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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 169 Documents
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STEM-PBL Based Learning: Digital Student Worksheet Simulation aided by PhET to Improve Students' Critical Thinking Skills in Science Learning Muhammad Ikhsan; Rusdiman Buhera; Patar Ariyanto S.; Luqmanul Hakim Abiabdillah; Sabar Nurohman; Ismail Fikri Natadiwijaya
Journal of Education and Teaching (JET) Vol 6 No 1 (2025): Januari 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i1.469

Abstract

This study aims to develop and evaluate the validity, practicality, and effectiveness of STEM-PBL digital worksheets assisted by PhET simulation to improve critical thinking skills of junior high school students. The research design used the 4D model combined with Research and Development (R&D). The limited field test involved 10 junior high school students, while validation was conducted by 4 experts. The extensive field test with pretest-posttest design involved 94 seventh grade students from three classes. Data were collected through tests, questionnaires, and observations. Quantitative data analysis used statistical tests, while qualitative data were analyzed descriptively with percentages. The results showed that the PhET simulation-assisted STEM-PBL digital worksheet had high content and construct validity (average 0.91 and 0.97). The practicality of the worksheet was also very high (92.8%). The effectiveness is evidenced by the significant difference in N-gain (sig 0.002 <0.05) which shows a significant difference in critical thinking skills between the experimental and control classes. In conclusion, the PhET simulation-assisted STEM-PBL digital worksheet is valid, practical, and effective for density topics in science learning.
A Conceptual Model for Promoting Self-Directed Learning in Online Learning Environment Yeyisani Evans Makhubele
Journal of Education and Teaching (JET) Vol 6 No 1 (2025): Januari 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i1.492

Abstract

It is important in educational research to identify the key factors affecting self-directed learning when using Moodle as an online Learning Management system. The aim of this study is therefore to develop a research-based conceptual framework for understanding SDL in Moodle online learning contexts. To establish a robust foundation for the conceptual model, a comprehensive literature review was conducted. This review employed a multi-pronged approach, using broad keyword searches across academic databases like ERIC, JSTOR, and Google Scholar. The criteria used for selecting literature included relevance, credibility, and currency. This conceptual framework contributes significantly to both theory and practice of online learning that promotes self-directed learning. The framework may be used in developing instruments for promoting online self-directed learning. The developed conceptual framework could benefit all who are involved in supporting quality online education, in an effort to develop and impactful online practice that aligns with the corresponding educational needs, services, and resource.
The Significance of School Digitalization in Elementary Education: Empirical Evidence from Regression Analysis Ahmad Jubaidi; Tina Rahmawati
Journal of Education and Teaching (JET) Vol 6 No 1 (2025): Januari 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i1.500

Abstract

School digitalization integrates technology into education to enhance learning quality. However, limited teacher skills in utilizing learning technology and insufficient ICT-based media pose challenges. This study examines the effect of school digitalization on elementary education quality using a quantitative method with 37 respondents from UPT SDN 01 Bukit Gemuruh, UPT SDN 01 Sumamukti, and UPT SDN 01 Bumi Dana. Data were collected through questionnaires and observations, analyzed using simple regression and T-tests. Results show a positive and significant impact, with a Sig. value of 0.012 ≤ 0.05 and tcalculated (2.653) ≥ ttable (2.030). The coefficient of determination is 16.7%, indicating school digitalization's role, though its influence is moderate. Efforts to address challenges include teacher ICT training and funding for digital learning media. These findings provide insights for teachers, principals, and policymakers to optimize school digitalization for better education quality.
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.
How Do Physics Teachers Implement the Merdeka Curriculum in Learning Activities? Nila Mutia Dewi; Sutarto Sutarto; Ernasari Ernasari; Rangga Alif Faresta
Journal of Education and Teaching (JET) Vol 6 No 1 (2025): Januari 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i1.530

Abstract

The implementation of the Merdeka Curriculum in Indonesia since 2022 has encountered various challenges, particularly in physics learning. This study aims to identify and address these challenges by examining how physics teachers implement the Merdeka Curriculum. Using a qualitative case study approach, data were collected over four months from 14 physics teachers in five high schools in Jember Regency. The study employed interviews, observations, and documentation, analyzed through the Miles and Huberman model: data reduction, data presentation, and conclusion drawing. The findings reveal three key stages in the learning process: introduction, core, and closing. While teachers present objectives and problem orientation in the introductory phase, motivation and initial assessments are lacking. Core activities involve discussions and practicums but are mainly lecture-based, with minimal application of differentiated learning. The closing stage includes reflection, summary, and assignments. However, inconsistencies between observations and interviews indicate the suboptimal implementation of differentiated learning. To enhance curriculum effectiveness, teacher training in lesson planning and formative assessments is essential. This study's limitation is its small participant pool, suggesting future research should expand the sample size for broader validation.
Value-Based Leadership Redefined: Driving Engagement and Teacher Performance Through Ethical Climate in Private Islamic Senior High School Nurdelima Waruwu
Journal of Education and Teaching (JET) Vol 6 No 1 (2025): Januari 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i1.532

