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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 228 Documents
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Exploring the Role of Animated Fable in Facilitating Eighth Grade Students’ Narrative Comprehension Silvan Herniyanti Telaumbanua; Afore Tahir Harefa; Elwin Piarawan Zebua; Trisman Harefa
Journal of Education and Teaching Learning Vol 8 No 3 (2026): Journal of Education and Teaching Learning (JETL) | IN PRESS
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v8i3.3730

Abstract

This research aimed to explore how animated fables facilitate students' narrative comprehension and to investigate students' perceptions of learning narrative texts through animated fables. This study employed a qualitative research design using thematic analysis. The participants consisted of one English teacher and six eighth-grade students of SMP Negeri 4 Gunungsitoli who were selected through purposive sampling based on their English summative assessment scores to represent high, medium-, and low-achieving students. The data were collected through semi-structured interviews, classroom observations documented in field notes, and students' worksheets. The data were analyzed through open coding, axial coding, and selective coding. To ensure the trustworthiness of the findings, data source triangulation was conducted by comparing the data obtained from interviews, field notes, and students' worksheets. The findings revealed two major themes. The first theme showed that animated fables facilitated students' narrative comprehension through five categories: Visual Support, Increased Engagement, Ease of Understanding, Dual Coding, and Audio Support, with Visual Support emerging as the most dominant category. Visual elements, character movements, and narration enabled students to understand the storyline, narrative structure, and moral values more effectively. The second theme indicated that students had positive perceptions of learning through animated fables. Their perceptions were reflected in five categories: Interesting, Emotional Response, Enjoyable, Perceived Learning Benefits, and Learning Preference, with Interesting emerging as the most frequently identified category. Overall, students perceived animated fables as an engaging, enjoyable, and beneficial learning medium that helped them comprehend narrative texts. In conclusion, animated fables effectively facilitated students' narrative comprehension.
Meningkatkan Penguasaan Kata-Kata Urutan dalam Teks Recount melalui Strategi Creative Dance Okta Cristopher Laoli; Elwin Piarawan Zebua; Yasminar Amaerita Telaumbanua; Adieli Laoli
Journal of Education and Teaching Learning Vol 8 No 3 (2026): Journal of Education and Teaching Learning (JETL) | IN PRESS
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v8i3.3746

Abstract

Writing recount texts can be challenging for junior high school students, particularly when they need to generate ideas and use sequence words appropriately. This study aimed to improve students’ mastery of sequence words in recount texts through the implementation of Creative Dance Strategy, with particular attention to students’ ability to generate ideas for writing. The study employed Classroom Action Research based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection. The research was conducted in Class VIII-A of SMP Negeri 1 Hiliduho during the second semester of the 2025/2026 academic year and involved 29 students. Data were collected through a preliminary writing test, writing tests at the end of each cycle, observation sheets, field notes, and documentation. Quantitative data were analyzed using mean scores and the percentage of students achieving the Kriteria Ketercapaian Tujuan Pembelajaran (KKTP), while qualitative data were analyzed descriptively. The results showed an improvement in students’ writing achievement, with the mean score increasing from 53.31 in the preliminary test to 64.66 in Cycle I and 83.45 in Cycle II. The percentage of students achieving the KKTP score of 75 also increased from 13.79% in Cycle I to 100% in Cycle II. The findings indicate that Creative Dance Strategy supported students in generating ideas and using sequence words more appropriately when writing recount texts. Therefore, the strategy may serve as an alternative movement-based pre-writing strategy for supporting students’ recount text writing.
Eksplorasi Representasi Piktorial Siswa terhadap Teks Bacaan melalui Gallery-Based Summarizing dalam Mata Kuliah Basic Reading Nunik Herani Wulandari; Anitha Thalib Mbau
Journal of Education and Teaching Learning Vol 8 No 3 (2026): Journal of Education and Teaching Learning (JETL) | IN PRESS
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v8i3.3750

Abstract

Reading comprehension requires students not only to identify information but also to construct, organize, and retain meaning. This study examines how undergraduate students create pictorial representations of reading texts through a Gallery-Based Summarizing activity in a Basic Reading course. Using a qualitative approach, the study analyzed semi-structured interviews with seven undergraduate students at a university in West Java, Indonesia, supplemented by observational notes collected during the creation of pictorial summaries and the subsequent gallery walk. The analysis revealed four themes. Students used deliberate comprehension strategies before drawing, particularly rereading texts and marking keywords. The drawing process involved initial planning, chronological organization of ideas, and deliberate selection of symbols to represent textual information. Students also experienced difficulties in visualizing abstract concepts and selecting information within limited visual space. Despite these challenges, participants reported greater engagement with the texts, increased attention to previously overlooked details, and support for information retention. All seven participants achieved the highest performance category, with a mean score of 14.29 out of 16. Overall, the findings suggest that Gallery-Based Summarizing offers a multimodal approach to reading that connects textual processing, visual meaning-making, and peer interaction. The activity may therefore provide an alternative technique for Basic Reading instruction, particularly for supporting active engagement and the transformation of textual information into visual representations.
Diksi dan Eufemisme dalam Komunikasi Pejabat Publik: Implikasi bagi Pembelajaran Bahasa Indonesia Risa Miladiyati; Dini Nuranjani; Yusi Yustisian Adlah; Dhiva Auria Gustandi; Sisi Ila Hayati
Journal of Education and Teaching Learning Vol 8 No 3 (2026): Journal of Education and Teaching Learning (JETL) | IN PRESS
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v8i3.3752

