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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 3 (2025): September 2025" : 15 Documents clear
The Impact of Imagineering Learning with Inquiry-Based Learning through Augmented Reality on Students' Academic Achievement and Digital Empathy Muali, Chusnul; Bakron Andre Setiawan, Muhammad
Journal of Education and Teaching (JET) Vol 6 No 3 (2025): September 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i3.600

Abstract

This study aims to explore the impact of Imagineering-based learning combined with Inquiry-Based Learning through Augmented Reality (AR) technology on students' academic achievement and digital empathy. AR-based learning is believed to enhance the understanding of abstract concepts while also enriching students' social skills, particularly in the context of digital empathy. A quasi-experimental design was employed with two groups: the experimental group using AR and the control group using conventional learning methods. Data were collected through academic achievement tests, digital empathy scales, learning activity observations, and interviews. The study involved 60 students from a public junior high school in Probolinggo. The results indicate that the experimental group experienced significant improvements in academic achievement (p = 0.001) and digital empathy (p = 0.000) compared to the control group. AR-based learning also enhanced students' creativity in solving challenges and improved their interaction with the learning material. These findings suggest that AR-based learning is effective in improving students' academic performance and digital empathy skills. Therefore, the study recommends integrating AR into education to create more engaging and relevant learning experiences for 21st-century students.
Harnessing Cultural Artefacts to Enhance the Learner-centred Pedagogies for Design Education Afua Kusi, Timolyn; Afia Opoku Asare, Nana; Kquofi, Steve
Journal of Education and Teaching (JET) Vol 6 No 3 (2025): September 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i3.646

Abstract

This study examines how a culturally inspired instructional guide influences teachers' implementation of a learner-centred pedagogyin Junior High School design education in Ghana. A purposive sample of seven (7) teachers from five (5) basic schools formed the sample for the study. Using a qualitative descriptive design, data was collected through interviews, focus group discussions, and observations. Findings revealed that the full implementation was hampered by teacher-centred methods that limited engagement in practical activities, a lack of relevant instructional resources and inadequate technical skill proficiency. An instructional guide inspired by cultural artefacts of the Akan, Ewe, and Mole Dagbani ethnic societies was developed to enhance teachers' application of the learner-centred method of the design component of the creative arts and design curriculum. Structured with the sequential steps of the ASSURE instructional model and guided by the constructivist principles of Vygotsky and Dewey, this guide enhanced teachers' application of learner-centred methods and strategies, leading to higher learner engagement and internalisation of cultural values.
Architecting Educational Equity Through School Mapping: Where Are The Effective Locations For Junior High Schools Establishment in Subang? Lesnawati, Leni; Triatna, Cepi; Devi Cahya Ruhimat, Mochammad
Journal of Education and Teaching (JET) Vol 6 No 3 (2025): September 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i3.648

Abstract

This study aims to promote the locations for establishing a junior high school (JHS) in Subang Regency, Indonesia. The spatial analysis with an overlay technique by Geographic Information System (GIS) with ArcGIS was used to evaluate the existence of JHS and select the effective locations for JHS in the future. The 7 parameters that indicated accessibility and safety: population, roads, slope, land use, rivers, earthquake hazard, and landslide hazard, all of these parameters were used and scored to lay out the map. The review based on Citra Satellite and geocoding is utilized to make the coordinates that describe specifically where the effective locations are. The results: 1) Inequality in the number of JHSs is found in large areas in Subang regency, characterized by the distribution of JHS locations that are not relevant to the population in certain subdistricts. 2) The Map and Coordinates, which show the effective locations for JHS establishment, have been successfully created. This study is architecting the educational equity, which is truly valuable to enhance, and also modelling for preparing the educational equity. The policymaker of the JHS establishment uses the proposed coordinate lists. 
Principal Leadership and Academic Service Management in Indonesian Junior High Schools: Challenges and Opportunities Thahir, Muthahharah; Rachmaniar, Ananda; Sunaengsih, Cucun; Widiawati, Widiawati
Journal of Education and Teaching (JET) Vol 6 No 3 (2025): September 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i3.541

