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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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Exploring Experiences: University Students' and Lecturers' Engagement with Schoology for Online Assessment Lilis Patimah; Muhammad Fauzan Aminudin; Ida Megawati; Mehvish Riaz; Anisa Putri Cahyani; Albertus Erico Jerry Krisna Nugroho; Khoirul Bariyyah
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.v7i1.726

Abstract

This mixed-methods research investigated how Indonesian learners and lecturers perceive Schoology, an interactive learning management system, in blended learning contexts. Through structured questionnaires and interviews involving 25 lecturers and 220 students, data were analysed using SPSS and triangulated for validity. The findings provide insights that although Schoology has strengths in its feasibility and user-friendliness for teaching and assessment, participants also reported concerns about internet reliability, trust, plagiarism, and the risk of cheating.
Do Communication and Critical Thinking Skills Influence Oral Presentation? Evidence from University Students Vivi Indriyani; Herlin Triana; Hanifah Yulia Sari; Jasmienti Jasmienti
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.v7i1.728

Abstract

The purpose of this research is to determine the relationship between communication skills and critical thinking skills on students' oral presentation skills. Using a quantitative approach, specifically causal associative research, this research investigates the relationship between the independent variables (communication and critical thinking) and the dependent variable (oral presentation). The research was conducted on Universitas Negeri Padang students taking Indonesian language courses in 2024, with a sample of 40 students selected through purposive sampling. Data collection involves performance tests (projects) and observation sheets, assessed using a predetermined rubric. Data were analyzed using multiple linear regression with the assistance of SPSS. The results revealed that communication skills and critical thinking skills jointly have a significant effect on students’ oral presentation abilities (F = 38.554, p < 0.05, R² = 0.676). However, when examined individually, only communication skills have a significant positive influence on students’ oral presentation performance (B = 0.637, p < 0.001), while critical thinking skills do not show a significant effect (B = 0.025, p = 0.881). 
Standardized Monitoring in Online English Learning: Integrating Context, Pedagogical Pillars, and Monitoring Phases Karin Sari Saputra; Sisilia Setiawati Halimi; Harwintha Yuhria Anjarningsih
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.v7i1.729

Abstract

Monitoring in online English education remains inconsistently defined and often treated as an administrative routine rather than a pedagogical process. This paper addresses that gap by proposing the Standardized Monitoring Framework (SMF)—a theoretically grounded model that integrates monitoring with instruction to enhance quality and engagement. Built through a conceptual synthesis of Learning-Oriented Assessment (LoLA), formative feedback, and digital engagement theories, the SMF establishes five pedagogical pillars: Targeted Content Delivery, Diverse Assessment Strategies, Personalized Formative Feedback, Engagement Optimization, and Comprehensive Learning Evaluation. These pillars operate across four monitoring phases—Preparation, Exploration, Adjustment, and Mastery—supported by three contextual domains of learning foundations, human-centered dynamics, and the instructional monitoring cycle. Drawing illustrative insights from the Elingway platform, the study demonstrates how SMF bridges theory and practice to promote responsive, autonomous, and sustained learning in non-metropolitan digital contexts. The paper concludes by highlighting the framework’s theoretical novelty and its potential for empirical validation in future studies.
Designing the Behavioral Engagement Ecosystem in Project-Based Learning Maria Coney Garcia Pallones
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.v7i1.745

Abstract

The study examines how specific design features of Project-Based Learning (PBL) shape and sustain behavioral engagement among young learners, addressing a gap in research that has largely focused on PBL’s effectiveness rather than the factors that drive active participation, effort, and persistence. Semi-structured interviews with elementary teachers were analyzed through the lens of Self-Determination Theory (SDT), revealing three interrelated factors critical to engagement: (1) voice, choice, and ownership, which nurture autonomy; (2) clear pathways to mastery, facilitated through scaffolding and feedback, which build competence; and (3) meaningful social connections, fostered through collaboration and teacher support, which satisfy relatedness. These findings informed the development of the Triadic Model of Behavioral Engagement in PBL, positioning autonomy, competence, and relatedness as interdependent drivers of sustained behavioral engagement. Teachers reported that these factors operate synergistically, forming a motivational ecosystem in which engagement and learning outcomes reinforce each other, producing sustained effort, participation, and ownership. Challenges such as initial student confusion and the need for ongoing scaffolding highlight the importance of responsive and flexible teaching. 
Digital Technology Integration in Engineering Graphics and Design Education: A Qualitative Study of Teachers’ Pedagogical Practices and Challenges Lutho Mteleli; Thokozani Isaac Mtshali; Ndlelehle Skosana
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.v7i1.746

Abstract

This study investigates the use of digital and educational technology tools in Engineering Graphics and Design (EGD) lessons in response to the Department of Education’s call for effective technology integration in schools. The study addresses a knowledge gap regarding how EGD teachers utilise available technologies to achieve intended learning outcomes, while also examining the challenges, successes, and pedagogical strategies involved. A qualitative research design was employed, using semi-structured interviews, non-participant classroom observations, and equipment analysis. Purposive sampling was used to select six EGD teachers and seventy-two learners. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework and constructivist pedagogy, the findings reveal that teachers commonly used smart boards, projectors, and internet-based resources to support demonstrations and visualisation of complex drawings. However, technology integration remained largely supplementary rather than transformative, as digital tools were often used only after traditional lecture-based instruction. The study concludes that EGD teachers have not yet fully integrated technology into lesson planning and delivery. It recommends targeted professional development to promote transformative digital pedagogy and continuous reflective teaching practices.
Reimagining English Learning with Artificial Intelligence: Boosting Engagement and Achievement in Young Learners Agatha Kristi Pramudika Sari; Irfan Fajrul Falah Falah; Neng Lia Yulianengsih; Muhammad Fisa Al Iqbal
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.v7i1.752

