonesia.
Digital Literacy of Generation Z: Challenges for Teachers in the Era of Demographic Bonus Mukhlisa Mukhlisa; Dwi Sulisworo; Dian Hidayati
Journal of Education and Teaching (JET) Vol 6 No 2 (2025): Mei 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i2.517

Abstract

The demographic bonus presents a strategic opportunity to enhance the quality of human resources, particularly through digital literacy education for Generation Z as digital natives. In 21st-century education, digital literacy has become essential, including technical skills, critical thinking, digital ethics, collaboration, and online communication. This study aims to analyze teacher readiness in teaching, the challenges and strategies involved, and supporting policies for classroom management that emphasize digital literacy for Generation Z in the era of the 2030 demographic bonus. Using a qualitative case study method, the research involved three informants, one principal and two teachers, through semi-structured interviews at Hidayatullah Secondary School in Balikpapan. The findings reveal that teachers’ understanding of digital literacy varies, with significant challenges including limited technological access and low student motivation in critical thinking. The study also found that a POAC-based classroom management strategy effectively fosters digital literacy among Generation Z students. This strategy includes teacher training planning, establishing a school digital team, implementing project-based learning and interactive media, and conducting regular evaluations. Supporting policies identified include integrating digital literacy into the school curriculum, providing digital classrooms, online discussion forums, and digital learning communities. 
Evaluation of Tolerance Character of Elementary School Students Based on Gender Through Network Analysis: Efforts to Strengthen Responsive Character Education Hijrawatil Aswat; Abdul Manaf; Nurmin Aminu; Anisa Rizkayati; Ali Yusril Dati; Septi Nurbaiti
Journal of Education and Teaching (JET) Vol 6 No 2 (2025): Mei 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i2.645

Abstract

This study aims to evaluate the character values of tolerance of elementary school students based on gender, as well as formulate strategies to strengthen responsive character education. This study uses a quantitative approach with an exploratory descriptive survey design. The sample consisted of 688 students, 72 students were used for instrument quality testing and 616 students for tolerance character value analysis. First, the test results of the instrument with the Rasch model show high reliability of people and items. Second, the descriptive analysis showed that the tolerance levels of male and female students were relatively balanced, with significant differences only in the higher aspect of respect for other people's peers in female students. Third, network analysis revealed that male students' tolerance values were centered around dominant nodes (key indicators), whereas female students formed a more evenly distributed and interconnected value network. Fourth, the implications of these findings highlight the importance of character education strategies that are data-driven, differentiated, and contextual. These strategies are directed at teachers to strengthen classroom instruction by focusing on reinforcing weaker tolerance indicators, at curriculum developers to integrate tolerance values into cross-theme lessons, and at policymakers to design gender responsive training programs.
ELSA Speak as a Speaking Partner: A Mixed-Methods Study in an Indonesian Higher Education Context Luh Indrayani; Ni Putu Astiti Pratiwi; I Ketut Resika Arthana
Journal of Education and Teaching (JET) Vol 6 No 2 (2025): Mei 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i2.649

Abstract

Developing effective speaking proficiency, particularly in pronunciation, accuracy, and fluency, remains a persistent challenge for EFL learners in Indonesian higher education. In response, this study investigates the impact of integrating ELSA Speak, a voice-based AI application, on enhancing these core aspects of speaking performance. Employing an explanatory sequential mixed-methods design, the research involved 23 Indonesian university students over an eight-week intervention. Quantitative data were collected through pre-tests and post-tests using CEFR-aligned speaking assessments, with paired-samples t-tests employed to examine the statistical significance of performance gains. Test validity was ensured through expert review and alignment with internationally recognized rubrics. Results indicated a statistically significant improvement in students’ overall speaking scores, particularly in pronunciation and accuracy. To complement these findings, qualitative data were gathered through semi-structured interviews and analyzed thematically. Students reported that ELSA Speak provided constructive, personalized feedback, context-rich materials, and a flexible, motivating learning environment. However, limitations were noted, including restricted access to premium features, internet connectivity issues, and low self-regulation, especially in managing independent learning. These findings underscore both the pedagogical benefits and practical challenges of integrating AI-powered tools like ELSA Speak into EFL speaking instruction. 
The Efficacy of Teaching Campus Program in Promoting Primary School Students’ Literacy Skills Tri Wintolo Apoko; Samuel Pratama; Josua Simatupang; Amara Febita; Andiko Pratama
Journal of Education and Teaching (JET) Vol 6 No 2 (2025): Mei 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i2.520

Abstract

This study aims to unveil students’ perceptions of TCP in promoting their literacy skills and to examine the correlations between their perceived TCP and the test scores as well as its contribution to their literacy skills. The participants were 20 students of the fifth grade at one state primary school in Jakarta. With a sequential explanatory mixed-methods design, this study combined quantitative analyses of a questionnaire and test scores—using descriptive statistics to find out perceptions of the programimprovement in literacy skills, motivation and confidence, and effectiveness of facilitation and collaboration, a bivariate correlation analysis to assess the relationships with the test scores, and t-test analysis to compare the mean from two data groups—with qualitative responses from semi-structured interviews which were analyzed through thematic analysis. The results showed that TCP had strong positive impact, covering students’ improvement in literacy skills, the motivation and their confidence, and facilitation and collaboration. However, no significant corelations were found among the perceived efficacy and test scores even though the paired samples t-test results demonstrated a statistically significant increase in students' literacy skills in the TCP. 
Undergraduate Students’ Self-Regulated Learning in the Use of Mobile Assisted Language Learning (MALL) Cantika Sari Dewi; Agus Widyantoro; Rezki Suci Qamaria
Journal of Education and Teaching (JET) Vol 6 No 2 (2025): Mei 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i2.526

Abstract

Mobile Assisted Language Learning (MALL) has been increasingly recognized for its potential to enhance English language proficiency, particularly when learners are able to effectively self-regulate their learning. This study aims to examine the level of self-regulated learning (SRL) among undergraduate students in their use of MALL, and to investigate whether differences in SRL exist based on gender and socioeconomic status. Employing a quantitative survey design, this study involved 207 undergraduate students at IAIN Kediri who were using MALL as part of their preparation for the English proficiency test. Data were collected through questionnaires and analyzed using descriptive statistics and the Kruskal-Wallis test, as the data did not meet the assumptions of normality and homogeneity required for parametric analysis. Descriptive results showed students had a relatively high level of SRL, with mean scores ranging from 2.66 (SD = 1.006) to 3.62 (SD = 0.577). The Kruskal-Wallis test revealed significant differences in SRL by gender (p = 0.000) and socioeconomic status (p = 0.007), indicating these demographic factors affect how students self-regulate their learning through MALL. The findings suggest future research to examine other influencing variables and consider longitudinal designs to better understand MALL’s long-term effects on language learning.

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