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INDONESIA
Journal of Education and Teaching Learning
Published by Pusdikra Publishing
ISSN : -     EISSN : 26560283     DOI : -
Core Subject : Education,
Education Other
Journal of Education and Teaching Learning (JETL) invites lecturers, scholars, researchers, and students to contribute the results of their studies and research in fields related to education, which include textual and field studies with various perspectives, Education Management, Education Policy, Technology Education, Educational Psychology, Curriculum Development and Learning Strategies as well as the results of contemporary research in the field of Education. Scope Kategori pendidikan
Arjuna Subject : Umum - Umum
Articles 137 Documents
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Pengembangan Pendekatan Kolaboratif dengan Model Pembelajaran Berbasis Digital untuk Meningkatkan Minat Belajar Siswa Sekolah Dasar Puspa Nurhaliza, Adinda; Damayanti, Lidya; Hartanti, Rani; Iskandar, Sofyan
Journal Of Education And Teaching Learning (JETL) Vol. 7 No. 2 (2025): Journal of Education and Teaching Learning (JETL)
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v7i2.2423

Abstract

This study aims to determine the increase in student learning interest using the development of a collaborative approach with a digital-based learning model. The collaborative approach is a procedure in which students learn together in groups directed towards achieving collective goals so that they are accustomed to thinking critically and analytically in order to avoid conceptual errors and confusion of understanding. Then in addition to the collaborative approach, the digital learning model also plays a role to deliver learning materials, provide learning media, and also facilitate two-way interaction between teachers and students by utilizing e-learning (digital technology) such as computers, the internet, software, and applications to support and modify learning to make it look more innovative. Therefore, e-learning can be an effective tool in digital learning especially in increasing students' interest in learning. Collaborative approach with digital-based learning model has an important role as an important and effective method for learning because it allows exploration of the subject through social interaction among peers as well as between students and teachers. In her research, the researcher used a qualitative method with a literature study approach in the form of data collection from various research sources of experts. The results showed that a collaborative approach with a digital-based learning model was able to increase elementary school students' interest in learning.
Curriculum Innovation and Communicative Language Teaching (CLT): EFL Teachers' Attitudes Towards CLT's Main Principles Zendah, Ali Abedlqader Ali
Journal Of Education And Teaching Learning (JETL) Vol. 7 No. 2 (2025): Journal of Education and Teaching Learning (JETL)
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v7i2.2454

Abstract

Curriculum innovation fosters a change in methods and investigating teachers' attitudes plays a crucial role in its successful implementation (Richards, 2015). This study explores the EFL teachers’ attitudes towards Communicative Language Teaching (CLT) across curriculum innovation in the Gaza preparatory schools' context. The study addresses two key questions: (1) What are the EFL teachers’ attitudes towards the main principles of CLT? (2) What are the potential implications of these teachers’ attitudes towards the main principles of CLT in terms of implementing CLT and teachers’ awareness of the main aspects of CLT? To answer these questions, a questionnaire was used for data collection. The collected data were analyzed through means and percentages using SPSS v17.0 statistical package. Findings reveal teachers generally hold mildly favourable attitudes towards CLT. They strongly favoure CLT's principles that emphasize the role of the learner and the importance of error correction. Meanwhile, they are moderately favourable towards teacher's role and pair/group work activities. However, their attitudes towards the place and importance of grammar are less favourable. These findings suggest that many teachers may not be fully aware of CLT''s principles and may face some contextual difficulties adopting them. It is, therefore, recommended that curriculum developers and other Palestinian educational concerned bodies should take into account teachers’ attitudes in the process of change of materials and methods. Furthermore, when introducing the innovation, it is necessary to consider the cultural and social circumstances in which it operates, so that CLT may fit well within the Gaza preparatory schools' context.
Strategi Pembelajaran Bahasa Inggris bagi Pembelajar Muda Menggunakan Media Digital sebagai Bagian dari Implementasi Kurikulum Merdeka Waziana, Winia; Andewi, Widi; Saputra, Ricco Herdiyan; Hendrowati, Tri Yuni
Journal Of Education And Teaching Learning (JETL) Vol. 7 No. 3 (2025): Journal of Education and Teaching Learning (JETL)
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v7i3.2507

Abstract

To keep up with the times, English learning needs to be learned from elementary school. There are still many human resources in Indonesia who are not proficient or even unable to speak English. This is due to the uneven distribution of English teaching in schools. Many schools did not teach English Education due to several factors, including: first, English is not a compulsory subject in schools. Second, the lack of teachers who can teach English. Third, the lack of learning media that support English teaching. Fourth, the location of the school is far from the city. Fifth, the lack of awareness of the school about the importance of English learning. The purpose of creating this digital learning application and its application in English subjects is to make English learning more enjoyable, thereby increasing students' interest in learning. With this application program, it is hoped that students can easily learn and understand as much vocabulary as possible and how to pronounce the vocabulary in English. The type of research method is a qualitative method. The results show the increasing enthusiasm of SDN 10 Way Lima students for English lessons through mobile web-based digital learning applications, because this application can provide a more interesting learning experience for students. This application can facilitate the process of learning English. It can be accessed anytime and anywhere. Flexible learning time makes it easier for teachers to make student learning activities at school more active, so that learning objectives will be implemented effectively.
Culturally Based School Supervision: A Literature Review on Its Impact in Realizing High Performing Schools Septiani, Diva Erlina; Putra, M. Jaya Adi; Azhar, Fadly
Journal Of Education And Teaching Learning (JETL) Vol. 7 No. 3 (2025): Journal of Education and Teaching Learning (JETL)
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v7i3.2534