Abstract

Authentic leadership (AL) plays a crucial role in enhancing teacher engagement and performance by fostering a conducive ethical climate (EC). However, further examination is needed in the context of Madrasah Aliyah.  This study aims to explain the mediating role of EC in the relationship between AL, teacher engagement, and performance. An explanatory survey was conducted online (39%) and offline (61%) with 282 randomly selected, permanently employed private Madrasah Aliyah teachers in West Java. Data were collected via Google Forms and printed questionnaires during teacher meetings and analyzed using covariance-based Structural Equation Modeling (SEM). Findings indicate that EC mediates the relationship between AL, teacher engagement, and performance. Additionally, work engagement (WE) mediates the influence of AL on performance and partially mediates the effect of EC on performance. By integrating the Job Demands-Resources (JD-R) Model with Value-Based Leadership, this study clarifies the link between AL, EC, and teacher engagement. AL serves as an organizational resource strengthened by EC. To sustain teacher engagement and performance, multi-level training programs should expand AL practices among principals and senior teachers. MAS fosters EC through transparency, fairness, and value-based leadership.
Innovative Online Diagnostic Assessment for Evaluating Science Learning Readiness in the Merdeka Curriculum Framework Widowati Pusporini; Dadan Rosana; Didik Setyawarno; Eko Widodo; Maryati Maryati
Journal of Education and Teaching (JET) Vol 7 No 1 (2026): Januari 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v7i1.546

Abstract

The main objective of this study was to develop an Online Diagnostic Assessment (ODA) that can effectively measure junior high school students’ readiness to learn science within the framework of the Merdeka Curriculum. Unlike previous diagnostic tools that are mostly offline or limited in scope, this ODA provides an innovative, technology-based solution that identifies student readiness and misconceptions while offering timely feedback to support differentiated learning. Using the 4-D development model, the research includes the Define, Design, Develop, and Disseminate stages. At the Define stage, the instrument grids were identified according to the curriculum. In the Design stage, the assessment prototype was developed using Google Form. The Develop stage involved validation by experts and field tests in two junior high schools, resulting in a valid and reliable instrument, with an Aiken's V value above 0.80, Cronbach's Alpha 0.736, and McDonald's Omega 0.768. The results of the EFA analysis showed all items had Measures of Sampling Adequacy (MSA) of more than 0.5. The distribution of respondents' scores shows that the instrument is effective in differentiating students' abilities. Thus, the developed ODA is valid, reliable, and ready to be used to assess students' readiness in science learning.
How Goal Free Problems Affect for Students with Learning Experiences? Damianus Dao Samo; Irna Karlina Sensiana Blegur; Wara Sabon Dominikus; Siprianus Suban Garak; Juliana Mehelina Herlince Nenohai; Yohanes Hariaman Nada
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.v6i2.571

Abstract

This brief research aims to see whether there are significant changes in higher order thinking skills and cognitive load of students who have learning experiences, before and after being exposed to the goal free problems approach. This quasi-experimental research used the  One-Group Pre-test Post-Test Design which carried out through four phases: prior knowledge activation phase; pre-test phase; acquisition phase and post-test phase. There were 33 students (average age 19.27 years) who were actively involved. The results confirmed the hypothesis where: 1) There is a significant difference (p = 0,00) between the average higher order thinking skills of students before learning through the goal free problems approach (X = 45.14, SE = 4.12) and the average higher order thinking skills of students after learning through the goal free problems approach (X = 61.52, SE = 4.03); and 2). There is a significant difference (X = 8.44, SE = 0.13) between the average cognitive load of students before learning through the goal free problems approach (X= 4.64, SE= 0.34) and the average cognitive load of students after learning through the goal free problems (X= 4.65, SE= 0.34). 
The Effect of Proportion and Position of Anchor Items Toward Test Equating Syahrul Syahrul; Mansyur Mansyur; Muh. Rusdi; Suryadi Ishak
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.v6i2.583

Abstract

This study examines how the proportion and position of anchor items influence test equating results, a key component in ensuring fairness and accuracy in standardized assessments. In this experimental design, the independent variables are the proportion and position of anchor items, and the dependent variable is the absolute difference in ability parameters before and after the equating process. To assess this, we analyzed test response data from 1,000 respondents, each completing 40 items across 24 data sets, generated through Monte Carlo simulations for reliability. The analysis was conducted using bi-factor cell mean analysis, a method that explores the interaction between various factors influencing equating outcomes. Results show that (1) a higher proportion of anchor items enhances the accuracy of test equating, (2) the position of anchor items significantly affects the equating outcomes, with positions at the beginning showing the highest accuracy, (3) the interaction of both proportion and position plays a crucial role in improving equating results, and (4) the position of anchor items has a more significant impact on equating accuracy than the proportion of anchor items. 

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