Abstract

Bahasa pejabat publik tidak hanya berfungsi sebagai sarana penyampaian informasi dan kebijakan, tetapi juga menjadi sumber daya strategis untuk membangun makna, mengelola persepsi publik, dan merespons tekanan sosial. Dalam konteks tersebut, pilihan diksi dan eufemisme menjadi penting, terutama ketika pejabat menyampaikan isu sensitif seperti kontroversi kebijakan, kritik, kesalahan, dan keresahan masyarakat. Penelitian menggunakan pendekatan deskriptif kualitatif dengan analisis wacana berbasis korpus terhadap 40 pernyataan pejabat publik yang dikumpulkan dari konferensi pers, pidato resmi, dan media sosial resmi sepanjang 2026, yang didokumentasikan, diverifikasi, dikode, dikategorikan, dan diinterpretasikan berdasarkan pilihan leksikal, konteks, referen, dan fungsi komunikatif. Hasil menunjukkan lima gaya komunikasi, yaitu asertif, akomodatif, retoris-populis, evasif, dan defensif, dengan eufemisme paling menonjol pada gaya defensif dan evasif melalui diksi yang memperhalus makna negatif, menunda kepastian, mengalihkan perhatian, dan mempertahankan citra positif, serta kecenderungan berbeda antara saluran komunikasi. Simpulannya, pilihan diksi pejabat publik bersifat strategis dan dipengaruhi oleh saluran komunikasinya, sehingga eufemisme perlu dipahami sebagai fenomena linguistik sekaligus sosial. Secara pedagogis, temuan ini berimplikasi pada pemanfaatan komunikasi pejabat publik sebagai bahan ajar autentik untuk melatih peserta didik membedakan makna denotatif dan kontekstual, mengidentifikasi eufemisme, dan mengembangkan literasi kritis dalam membaca wacana publik.
The Analysis of Bilingualism Use in Teaching English at the Eighth Graders of SMP Negeri 2 Manderehe Barat Mega Rohani Zebua; Riswan Zega; Kristof Martin Efori Telaumbanua; Afore Tahir Harefa
Journal of Education and Teaching Learning Vol 8 No 3 (2026): Journal of Education and Teaching Learning (JETL) | IN PRESS
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v8i3.3753

Abstract

Bilingualism is commonly used in English language teaching to facilitate students’ understanding of instructional materials and classroom communication. In English learning, the use of English and Indonesian may help teachers accommodate students with different levels of English proficiency. This study aimed to analyze the types of bilingualism used in teaching English to eighth-grade students at SMP Negeri 2 Mandrehe Barat. This research employed a qualitative descriptive design. The participants were one English teacher and 18 eighth-grade students. Data were collected through non-participant classroom observation, semi-structured interviews, and documentation. The data were analyzed through data reduction, data presentation, and conclusion drawing and verification. The findings showed that three types of bilingualism were found in English teaching: coordinate bilingualism, subordinate bilingualism, and compound bilingualism. Coordinate bilingualism occurred most frequently at 34.9%, followed by subordinate bilingualism at 33.3% and compound bilingualism at 31.7%. The teacher used bilingualism to help students understand learning materials, classroom instructions, vocabulary, grammar, and speaking activities. Students also responded positively because bilingual use helped them understand explanations, participate in classroom activities, and feel more confident. The study concludes that bilingualism was consistently used as part of English classroom instruction at the research site. The study contributes a description of bilingual practices in an Indonesian junior high school context and provides a basis for further research involving broader participants and other aspects of language learning.
Bahasa Inggris Renny Souhoka; Fransheine Rumtutuly
Journal of Education and Teaching Learning Vol 8 No 3 (2026): Journal of Education and Teaching Learning (JETL) | IN PRESS
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v8i3.3666