Abstract

This study aims to determine the leadership capacity of school principals in improving the quality of academic service management. A mixed-method approach was employed, involving both public and private junior high schools in Gowa Regency, South Sulawesi, Indonesia, with a total population of 523 teachers. Using Slovin’s formula, a sample size of 231 teachers was selected. Data were analyzed descriptively using mean scores to assess various leadership capacity indicators. The findings indicate that school principals in SMP/MTs in Gowa Regency, South Sulawesi, Indonesia demonstrate strong leadership capacity in enhancing the management of academic service quality, reflected by an achievement level of 80.52%, which falls into the “good” category. This capacity is evidenced by their ability to make participatory decisions, communicate and coordinate effectively, and motivate school members.However, communication remains an area for improvement, as current practices are often top-down, limiting meaningful feedback and engagement from teachers and staff. The study recommends targeted capacity-building programs-such as leadership workshops, peer mentoring, and communication training-facilitated either through self-initiated development or with support from the regional Department of Education.
Developing Arabic Language Instructional Materials for Mathematic Students in Islamic Higher Education in Indonesia Kartini, Kartini; Ihsan, Muhammad
Journal of Education and Teaching (JET) Vol 6 No 3 (2025): September 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i3.558

Abstract

The lack of relevance between Arabic language learning materials and students' academic disciplines has contributed to low engagement and language proficiency. This study aims to develop Arabic teaching materials integrated with mathematical content to enhance students' linguistic competence and mathematical reasoning. The research employs a Research and Development (R&D) approach, adopting the Hannafin and Peck model, which consists of three main stages: needs analysis, design, and iterative evaluation-based development. Participants included 72 students and 2 lecturers, with additional validation from 3 subject matter experts. Data were collected through needs analysis questionnaires, expert validation sheets, and practicality questionnaires. The findings reveal that: (1) 72.3% of students expressed a need for Arabic materials incorporating mathematical content; (2) Four core topics were identified for material development: numbers, fractions, geometry, and statistics; (3) Expert validation yielded scores >0.5 (valid category); and (4) The practicality level of the materials reached 81,3% (practical criteria). These results indicate that the developed interdisciplinary teaching materials not only meet validity and practicality standards but also have the potential to bridge students' academic and linguistic needs. The study recommends further effectiveness testing across various Islamic higher education contexts to strengthen the generalizability of the findings.
Impacts of ChatGPT on Critical Thinking: Perceptions of Tanzanian Higher Education Students Kyumana, Valeria; Matto, George; Msafiri Ponera, Jaffar
Journal of Education and Teaching (JET) Vol 6 No 3 (2025): September 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i3.568

Abstract

In Tanzania, perceptions toward the adoption of Artificial Intelligence (AI) in education, particularly the use of ChatGPT, are mixed, with debates centered on its effects on critical thinking and traditional learning practices. This study explored students’ perceptions of ChatGPT use in academia and provided future directions. Employing a mixed-methods approach, data were collected from 170 students across two higher education institutions, the Institute of Finance Management (IFM) and Moshi Co-operative University (MoCU). A total of 133 students responded to online questionnaires. Findings revealed that most students (93%) were aware of and used ChatGPT, mainly for study and writing support. Over half (55%) reported a positive influence on critical thinking, while about one-quarter (26.7%) highlighted negative effects, such as overreliance and disruption of traditional learning. Additionally, a large majority (85.2%) viewed ChatGPT as supportive to education, whereas a minority (14.8%) perceived it as a threat, reflecting broader national dilemmas regarding AI adoption. Notably, 43.1% of respondents expressed uncertainty about its misuse, citing the absence of clear policies and guidelines. The study recommends establishing regulatory frameworks for ChatGPT integration to support, rather than replace, critical thinking, human interaction, and creativity, while ensuring ethical practices in academic use.
The New Model of Improvement Assistance of School Quality Service: A Mix-Method Study Nugraha, Dera; Devi Cahya Ruhimat, Mochammad
Journal of Education and Teaching (JET) Vol 6 No 3 (2025): September 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i3.572

