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Dr. Nasir, S.Pd., M.Pd
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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 193 Documents
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Soft Skills Development in Indonesian Islamic Higher Education: Institutional Practices and the SSDIHE Model for Society 5.0 Zulkifli Musthan; Dirman Dirman; Nasir Nasir; Ari Laksono
Journal of Education and Teaching (JET) Vol 7 No 2 (2026): Mei 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v7i2.820

Abstract

This study examines how leaders and lecturers at Islamic Higher Education Institutions in Indonesia conceptualize, implement, and evaluate soft skills development for students, with particular attention to its relevance in the Society 5.0 era. Employing a descriptive qualitative design, data were collected through in-depth interviews with institutional leaders and lecturers from thirteen PTKI representing diverse geographical and organizational contexts. Data were analyzed using thematic analysis to identify recurring patterns, strategic orientations, and institutional challenges. The findings indicate that soft skills development in PTKI is not treated as an auxiliary component of higher education, but as an integral dimension of Islamic educational objectives aimed at producing holistic graduates. Core soft skills emphasized across institutions include effective communication, teamwork, leadership, critical and reflective thinking, time management, and ethical integrity, all of which are framed within Islamic moral and spiritual values. The study further reveals that effective soft skills development relies on systematic curricular integration, experiential and project-based learning, participation in student organizations, and the strategic use of digital technologies. However, institutional constraints such as limited assessment instruments, uneven lecturer capacity, and the absence of standardized implementation frameworks remain significant challenges.
Intra and Interpersonal Skills of Gen Z Teachers: Exploring Issues and Solutions for Becoming a Professional Teacher Hilhamsyah Hilhamsyah; Suyatno Suyatno; Sri Tutur Martaningsih
Journal of Education and Teaching (JET) Vol 7 No 2 (2026): Mei 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v7i2.677

Abstract

Gen Z teachers have high technological skills but face challenges in intra- and interpersonal competencies, potentially affecting teaching quality and professionalism. This study aims to identify the weaknesses in these skills and the strategies used by Gen Z teachers to improve them in support of their professional development. Using a qualitative approach, data were collected through interviews. Informants included five Gen Z teachers, an education coordinator, and a school principal, selected through purposive sampling. Data were analyzed using the steps of data collection, reduction, presentation, and conclusion. The findings reveal that Gen Z teachers at SD Muhammadiyah Yogyakarta face intrapersonal challenges such as emotional vulnerability, mood instability, and difficulty adapting to systemic changes. Interpersonal challenges include limited social interaction, generational gaps, and feeling undervalued by students. However, teachers make efforts to improve through self-development, emotional regulation, and seeking broader educational insights. Interpersonal improvements are pursued through collaboration, empathy, and support from their environment. These findings highlight the need for educational institutions to address these challenges through psychological support, reflective practices, and professional training programs tailored to Gen Z teachers’ needs, ensuring sustainable professional growth.
Which Habits of Mind Dimensions Uniquely Predict Mathematical Creative Thinking? A Hierarchical Regression Study of Integral Calculus Students Hesty Marwani Siregar; Rini Dian Anggraini
Journal of Education and Teaching (JET) Vol 7 No 2 (2026): Mei 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v7i2.770

Abstract

The ability for mathematical creative thinking is crucial to meet the demands of integral calculus learning, which emphasizes conceptual understanding and strategic flexibility. This study analyzed the relationship between Habits of Mind (HoM) and students' Mathematical Creative Thinking (MCT) and identified which HoM dimensions uniquely predict MCT. A correlational–predictive design involved 60 Mathematics Education students in an Integral Calculus course. Data were collected through an eight-dimensional HoM questionnaire and a three-indicator MCT test, analyzed using Spearman's rho, multiple linear regression, and hierarchical regression. Total HoM and MCT scores showed a strong positive relationship (rₛ = 0.775; p < 0.001). The eight-dimension regression model was significant, R² = 0.765, F(8, 51) = 20.75, p < 0.001. Because several HoM dimensions were highly intercorrelated (VIF up to 11.36), only applying past knowledge to new situations emerged as a significant unique predictor (B = 1.412, β = 0.324, p = 0.019), confirmed by hierarchical regression (ΔR² = 0.027, p = 0.019). Theoretically, the findings distinguish collective HoM effects from the unique contribution of knowledge transfer. Practically, calculus instruction should emphasize applying prior concepts to unfamiliar problems.
Spoken Grammar in AI-Mediated Peer Interaction: A Corpus-Based Study of Student Dialogues Eka Nurhidayat; Atik Rokhayani; Hastri Firharmawan; John Carlo Ramos
Journal of Education and Teaching (JET) Vol 7 No 2 (2026): Mei 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v7i2.788