Abstract

Competency in designing deep learning is essential for implementing the Merdeka Curriculum, yet teachers in 3T (frontier, outermost, underdeveloped) regions have limited access to sustained professional development. Preliminary interviews showed 16 of 20 teachers (80%) could not integrate local wisdom into lesson design. This study examined improvement in teachers' knowledge of designing deep learning after a programme using ethnopedagogy-based E-LKPD integrated with Zep Quiz. A pre-experimental one-group pretest-posttest design was applied to 20 teachers at SMP Negeri 2 Tiakur, Maluku Barat Daya, through total sampling. The programme comprised eight sessions in three stages totalling 420 minutes. Data from a 20-item knowledge test, observation sheet, response questionnaire, and Zep Quiz were analysed using the Wilcoxon signed-rank test (primary), paired t-test, effect sizes, and N-Gain. Mean knowledge scores rose from 7.00 to 14.45 (Z = −3.94, p < 0.001, r = 0.88) with large effects (dz = 3.61, dav = 2.93) and a moderate mean N-Gain of 0.59. Engagement reached 94.25% (high) and teacher responses 92.50% (very practical). The programme is associated with knowledge improvement within the group, but causal effectiveness cannot be established without a control group. Implications: this low-cost seven-hour programme offers a professional development alternative for 3T schools, pending tests with comparison designs.
Pengaruh Prokrastinasi Akademik dan Self Regulated Learning terhadap Hasil Belajar siswa Mutiara Rahayu; Armiati Armiati
Journal of Education and Teaching Learning Vol 8 No 3 (2026): Journal of Education and Teaching Learning (JETL) | IN PRESS
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v8i3.3768

Abstract

Hasil belajar ekonomi di SMA Negeri 1 Basa Ampek Balai Tapan belum optimal karena hanya 56,31% siswa mencapai kriteria ketercapaian tujuan pembelajaran (KKTP), sementara kebiasaan menunda tugas dan kemampuan mengatur belajar sendiri diduga ikut berperan. Penelitian ini bertujuan menganalisis pengaruh prokrastinasi akademik dan self-regulated learning (SRL), baik secara simultan maupun parsial, terhadap hasil belajar ekonomi. Penelitian kuantitatif asosiatif pada semester genap 2025/2026 ini melibatkan 238 siswa kelas X–XII dari populasi 586 siswa yang dipilih dengan proportionate stratified random sampling (rumus Slovin, galat 5%). Data dikumpulkan melalui kuesioner skala Likert (16 butir prokrastinasi dan 24 butir SRL) serta dokumentasi nilai sumatif tengah semester, kemudian dianalisis dengan regresi linear berganda menggunakan SPSS. Secara deskriptif, prokrastinasi akademik berkategori sedang (TCR 53,43%) dan SRL berkategori kuat (TCR 67,42%). Secara inferensial, prokrastinasi akademik berpengaruh negatif dan signifikan (t = −2,043; p = 0,042), SRL berpengaruh positif dan signifikan (t = 2,706; p = 0,007), dan keduanya secara simultan berpengaruh signifikan (F = 3,702; p = 0,026) dengan koefisien determinasi 3,1%. Kesimpulannya, kebiasaan menunda dan kemandirian belajar sama-sama berkaitan dengan hasil belajar ekonomi, tetapi porsi penjelasnya kecil sehingga faktor lain, seperti motivasi dan lingkungan belajar, masih perlu ditelaah. Implikasinya, guru dan sekolah perlu memadukan pembiasaan menyelesaikan tugas tepat waktu dengan penguatan perencanaan, pemantauan, dan inisiatif belajar siswa.
Determinants of Learning Outcomes Among Islamic Senior High School Students: Learning Motivation, Learning Discipline, and Critical Thinking Skills Mohkamad Lutfi Hidayat; Masfufah Masfufah
Journal of Education and Teaching Learning Vol 8 No 3 (2026): Journal of Education and Teaching Learning (JETL) | IN PRESS
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v8i3.3792

Abstract

Student learning outcomes are often suboptimal due to inadequate internal factors, such as learning motivation, learning discipline, and critical thinking skills. Students can achieve optimal learning outcomes when these internal factors are consciously, systematically, and intentionally developed as part of their efforts to improve their learning achievement. This study aims to examine the factors that influence student learning outcomes, namely learning motivation, learning discipline, and critical thinking skills, among students at Al-Amin Islamic Senior High School, Sukodono, Sidoarjo. This study employed a quantitative approach, with data collected through questionnaire distribution, documentation of relevant documents, and direct observation at the research site. A total of 97 students constituted both the population and the sample, selected using the total sampling technique. The collected data were assessed for validity and reliability before being analyzed using multiple linear regression. Accordingly, classical assumption tests were conducted as prerequisites for the analysis. The results showed that two independent variables, namely learning motivation and critical thinking skills, had a positive and significant effect on student learning outcomes. In contrast, learning discipline did not show a significant effect on student learning outcomes.

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