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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 190 Documents
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Examining the Relationship Between Learning Motivation in Gamified English Learning and English Competence among Primary School Students Saptarina, Eva; Dabamona, Miftahulfadlik; Yulianingsih, Lilik
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.v7i2.2412

Abstract

Gamified learning is widely recognized as an engaging instructional approach that can enhance students' motivation by incorporating elements of play, challenge, and reward. While motivation plays a crucial role in the learning process, it is important to examine whether it truly correlates with language competence, particularly in the context of English as a Foreign Language (EFL) learning.  This study aimed to examine the relationship between students’ learning motivation in gamified English learning and their English competence. The participants were 30 fifth-grade students (aged 10–12) from a private primary school in Indonesia, selected through total sampling. A quantitative correlational method was used, employing a motivation questionnaire based on Keller’s ARCS model (Attention, Relevance, Confidence, Satisfaction), and English achievement tests. Data were analyzed using Pearson correlation analysis. The results revealed a very strong and statistically significant positive correlation (r = .996, p < .01) between learning motivation and English competence. These findings suggest that maintaining high levels of student motivation through gamified learning strategies can significantly support academic success in language learning. This study contributes to the growing evidence that motivation is not only an emotional factor but a critical predictor of academic achievement.
The Impact of Scientific Research Activities on the Development of Soft Skills Among University Students in Vietnam Le Thi, Quynh Trang
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.v7i2.2420

Abstract

This study focuses on analyzing the impact of scientific research activities on the development of soft skills among university students in Vietnam, with particular emphasis on communication, teamwork, problem-solving, and critical thinking skills. A mixed-methods approach was employed, combining a quantitative survey of 480 students with in-depth interviews involving 20 students who had participated in scientific research, as well as 50 faculty members and administrative staff from various universities. Quantitative data were processed using SPSS software, while qualitative data were analyzed through content analysis. The findings indicate a clearly positive effect of engaging in scientific research on students’ soft skills development: 78% of students reported significant improvement in communication skills; 72% enhanced their teamwork abilities; 69% demonstrated better problem-solving capacity; and 65% reported more logical and refined critical thinking. Based on these results, the study proposes several strategic directions to strengthen the integration of research activities into higher education curricula. These include expanding opportunities for students to participate in interdisciplinary research projects, developing digital platforms to support student-initiated research, and implementing structured mentoring programs between faculty and students. These initiatives are expected to contribute to the enhancement of human resource quality in the context of global integration.
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.
Learning Interest of Vietnamese University Students in the Context of Digital Transformation Quynh Trang, Le Thi
Journal Of Education And Teaching Learning (JETL) Vol. 8 No. 1 (2026): 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.v8i1.2868

Abstract

This study investigates the learning interest of Vietnamese university students in the context of digital transformation, using a mixed-methods approach that combines quantitative surveys and in-depth interviews. Data were collected from students across multiple disciplines to examine factors influencing learning interest, including personal characteristics, learning environment, and social-professional support. Results indicate that students demonstrate a relatively high level of learning interest, with female students, senior-year students, and social sciences majors showing higher engagement. Digital transformation, particularly interactive teaching methods, e-learning platforms, and experiential learning activities, significantly enhances students’ motivation and active participation. The study highlights the critical role of self-directed learning, intrinsic motivation, and support from instructors and peers. Practical implications for educators, universities, and policymakers are discussed, while the research also contributes to theoretical understanding by integrating personal, environmental, and social factors influencing learning interest in digitalized higher education. Limitations include sample scope and reliance on self-reported data, suggesting directions for future research using larger samples and learning analytics.
Tinjauan Literatur Sistematis Pendekatan STEM dan STEAM dalam Pendidikan Vokasi Laksono, Ahmad Triyo; Kuncahyono, Kuncahyono
Journal Of Education And Teaching Learning (JETL) Vol. 8 No. 1 (2026): 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.v8i1.2976

Abstract

The accelerating transformation toward Industry 4.0 and the emerging paradigm of Industry 5.0 have fundamentally reshaped vocational education by demanding new forms of competence that integrate technical expertise, creativity, and adaptive innovation. This study explores how the integration of STEM (Science, Technology, Engineering, and Mathematics) and STEAM (Science, Technology, Engineering, Arts, and Mathematics) pedagogical frameworks, supported by Project-Based Learning (PjBL), can address these evolving educational demands. Using a Systematic Literature Review (SLR) methodology, this research synthesizes findings from international and regional studies published between 2015 and 2025 to examine the alignment of STEM/STEAM-PjBL with vocational education reform. The review identifies key trends in teacher readiness, digital pedagogy, curriculum innovation, and competency outcomes. Findings reveal that STEM enhances analytical reasoning and technical proficiency, while STEAM expands learning by incorporating creativity, design thinking, and aesthetic awareness attributes crucial for human-centered innovation. PjBL emerges as the pedagogical bridge connecting theoretical knowledge with industrial practice, fostering critical thinking, collaboration, and problem-solving skills. However, the review also highlights challenges such as limited teacher training, insufficient infrastructure, and fragmented institutional support that hinder implementation. The study concludes that integrating STEM/STEAM through PjBL represents a comprehensive educational paradigm capable of producing vocational graduates who are not only technically proficient but also innovative, digitally literate, and adaptable to the rapidly evolving global industry landscape. These insights contribute to future-oriented policy and pedagogical reform, positioning STEM/STEAM-PjBL as a transformative model for sustainable vocational education.
Efektivitas Google Sites dalam Mendukung Pembelajaran Eksponen dan Logaritma Berbasis Student-Centered Learning Gapila Patihah, Yandara; Amami Pramuditya, Surya
Journal Of Education And Teaching Learning (JETL) Vol. 8 No. 1 (2026): 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.v8i1.3066