Abstract

This study examines the emergence and interactional functions of spoken grammar features in AI-mediated peer interactions, using a corpus-based discourse analytic approach among English as a Foreign Language (EFL) students. While artificial intelligence is being integrated more deeply within pedagogical contexts, existing studies have paid limited attention to how AI-mediated peer interactions shape learners’ authentic spoken grammar, particularly in naturally occurring collaborative dialogues among EFL students. Twenty EFL students engaged in AI-mediated peer dialogues, producing a learner corpus of spoken interaction derived from chat-based and video-conferenced communication. Data consisted of transcribed peer dialogues, field notes, and follow-up interviews, which were analyzed using qualitative corpus-based discourse analysis. The analysis showed context-appropriate, sustained spoken interaction and core spoken grammar features, including discourse markers (e.g., well, you know), ellipsis, heads and tails, and lexical bundles. These features served practical purposes of turn-taking, elaboration, mitigation, and even emphasis. Contrary to concerns that AI mediation might constrain spontaneous language use, the findings indicate that AI-supported peer interaction facilitated relatively natural and expressive spoken interaction within the study context. Students reported feeling greater relaxation and expressiveness during AI-mediated tasks, suggesting that peer interactions within digital settings foster authentic communicative competence. 
A Quasi-Experimental Study on Science Philosophy-Based Biology Teaching: Enhancing Students’ Knowledge, Attitudes, and Behavior Toward Biodiversity Conservation Cici Nur Azizah; Saefudin Saefudin; Ridwan Ridwan; Puan Helwa Rezha Soraya; Rahmat Fahmi
Journal of Education and Teaching (JET) Vol 7 No 2 (2026): Mei 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v7i2.797

Abstract

This study aims to explore the impact of integrating the philosophy of science into biology teaching on students' awareness of biodiversity and the conservation of Mentawai medicinal plants. A quasi-experimental design was employed, involving two groups: an experimental group (philosophy of science-based teaching) and a control group (conventional teaching). Data were collected using questionnaires that measured students' knowledge, attitudes, and behaviors toward biodiversity. The analysis revealed that the experimental group demonstrated significant improvements across all indicators compared to the control group. Statistically, the experimental teaching method yielded large effect sizes for environmental knowledge (Cohen's d = 0.80), environmental attitudes (Cohen's d = 0.73), and environmental behaviors (Cohen's d = 1.03), with a p-value < 0.05. Consequently, teaching based on the philosophy of science proved significantly more effective in enhancing students' awareness of biodiversity and the conservation of Mentawai medicinal plants. Based on these findings, integrating the philosophy of science into the biology curriculum is recommended to strengthen students' environmental awareness and conservation efforts for local medicinal plants, thereby contributing positively to a more holistic and sustainable education.
Exploring the Role of Change Management and Learning Communities in Enhancing Teacher Professionalism: A Mixed-Methods Study Meike Imelda Wachyu; Danny Meirawan; Cepi Triatna; Sururi Sururi; Supiani Supiani
Journal of Education and Teaching (JET) Vol 7 No 2 (2026): Mei 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v7i2.800

Abstract

Educational reform literature debates whether teacher professionalism is primarily driven by top–down change management or by collaborative professional culture within schools. While change initiatives often focus on structural and managerial reforms, their impact on teachers’ professional growth remains inconsistent without strong collective learning mechanisms. Addressing this theoretical tension, this study investigates how learning communities mediate the relationship between change management and teacher professionalism. Using a mixed-methods explanatory sequential design, data were collected from 220 senior high school teachers and nine key informants. Structural analysis using PLS-SEM reveals that change management strongly predicts learning communities (β = 0.903; p < 0.001), yet its direct effect on teacher professionalism is comparatively modest (β = 0.184; p = 0.023). In contrast, learning communities exert a dominant direct influence on professionalism (β = 0.737; p < 0.001) and serve as the primary transmission mechanism of managerial reform (β = 0.665; p < 0.001), indicating that the majority of reform impact operates through collaborative professional culture rather than direct managerial intervention. Qualitative findings reinforce this interpretation by showing that participatory leadership, dialogic vision-building, and sustained reflective collaboration transform structural change into professional commitment and practice. 
Decolonising the Curriculum: Perspectives of Indonesian Academics with Overseas Qualifications Ririn Syahriani
Journal of Education and Teaching (JET) Vol 7 No 2 (2026): Mei 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v7i2.831

