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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 184 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.

Page 19 of 19 | Total Record : 184

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