cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Roslina
Contact Email
jteusnsj@gmail.com
Phone
+628114096507
Journal Mail Official
jteusnsj@gmail.com
Editorial Address
Jl. Pemuda No.339
Location
Kab. kolaka,
Sulawesi tenggara
INDONESIA
Journal of Teaching and Education
Published by Universitas Sembilanbelas November Kolaka
ISSN : -     EISSN : 29635667     DOI : 10.31327/jte
Core Subject : Education,
Education Mathematics Other
Journal of Teaching and Education is oriented to reguler publishing of research in the areas of teaching and education. This journal is a Blind Peer Review that applies an Open Journal System (OJS). This journal is a sub-institution of the Universitas Sembilanbelas November Kolaka.
Arjuna Subject : Umum - Umum
Articles 59 Documents
 2   3   4   5   6 
Enhancing Early Childhood Art Ability Through Natural Material Collage Activities at TK Islam Raudhatul Jannah Erlika Elga, Shally
Journal of Teaching and Education Vol 4, No 1 (2025): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v4i1.2597

Abstract

This classroom action research (CAR) aims to describe the improvement of early childhood art skills, especially collage skills, through the use of natural materials at Raudhatul Jannah Islamic Kindergarten. The background of the problem shows low art skills as reflected in the average precycle score of 50.00% with a suboptimal level of development. The subjects of the study were 15 children (8 boys and 7 girls) from Group A of Raudhatul Jannah Islamic Kindergarten in the 2025/2026 academic year. This study was conducted in two cycles, where each cycle consisted of planning, action implementation, observation, and reflection. Data collection instruments were observation sheets and documentation of work results. The results of the study showed a significant increase from each cycle. In Cycle I, the percentage of completion reached 66.67%, but the target success indicator (80%) had not been achieved. After improvements were made in Cycle II, the percentage of completion increased sharply to 93.33%. This improvement demonstrates that gluing activities using natural materials (such as dried leaves, seeds, and twigs) are effective as a learning strategy for developing art and fine motor skills in early childhood. This study recommends that early childhood education teachers integrate natural materials as the primary medium in art instruction
IMPROVING EARLY CHILDHOOD'S ABILITY TO RECOGNIZE THEIR IDENTITY THROUGH THEMATIC LEARNING ON "SELF" Khabibatul, Muniroh
Journal of Teaching and Education Vol 4, No 1 (2025): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v4i1.2598

Abstract

Study This aim For increase ability child age early Group A at RA Al-Ittihad Poncol in know identity self through application of learning models Thematic with theme "Myself " . The background of this study is the finding that most children aged 3-4 years in the class still have difficulty stating their complete personal identity (full name, age, gender, parents' names) and lack confidence in expressing themselves. The study was conducted in two cycles, where each cycle consisted of planning, action implementation, observation, and reflection. The research subjects were 16 children in Group A. Data collection techniques used observation with checklists, anecdotal notes, and documentation. The results of the study showed a significant increase from the initial condition to the end of the cycle. In the initial condition, the ability to recognize children's self-identity was relatively low. After the implementation of Cycle I, there was an increase where most children began to be able to state basic identities, but still needed help and there was a feeling of shame. In Cycle II, after actions that emphasized self-exploration and emotional expression (such as reflecting and telling stories), almost all children showed the ability to recognize their self-identity independently (reaching the expected success limit), as well as significant improvements in fine motor and social-emotional aspects. It is concluded that Thematic Learning with the theme "Self" is effective and relevant as a strategy to develop self-concept and self-confidence in early childhood.  
IMPROVING LITERACY (READING) SKILLS THROUGH THE USE OF PICTURE STORY BOOKS IN KINDERGARTEN Mela, Ariyani
Journal of Teaching and Education Vol 4, No 1 (2025): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v4i1.2599