Abstract

Learning engagement is an essential component of effective English language instruction, as it directly influences students’ ability to achieve learning outcomes. This study aimed to investigate the impact of Artificial Intelligence (AI)-based learning on students’ engagement and learning outcomes in elementary English classes. Employing a mixed-methods approach, qualitative data were collected through observations and questionnaires, while quantitative data were obtained from pre- and post-tests. The participants consisted of 42 fourth-grade elementary school students (18 males and 24 females), divided into two groups: a control group receiving conventional instruction and an experimental group utilizing AI-based learning. The findings revealed that AI-based learning significantly enhanced students’ engagement across three dimensions—cognitive, emotional, and behavioral. Furthermore, AI integration effectively improved learning outcomes, as shown by a significant increase in post-test average scores from 72.88 to 83.29 in the control group and from 72.00 to 91.95 in the experimental group. The significance value (Sig. = 0.00 < 0.05) confirmed that the improvement was statistically significant. Therefore, the integration of AI in elementary English learning can serve as an effective alternative approach to promote greater learning engagement and enhance academic performance.
Kasedesede as a Culturally Responsive Medium for Mathematics Learning: Students’ Perceptions and Numeracy Outcomes Rimayasi Rimayasi; Anisa Rizkayati; Eka Rosmitha Sari; Afriningsih Harjuniati; La Ode Arku; Wa Ode Siti Elma Sari
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.v7i1.758

Abstract

This study aimed to analyze students’ perceptions of the Kasedesede traditional game as a medium for mathematics learning and to examine its relationship with numeracy performance. A quantitative descriptive design was employed with a saturated sample of 39 fifth-grade students in Baubau City, Southeast Sulawesi. Data were collected through a Likert-scale questionnaire consisting of six dimensions: engagement, enjoyment, mathematical understanding, literacy-numeracy, attitudes toward mathematics, and socio-educational benefits, together with a contextual numeracy test. Descriptive statistics, regression analysis, and Support Vector Machine with heatmap visualization were used for analysis. The results indicated that students expressed highly positive perceptions of Kasedesede-based lessons, with enjoyment and engagement emerging as the most influential dimensions. Regression results showed that perceptions significantly predicted numeracy outcomes, accounting for 26.2% of the variance. Further analysis confirmed that enjoyment, literacy-numeracy, and socio-educational benefits played a dominant role in shaping performance. These findings suggest that integrating traditional games into mathematics lessons not only supports conceptual understanding but also fosters motivation, positive attitudes, and collaborative learning. The study contributes to the body of knowledge on ethnomathematics and culturally responsive pedagogy, highlighting the potential of traditional games as innovative and humanistic strategies for improving literacy and numeracy in primary education.
Development of an ADDIE-Based Self-Learning Website: Usability Analysis and Its Impact on TLE-ICT Students’ Learning Outcomes Marqueen N. Varga; Michael Art Napoles; John Alan D. Lee; Victor S. Rosales; Stefany Mae V. Caparida
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.v7i1.777

Abstract

This study focused on the design, development, and evaluation of a self-learning modular website for Grade 7 TLE-ICT students using the ADDIE instructional model. The platform was assessed in terms of usability, content quality, instructional effectiveness, and its impact on student learning outcomes. Expert validators evaluated the website based on the Learning Resource Management and Development System (LRMDS) framework, while student users assessed usability through the System Usability Scale (SUS) and the Technology Acceptance Model (TAM). A quasi-experimental design involving 30 participants, divided equally into experimental and control groups, was employed to measure learning gains using pre-test and post-test scores. The findings showed strong expert agreement regarding the platform’s pedagogical validity, technical quality, and curriculum alignment. The SUS score of 67.70 indicated acceptable usability, while TAM results revealed high perceived usefulness (M = 4.54) and ease of use (M = 4.52). Although both groups demonstrated significant learning improvements (p < .001), no significant difference was found between them (p = .621). The study concludes that the modular website effectively supports independent learning and classroom instruction in TLE-ICT education.
Improving EFL Students’ Narrative Writing and Creativity Using Storybird: A Classroom Action Research Study Retno Dewi Ambarwati; Semi Sukarni; Sudar Sudar; Nurain Jantan Anua Jah
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.v7i1.793

Abstract

This study aimed to investigate the effectiveness of Storybird in improving junior high school students’ writing skills and creativity in narrative text. The research employed Classroom Action Research involving 32 eighth-grade students at a junior high school in Purworejo, Indonesia. Data were collected through classroom observations and writing tests to monitor students’ progress in narrative writing skills and creativity. The study was conducted in two cycles, each consisting of two meetings. Writing assessments were administered three times: a pre-cycle test, a test in Cycle I, and a test in Cycle II. The results revealed a substantial improvement in students’ writing performance, with mean scores increasing from 56 in the pre-cycle to 65 in Cycle I, and further rising to 87 in Cycle II. In addition, students’ creativity showed progressive enhancement across the cycles, shifting from low creativity in the pre-cycle to creative in Cycle I and highly creative in Cycle II. These findings indicate that the implementation of Storybird effectively enhances both writing skills and creativity in narrative text. The study implies that integrating digital storytelling applications into English language instruction can significantly support students’ skill development and creative expression, particularly in writing.

Page 17 of 17 | Total Record : 169

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