Abstract

This study aims to develop and examine the effectiveness of Google Sites–based instructional media for exponent and logarithm topics in supporting student-centered learning (SCL). The research employed a Research and Development (R&D) approach using the ADDIE model. The research subjects included experts (7 teachers) for the validity test and users (2 teachers and 80 senior high school students) for the practicality test. Data were collected through Likert-scale questionnaires and open-ended feedback, then analyzed using descriptive quantitative and qualitative methods. The expert validation results indicate that the media is highly feasible, categorized as Very Good (score: 3.90), particularly in technical aspects and instructional feasibility. User feedback confirms that the media is Good (score: 3.48), with technical elements identified as its primary strength. Qualitative findings reveal areas for further development, including improvements in contextual aesthetics, the addition of search and dark mode features, and enrichment of content through teacher-produced instructional videos. The study concludes that the developed Google Sites media is effective as a supporting tool for SCL, as it promotes learner autonomy through strong technical accessibility and adequate pedagogical design. The implication is that teachers can adopt this media to expand the variety of independent learning activities, provided that future development enhances interactivity and content personalization.
“Teks Tertulis sebagai Akses Utama dalam Pembelajaran: Studi tentang Pengalaman Mahasiswa dengan Hambatan Pendengaran di Pendidikan Tinggi Inklusif” Manar, Mayasari; Winarsih, Murni
Journal Of Education And Teaching Learning (JETL) Vol. 8 No. 1 (2026): 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.v8i1.3281

Abstract

Students with hearing impairments must have equitable access to education in order for higher education to be considered truly inclusive. This is particularly crucial in lecture settings where the primary mode of instruction is spoken communication. These days, written content such as presentation slides and subtitle is a typical form of assistance. Examining how well written materials can support students with hearing impairments in inclusive higher education settings is the aim of this study. Students' open-ended responses were analyzed in this study using a descriptive qualitative methodology. The findings demonstrate that written content is a significant source of information, facilitates independent review, and aids in lecture comprehension. However, the intricacy of scholarly language and the errors inherent in automatic transcriptions pose significant challenges. The usage of complicated and difficult-to-understand academic terminology, delays in subtitles, and the unreliability of automatic transcribing present serious difficulties.  By demonstrating how crucial language clarity, material structure, and subtitle accuracy are to creating learning designs that are simpler for all students to understand, this study supports inclusive teaching practices. This study demonstrates that written language should not be regarded merely as an optional intervention, but rather as a fundamental component of inclusive, effective, and equitable learning processes. In this regard, it holds significant implications for educators, policymakers, and all stakeholders involved in the development and design of higher education curricula.
The Double-Edged Impact of Artificial Intelligence on Students’ Critical Thinking Skills in Indonesia: A Systematic Literature Review Wiranatha, Putu Andre; Mahayanti, Ni Wayan Surya; Adnyayanti, Ni Luh Putu Era
Journal Of Education And Teaching Learning (JETL) Vol. 8 No. 1 (2026): 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.v8i1.3210

Abstract

Nowadays Artificial Intelligence (AI) has become an inseparable part of the world of education. Therefore, it’s important to examine the impact on AI on the critical thinking skill. This study aims to examine the positive and negative impact of AI on students critical thinking in Indonesia. This critical thinking aspect including interpretation, analysis, evaluation, inference, synthesize explanation, and self-regulation. Using systematic literature review method with PRISMA model. There are 136 studies as a database and 17 has been reviewed. The results of this study found that AI both have positive and negative impact on students critical thinking skills. But negatively impacts almost all dimensions of critical thinking, especially Interpretation, analysis, evaluation, inference, self-regulation, and explanation. For future research, it is recommended that researchers explore the long-term impact of AI use on students' critical thinking skills.
The Effect of Artificial Intelligence (AI), Mobile Phones, and Teaching Models on Student Academic Achievement at SMAN 5 Palangka Raya Sinaga, Tiurma Sari Dewi Flora; Alexandro, Rinto; Hariatama, Fendy
Journal Of Education And Teaching Learning (JETL) Vol. 8 No. 1 (2026): 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.v8i1.3326

Abstract

This study aims to analyze the influence of Artificial Intelligence (AI) utilization, mobile phone usage, and teacher learning models on student academic achievement in Economics at SMAN 5 Palangka Raya. Using a quantitative associative approach with a sample of 123 students, data were collected through valid and reliable questionnaires with a Cronbach’s Alpha of 0.887. The utilization of Artificial Intelligence (AI) in learning is closely associated with the use of mobile phones as the primary medium for students to access technology. Multiple linear regression analysis results show that the three variables simultaneously have a significant effect on academic achievement, contributing 98.9% (R2 = 0.989). Partially, AI (B= 0.434), mobile phones (B= 0.396), and teacher learning models (B = 0.499) have positive and significant effects with a significance of 0.000. The teacher learning model was found to be the most dominant factor. This suggests that the pedagogical strategies implemented by teachers play a central role in determining students' academic success. In conclusion, the integration of digital technology supported by adaptive pedagogical strategies is highly effective in enhancing students' academic performance in the digital era. While the integration of digital tools significantly boosts academic performance, pedagogical mastery remains the most critical factor in student success. The findings are expected to provide empirical evidence for schools and teachers in designing relevant and effective learning strategies in the digital era.

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