Abstract

This study aims to improve literacy (reading) skills of early childhood through the use of picture story books in ABA Jragan Kindergarten, Bantul, Yogyakarta. This type of research is Classroom Action Research (CAR) which is carried out in two cycles with the stages of planning, action, observation, and reflection. The research subjects consisted of 11 children in group B (7 boys and 4 girls) aged 5–6 years. Data collection techniques include observation, interviews, and documentation. The results of the study indicate that the use of picture story books can improve children's literacy skills, as indicated by an increase in the 'very well developed' category from 36% in cycle I to 64% in cycle II. Picture story books media help children understand the content of the reading, actively ask questions, and are able to retell the content of the story. Thus, the use of picture story books is proven effective in increasing reading interest and literacy skills of early childhood.
The Use of Audio-Visual Methods to Improve Language Development of Children with Speech Delay Aged 5–6 Years: A Classroom Action Research in Early Childhood Education Yuli, Rusita
Journal of Teaching and Education Vol 4, No 2 (2025): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v4i2.2676

Abstract

This study aims to improve the language development of children with speech delay aged 5–6 years through the implementation of audio-visual learning methods in early childhood education. Language development is a fundamental aspect of early childhood growth and serves as a foundation for cognitive, social-emotional, and academic development. However, some children experience speech delay, which may hinder their ability to communicate effectively. This research employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were two children aged 5–6 years identified as experiencing speech delay at PAUD Mentari Bengalon. Data were collected through observation checklists based on developmental indicators and analyzed descriptively using percentage improvements across cycles. The findings indicated a consistent increase in children’s language development from the pre-cycle stage to Cycle I and Cycle II. The use of audio-visual media, such as instructional videos and picture cards, was found to enhance children’s vocabulary acquisition, pronunciation, attention, and motivation to participate in learning activities. The study concludes that audio-visual methods are effective in supporting language development in children with speech delay and recommends their integration into inclusive early childhood learning practices.
Improving Students’ Learning Activeness and Achievement through the Two Stay Two Stray Learning Model Integrated with Group Guidance Ika, Novrina
Journal of Teaching and Education Vol 4, No 2 (2025): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v4i2.2677

Abstract

Learning activeness and academic achievement are essential indicators of successful instructional processes. However, many junior high school students still demonstrate low participation and limited engagement during classroom learning activities, which negatively affects their learning outcomes. This study aims to improve students’ learning activeness and academic achievement through the implementation of the Two Stay Two Stray (TSTS) learning model integrated with group guidance. This research employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were students of class VIII at SMP Negeri 29 Rumbia in the academic year 2024/2025. Data were collected through classroom observations, learning achievement tests, and documentation. Quantitative data were analyzed using percentage analysis, while qualitative data were analyzed descriptively to support the quantitative findings. The results revealed a significant improvement in students’ learning activeness and academic achievement. Students’ activeness increased from 59.67 in Cycle I to 84.94 in Cycle II. In addition, students’ learning achievement improved from an average score of 67.18 in Cycle I to 81.32 in Cycle II. The percentage of students achieving mastery learning also increased from 54.84% to 70.97%. These findings indicate that the integration of the Two Stay Two Stray learning model with group guidance effectively enhances students’ engagement and learning outcomes.  Therefore, it can be concluded that the application of cooperative learning models supported by group guidance is an effective strategy to improve students’ learning activeness and academic achievement. This approach is recommended for teachers seeking to create a more interactive, student-centered, and meaningful learning environment.
Improving Students’ Learning Outcomes in Science through the Implementation of Problem-Based Instruction Majenun, Majenun
Journal of Teaching and Education Vol 4, No 2 (2025): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v4i2.2678

Abstract

Learning outcomes in science subjects are strongly influenced by the learning strategies implemented in the classroom. However, many students still experience difficulties in understanding scientific concepts due to passive learning environments and limited student engagement. This study aims to improve students’ learning outcomes in science through the implementation of the Problem-Based Instruction (PBI) model. This research employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were students of Grade VII at SMP Negeri 27 Rarowatu Utara during the academic year 2024/2025. Data were collected through observation, learning achievement tests, and documentation. The collected data were analyzed using descriptive quantitative and qualitative techniques. The results indicated a significant improvement in students’ learning outcomes after the implementation of the Problem-Based Instruction model. In Cycle I, students’ learning achievement showed moderate improvement, while in Cycle II, students demonstrated higher mastery of the learning material and increased active participation during the learning process. These findings indicate that Problem-Based Instruction effectively enhances students’ understanding, engagement, and critical thinking skills in science learning. Therefore, it can be concluded that the implementation of Problem-Based Instruction contributes positively to improving students’ learning outcomes and creating a more meaningful and student-centered learning environment.
Exploring Pre-Service Teachers’ Satisfaction in a Virtual International Internship Program in Thailand Tri, Ardiyansah Yuli; Riska, Batubara Widiyanita; Khilyatul Prativi, Auliya
Journal of Teaching and Education Vol 4, No 2 (2025): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v4i2.2682