Abstract

This study explores the role of culture-based educational supervision in improving the quality of learning and teacher professionalism. Supervision is not merely an administrative instrument but also a strategic process that integrates school culture, values, and local wisdom into educational practices. Using a qualitative literature review method, this research analyzes 13 selected articles published within the last five years, focusing on themes such as supervision strategies, school culture dimensions, and their impact on school performance. The findings show that culturally responsive supervision positively influences teacher competence, motivation, and professionalism by aligning monitoring practices with the norms and values embraced in schools. Supervision conducted collaboratively and contextually fosters a conducive school climate, encourages professional dialogue, and enhances teacher engagement in developing relevant learning materials. Moreover, culture-based supervision strengthens school culture, promotes inclusivity, and supports the creation of safe and meaningful learning environments. It also contributes to literacy improvement, multicultural understanding, and character development. However, challenges remain, including the limited cultural sensitivity of some principals, inadequate training, and the lack of clear operational guidelines. Overall, culture-based supervision proves to be a strategic necessity for realizing high-performing schools that are academically strong, socially cohesive, and adaptive to contemporary educational challenges.
Gamification in Management Education: Enhancing MBA Student Engagement and Performance through Game Based Learning Technologies Mohite, Rohit; Chaurasiya, Ravi; Rodrigus, Kiran; Rajawat, Anand; Sharma, Sandeep
Journal Of Education And Teaching Learning (JETL) Vol. 7 No. 3 (2025): Journal of Education and Teaching Learning (JETL)
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v7i3.2559

Abstract

This study explores the integration of game-based learning technologies within management education to evaluate their influence on student engagement, motivation, and academic performance. The primary purpose is to assess whether gamification can enhance the learning experience for postgraduate business students by replicating real-world challenges in an interactive environment. A mixed-methods research design was adopted, involving surveys, classroom observations, and academic performance data from 150 MBA students across five Indian business schools. Game-based tools such as simulations, point systems, digital quizzes, and interactive role-play were implemented in subjects including marketing, operations, and strategic management. Quantitative analysis revealed that students exposed to gamified instruction demonstrated improved motivation levels, higher participation rates, and a statistically significant increase in academic scores. Qualitative feedback from focus group discussions further emphasized students’ preference for engaging, challenge-based activities over traditional lectures. The study concludes that gamification fosters active learning, improves conceptual understanding, and contributes to better classroom dynamics. However, it also highlights the need for thoughtful implementation, faculty training, and technological support. It is recommended that management institutes gradually incorporate structured gamified modules aligned with course outcomes and industry applications. Additional data collected includes comparative test scores, student satisfaction ratings, and faculty observations, which support the positive impact of gamification. The findings provide actionable insights for educators, curriculum designers, and academic administrators aiming to modernize MBA pedagogy through technology-enhanced strategies.
Influence of Animation on Pre-Nursery School Children Learning Outcome in Osun State Okeke, Chinedu I.; Ajadi, Olugbenga Timothy
Journal Of Education And Teaching Learning (JETL) Vol. 7 No. 3 (2025): Journal of Education and Teaching Learning (JETL)
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v7i3.2583

Abstract

The primary form of entertainment of children in the 20th century was telling stories, and many grandparents and parents managed to form bonds with the kids via this storytelling.  However, animations have supplanted the custom of telling stories. Hence, this study investigated the types of animation resources available for teaching and influence of animation resources on learning outcome of pre-nursery school children in Osun State.  The study's population comprised 7,393 teachers employed in private primary school across the 30 Local Government Areas and one Area Council of Osun State.  The study sampled 180 respondents across the private primary schools across the three senatorial districts of the state.  Questionnaire titled Animation and Pre-Nursery Children Learning Outcome Questionnaire (APNCLOQ) with reliability co-efficient of 0.93 was used to elicit responses from respondents.  The study provided answers and tests for one research question and one hypothesis.  The study found indigenous animations to be available while media and computer animations are not available in pre-nursery schools in Osun State.  The study concluded that children should be exposed to, and guided to watch instructive animated cartoons rather than violent ones.  Integrating indigenous animation into pre-nursery school programs is recommended for both educators and schools is recommended.
The Role of Corrective Feedback in Developing Students’ Speaking Skills in EFL Conversation Classes Bawut, Anastasia; Murdian, Fidestri Riani; Daar, Gabriel Fredi
Journal Of Education And Teaching Learning (JETL) Vol. 7 No. 3 (2025): Journal of Education and Teaching Learning (JETL)
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v7i3.2646

Abstract

This study aims to explore students’ perceptions of corrective feedback (CF) in EFL speaking activities and how it contributes to the development of their speaking skills. While many previous studies have focused on teachers’ perspectives and feedback strategies, this research emphasizes the students’ point of view to understand their preferences, emotional responses, and perceived benefits regarding CF. The study employed a quantitative descriptive method using a questionnaire distributed to EFL students. The data were analysed to identify patterns in students’ attitudes toward various types and timings of feedback. The findings reveal that students generally have a positive perception of corrective feedback. Most respondents agreed that CF helps them improve their speaking performance, particularly in areas such as vocabulary, pronunciation, and fluency. Contrary to common concerns among educators, the majority of students did not feel embarrassed or demotivated when corrected. Instead, they reported increased confidence and motivation when their errors were addressed constructively. Furthermore, students expressed a preference for both immediate and delayed feedback, indicating flexibility and awareness of different instructional strategies. The study suggests that corrective feedback plays a significant role in supporting learners’ speaking development. It also highlights the importance of incorporating student perspectives when designing effective feedback practices in EFL classrooms.

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