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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 140 Documents
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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.
Pioneering the I-COPE Model: Integrating Outcomes-Based Education, Ignatian Pedagogical Paradigm, and 5Es Inquiry Framework in Pre-Service Teacher Education for Technology Integration M. Quileste, Ronald
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.v6i3.687

Abstract

This mixed-methods study evaluated the pioneering I-COPE model, integrating Outcomes-Based Education (OBE), Ignatian Pedagogical Paradigm (IPP), and the 5Es inquiry framework, in ED 11 - Educational Technology 1 at Xavier University – Ateneo de Cagayan, Philippines, during the 2024–2025 academic year. Fifty pre-service teachers participated, with data collected through surveys, pretest/posttest assessments (N = 44), seatwork, and semi-structured interviews (N = 10 per term). A Wilcoxon signed-rank test revealed significant academic improvement (Z = -3.421, p < .001, r = -0.621), driven by OBE’s structured outcomes. Midterm surveys indicated moderate engagement (26–28% positive responses, Mdn = 3.70–3.80), while final surveys showed strong feedback (60–70% positive, Mdn = 4.00), reflecting 5Es’ inquiry and IPP’s reflective practices. Interview themes, including Cognitive Engagement and Holistic Growth, and strong inter-domain correlations (r_s = 0.721–0.945) confirmed I-COPE’s synergistic impact. Weak survey-seatwork correlations (r_s = 0.003–0.105) suggest assessment refinements. As the first evaluation of I-COPE in a Philippine Jesuit context, this study aligns with CHED’s OBE mandates and PPST’s technology competencies, offering a groundbreaking model for teacher education (Barrot, 2020; Lucas, 2020). Recommendations include diversified tasks and clearer 5Es guidance to enhance scalability.
Media Flipbook Based on Heyzine Application by Elementary School Teachers in Supporting Interactive Learning Fatonah, Khusnul; Rijal Fadli, Muhammad; Savitri Sadikin, Irma; Mujazi, Mujazi
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.v6i3.697

Abstract

This study aims to analyze the quality of flipbook media created by elementary school teachers using the Heyzine application as a tool to support interactive learning. Using a qualitative approach and content analysis method, this research examines 10 flipbooks developed by teachers at SD Penggilingan 01 Jakarta. Data were collected through product analysis, interviews with teachers, principals, and students, as well as classroom observations. The findings reveal that most teachers were able to design flipbooks with clear structure, engaging visuals, and interactive features such as navigation buttons, audio, video, and animation. These media enhanced students’ engagement and motivation in learning. However, several limitations were identified, especially in optimizing advanced features like animation and interactive quizzes. This study highlights the importance of continuous digital literacy training for teachers to fully utilize educational technology. The integration of teacher-created digital media like flipbooks represents a promising step toward learner-centered and interactive teaching practices in elementary education.  
Adaptation of Educational Quality Policy: An Implementation Study of Online Learning and Regional Development Implications Musthan, Zulkifli; Binti Awad, Faizah; Rum, Jalaluddin; Kadir, Abdul; Samrin, Samrin; Ahmadi, Ahmadi; Zur, Sarjaniah
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.v6i3.710

Abstract

This study aims to analyze the adaptation of government education policies from the pandemic period in Southeast Sulawesi, which are relevant to the current Regional Development Plan. The focus of this study is on policy implementation, challenges in learning access, and the solutions implemented. The research employs a descriptive qualitative method, with primary data collected through in-depth interviews with key stakeholders in the education sector, including government officials, teachers, principals, educational staff, and students. Secondary data was gathered by examining government policy documents, learning guides, and associated reports. The results suggest that the implementation of learning policies in schools has not achieved complete congruence with national policy regulations. In response, various forms of policy adaptation are implemented at the school level, including modifications to learning strategies and increased parental involvement, which reflect the initiatives of local governments and schools aimed at meeting educational needs. A persistent challenge that has emerged as a primary concern in the execution of regional educational policies concerns the equitable provision of educational opportunities to all students. 
Voices for Young Learners: Designing Podcast-Based English Materials through the ADDIE Model Soviyah, Soviyah; Hidayanto P.S.P, Nur; R. Dee, Michelle; F. Canape, Lorralie; R.P., Bayu
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.v6i3.725

Abstract

This study addresses the limited and underexplored use of podcasts in Teaching English to Young Learners (TEYL) in Indonesia—a gap in the integration of digital audio media into early language learning. It develops and evaluates podcast-based English materials for fifth graders using the ADDIE model within a research and development framework. The process involved five stages: needs analysis, design, development, implementation, and evaluation. Participants included 40 students, English teachers, parents/guardians, and three experts (TEYL, media, and practitioner). Data were collected through questionnaires, interviews, classroom observations, expert validation, and student feedback, analyzed using descriptive quantitative and qualitative methods. Results show that the podcast materials were systematically designed to meet students’ necessities, lacks, and wants, and aligned with curriculum standards. Expert evaluations confirmed high quality (86.25% for content and 92.5% for media), while student responses (89.3%) reflected strong engagement, usability, and vocabulary support. This study contributes theoretically by addressing the empirical gap in TEYL podcast research in Indonesia, demonstrating the practical value of podcasts as flexible tools for young learners, and offering pedagogical and policy insights for integrating digital media into primary English instructions.
“Not Trained, Yet Teaching”: ELL Students’ Identity and Competence Development in Teaching Practicum Hutabarat, Pritz; Angjaya, Sonny
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.v6i3.740

Abstract

This study examines the experiences of ELL students regarding their teaching practice and their development of pedagogical competence despite insufficient training.  Conducted as qualitative research, this study gathered data from 36 ELL students via reflective essays, semi-structured interviews, and classroom observations, which were subsequently analyzed thematically.  The results show five main themes: student engagement, classroom management, adaptability, teaching anxiety, and peer support.  These themes reflect challenges encountered by education majors; however, the analysis indicates that ELL students experience them in unique ways due to their disciplinary background.  Specifically, they relied heavily on peer support as an informal community of practice, negotiated teaching anxiety linked to their perceived lack of legitimacy, and shifted from linguistic to pedagogical and finally to adaptive competence during TP.  This study makes a theoretical contribution by introducing the ELL TP Experience Framework, which conceptualizes transformative pedagogy as a process through which students transition from linguistic competence to pedagogical and adaptive competence while negotiating their teacher identity.  

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