Abstract

In recent years, the rapid advancement of digital technology has encouraged many educational institutions to transform their teaching and learning processes into online learning. At the University of Muhammadiyah Gresik (UMG), one of the focuses of this transformation is teaching practice. UMG provides students with an opportunity to enhance their teaching skills by joining the International Internship Program in Thailand. The essence of the program is to give students experiences as Pre-Service Teachers in teaching English to elementary school students. However, due to the shift to online learning, the program was conducted virtually. Despite this adjustment, preservice teachers found it challenging to carry out their teaching practice effectively. This research focused on analyzing pre-service teachers’ satisfaction toward the online learning process. The researchers distributed a survey to 11 (eleven) pre-service teachers enrolled in the international internship program. Five indicators were used in the survey: (1) instructor-to-student interaction, (2) affordances, (3) institutional support, (4) student-to-student interaction, and (5) course design and technical development. Based on the results, it was found that the institution provided full support to the pre-service teachers, which led to their satisfaction with the assistance. However, in general, the pre-service teachers were not satisfied with the overall online learning process. The main problems occurred in the areas of interaction, affordances, course design, and technical development.
Improving Elementary Students’ Mathematics Learning Outcomes on Fraction Operations through the Course Review Horay Learning Model Dona, Yuliandra
Journal of Teaching and Education Vol 4, No 2 (2025): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v4i2.2681

Abstract

This study aimed to improve students’ mathematics learning outcomes on fraction operations through the implementation of the Course Review Horay (CRH) learning model. The research was conducted as Classroom Action Research (CAR) involving students of an elementary school class. The study was carried out in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through learning outcome tests, observation sheets, and documentation. Quantitative data were analyzed by calculating the percentage of students’ learning mastery, while qualitative data were analyzed descriptively to describe students’ learning activities and classroom conditions. The results showed a significant improvement in students’ learning outcomes after the implementation of the CRH learning model. In the first cycle, students’ learning mastery had not yet met the predetermined criteria, indicating the need for instructional improvement. After revising the teaching strategy in the second cycle, students’ participation increased, learning activities became more interactive, and the percentage of students achieving mastery learning improved significantly. These findings indicate that the Course Review Horay learning model effectively enhances students’ understanding of fraction operations and creates an enjoyable learning atmosphere. Based on the results, it can be concluded that the Course Review Horay model is effective in improving mathematics learning outcomes and students’ engagement in elementary school mathematics learning. Therefore, this model is recommended as an alternative instructional strategy to support active and meaningful learning.
The Use of Storybook to Improve the Grasp and Pronunciation of Action Words in Primary ESL Classroom Abu, Abbas Nurain; Kee, Li Li
Journal of Teaching and Education Vol 4, No 2 (2025): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v4i2.2693

Abstract

The purpose of this action research was to investigate the use of storybooks to enhance the vocabulary and pronunciation skills of Year 4 pupils in primary ESL classroom, while also improving the teaching practices of the researcher. The data collection methods included pre- and post-action tests, semi-structured interviews, and observations, with data revision conducted through the triangulation method. The findings indicated that the implementation of storybooks positively impacted the pupils’ vocabulary and their ability to correctly pronounce action words. The researcher was also able to improve her teaching practices to better facilitate her pupils’ vocabulary development, particularly in the area of action words.

Page 6 of 6 | Total Record : 59

 2   3   4   5   6 

Filter by Year

2022 2025


Reset
Filter By Issues
All Issue Vol 4, No 2 (2025): Journal of Teaching and Education Vol 4, No 1 (2025): Journal of Teaching and Education Vol 3, No 1 (2024): Journal of Teaching and Education Vol 2, No 2 (2023): Journal of Teaching and Education Vol 2, No 1 (2023): Journal of Teaching and Education Vol 1, No 2 (2022): Journal of Teaching and Education Vol 1, No 1 (2022): Journal of Teaching and Education