Abstract

This research aims to describe the improvement of school quality and promote it as a new model. Adopting an explanatory sequential design, the research was conducted over 149 days at SDIT and SMPIT Al-Falah Cirebon, involving 41 teachers and educational staff, as well as 212 parents. The improvement of school service quality was successful, evidenced by the change in parental satisfaction scores from <30% in the pre-development phase to >90% after the development. The success was discussed as a model to illustrate the evaluation of the school's objective conditions, designing and implementing school improvement programs, and measuring the success of school improvement programs effectively. Instead of relying on theoretical strength, parts of this research are filled with detailed prototypes of direct actions. Thus, the findings of this research can serve as a comprehensive reference for systematic school improvement. Due to its advantages, the results of this research promise significant value as it can serve as a model for the comprehensive improvement of school service quality that can be easily adopted by policymakers, consultants, and education practitioners in developing countries around the world. 
Self-Concept on Learning English Reading Comprehension of Sophomore Secondary School Students Una, Syamsul; Arisman, Rizal; Irsawati, Siti; Rista, Rista
Journal of Education and Teaching (JET) Vol 6 No 3 (2025): September 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i3.624

Abstract

This study aims to observe the senior high school learners’ self-concept in learning English reading comprehension. A survey method was applied in this study by utilizing a Self-Concept Inventory (SCI) to obtain the data on self-knowledge, self-expectation, and self-evaluation. There were 87 students, consisting of 42 male and 47 female students, involved as the research sample. The results of this study showed that the mean score of the students’ self-knowledge was 2.94, indicating that the students generally possess a high level of self-knowledge, especially in emotional awareness, acceptance of criticism, and social responsibility. The mean score of self-expectation was 2.98, affirming that participants have a strong positive self-expectation. The mean score of self-evaluation was 3.11, implying that the students perceive themselves positively across all these self-evaluation dimensions. Meanwhile, for overall self-concept, the mean score achieved 3.00 expressed that the students possessed a high level of self-concept (ranging 2.9 – 3.5), in which this self-concept is usually applied in learning reading comprehension. With higher academic self-concept, students tend to put more effort into understanding reading texts, are more motivated, and generally perform better in reading tasks compared to those with lower self-concept.
The Role of Learning Styles in Mediating the Effects of Resilience, Learning Climate, and Self-Efficacy on Vocational Students’ Mathematical Reasoning Iqbal Maulana Halisna, M.; Sunismi, Sunismi; Fuady, Anies
Journal of Education and Teaching (JET) Vol 6 No 3 (2025): September 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i3.625

Abstract

This study aims to analyze the influence of mathematical resilience, learning climate, and self-efficacy on the mathematical reasoning ability of vocational school students, considering learning style as a mediator and independent variable. Using a quantitative approach with an explanatory-predictive design, data were collected from 200 students at two vocational schools in Dampit East Java and analyzed with PLS-SEM. The results showed that out of the ten hypotheses tested (H1–H10), six hypotheses were significantly accepted. 
Teacher Retention in Rural Indonesian Schools: An Interpretative Phenomenological Analysis of Career Disorientation and Commitment Raspatiningrum, Liris; Rubai’ah, Siti; Satria Nugraha, Rizki; Shodikin, Rifan; Lionel Gorni, Richard
Journal of Education and Teaching (JET) Vol 6 No 3 (2025): September 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i3.641

Abstract

In Indonesia, the chronic imbalance in teacher distribution—particularly the scarcity and attrition of educators in rural regions—has emerged as a national crisis that threatens educational equity and long-term system sustainability. This study aims to explore the lived experiences of teacher career development and retention in rural Indonesian schools using an interpretative phenomenological approach. Data were collected through in-depth, semi-structured interviews with 18 participants, including elementary and secondary school teachers with 5–25 years of teaching experience, drawn from diverse rural provinces such as West Java, Central Sulawesi, and East Nusa Tenggara. The analysis was conducted through iterative coding and meaning-making cycles following the Interpretative Phenomenological Analysis (IPA) framework proposed by Smith et al. (2009), which facilitated the extraction of emergent themes and contextual insights. Six interrelated themes were identified: career path disorientation, lack of developmental support, professional alienation, delayed milestones, moral commitment, and systemic imbalance. Despite persistent structural adversities, many educators remain committed due to ethical loyalty and a sense of community responsibility. The study concludes that retention strategies must incorporate culturally grounded, participatory, and context-sensitive frameworks.

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