Abstract

This study explores how Indonesian academics with overseas educational backgrounds interpret and enact curriculum decolonisation in higher education. Although decolonisation has gained increasing attention globally, it is often reduced to symbolic inclusion rather than substantive epistemic transformation. Using a qualitative design, data were collected through an online open-ended questionnaire involving ten Indonesian lecturers who completed postgraduate studies abroad. Thematic analysis generated four interconnected themes: recognising the colonial legacy embedded in university curricula, pursuing epistemic justice through the inclusion of local knowledge systems, negotiating transnational positionalities shaped by both global and local academic experiences, and engaging in the ongoing process of decolonising the self. The findings suggest that participants viewed curriculum decolonisation not as the rejection of Western knowledge but as a critical effort to create more equitable and contextually relevant knowledge practices. However, their efforts were frequently constrained by institutional pressures associated with internationalisation, publication metrics, and global ranking systems that continue to privilege Eurocentric epistemologies. The study concludes that meaningful curriculum decolonisation in Indonesia requires both individual reflexivity and broader structural transformation to support epistemic plurality within higher education.
Fostering Mathematical Creative Thinking Through the DOCAR Instructional Model: An Embedded Mixed-Methods Investigation Across Mathematical Self-Efficacy Levels Shoffan Shoffa; Febriana Kristanti; Alfina Damayanti
Journal of Education and Teaching (JET) Vol 7 No 2 (2026): Mei 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v7i2.855

Abstract

 This study examined the effectiveness of the DOCAR instructional model in enhancing mathematical creative thinking, differences across mathematical self-efficacy levels, and students' learning processes during instruction. An embedded concurrent mixed-methods design was employed with quantitative data as the primary component. Sixty seventh-grade students from a junior secondary school in Surabaya, Indonesia, participated in a nonequivalent control group quasi-experiment. Mathematical creative thinking and self-efficacy were measured using validated instruments. Quantitative data were analyzed using Two-Way ANOVA and Tukey's HSD test, while qualitative data from classroom observations, students' written responses, and interviews were analyzed thematically. Students receiving the DOCAR instructional model achieved significantly higher mathematical creative thinking than those receiving conventional instruction, F(1, 54) = 160.83, p < .001, partial η² = .749. Mathematical self-efficacy also had a significant effect, F(2, 54) = 342.38, p < .001, partial η² = .927, whereas the interaction effect was not significant, F(2, 54) = 0.29, p = .747. Qualitative findings showed that collaborative discussion, reflection, and problem solving promoted mathematical reasoning and confidence. The DOCAR instructional model effectively fosters mathematical creative thinking across different levels of mathematical self-efficacy.
Formative Assessment Practices and Their Effects on Students’ Motivation and English Achievement in Vietnamese High Schools Tran Quoc Tuan; Nguyen Duy Mong Ha; Le Van Hao
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.v7i1.865

Abstract

This study aimed at exploring formative assessment practices and their effects on students’ motivation and English achievement in Vietnamese high schools. It employed a mixed-method approach to collect quantitative data through questionnaires for both educators and students, and qualitative one through in-depth interviews on five selected educators. Its sample consisted of 418 school leaders, teachers of English and 1829 students randomly selected from 38 high schools in Tien Giang province. Its results showed the feasibility of formative assessment in improving students’ motivation and English achievement. The findings indicated that formative assessment contributed to enhancing learning motivation and improving students’ language skills and knowledge. Noticeably, there were no significant difference in statistics for the educator group (p > .05), but difference for the student one (p < .05), in employing formative assessment on English learning. The study also suggests that teachers should use various kinds of formative assessment in fostering students’ learning motivation and achievement. School leaders should facilitate and encourage teachers to use themfrequently in their teaching as well as monitor their activities to make sure that they are effectively exploited. Besides, policy makers should get feedbacks from Services and schools to adjust policies appropriately to the reality.    
Enhancing Indonesian Vocabulary Learning through Index Card Match Media: Insights from a Lower Elementary Classroom Case Study Anisa Fitri; Farid Rizqi Maulana; Deni Wardana; Yadi Suryadi; Mochammad Devi Cahya Ruhimat
Journal of Education and Teaching (JET) Vol 7 No 2 (2026): Mei 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v7i2.881

Abstract

This study investigates the effectiveness of Index Card Match (ICM) media in enhancing Indonesian vocabulary achievement by lower elementary school students. An exploratory qualitative case study design was employed. Data were collected through triangulation, including analysis of instructional documents, classroom observations, and in-depth semi-structured interviews with 24 purposively selected participants. The data were analyzed using a thematic analysis supported by NVivo version 14. The findings shows that the implementation of ICM across three instructional stages generated several significant outcomes, including improved vocabulary comprehension, identification of conceptual errors and corresponding follow-up actions, comparative analysis of group performance, students’ cognitive development, and the creation of meaningful and enjoyable learning experiences. Although initial unfamiliarity with the media was observed, it gradually gave rise to students’ curiosity and enthusiasm, fostering active and collaborative classroom interactions and highlighting the teacher’s role in effective classroom management. This study offers a more comprehensive theoretical contribution than previous research by holistically capturing all stages of ICM utilization, rather than focusing solely on partial or quantitative learning outcomes. We support the adaptability of ICM for vocabulary development across diverse basic education contexts worldwide. Further research employing a quasi-experimental design is recommended to empirically test and strengthen these findings.

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