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Amandemen: Journal of Learning, Teaching and Educational Studies
Published by Penerbit Hellow Pustaka
ISSN : -     EISSN : 29870038     DOI : https://doi.org/10.61166/amd.v1i1.4
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
FOCUS Amandemen: Journal of Learning, Teaching and Educational Studies provides scientific articles developed in attending through the article publications, original research report, reviews, and scientific commentaries in learning, teaching and education studies . SCOPE Amandemen: Journal of Learning, Teaching and Educational Studies encompasses research papers from researcher, academics, and practitioners. In particular, papers which consider the following general topics are invited: Learning Theory In Practice Teaching and Assessment Educational Research Innovative Methodologies In Learning E-Learning Digital Classrooms Blended Learning Social Networks And Education Classroom Management Issues Educational Case Studies Teaching Preparation and Performance Learning Processes and Learning Environments Teaching Pedagogy Management Learning and Education In Schools And Universities Teacher Professional Development Educational Leadership Curriculum Development Education Quality Computers In Educational Administration Marketing In Education E-Learning Management Organizations as Learning Communities Islamic Education Innovative Learning Techniques, Teaching and Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
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Search results for , issue "vol. 4 no. 1 (2026)" : 6 Documents clear
The Effectiveness of Simulation-Based Micro Teaching Model in Improving Students' Teaching Skills as Prospective Teachers Euis Latipah; Lisda Aulia Apriani; Silvi Sofiatul Alawiyah; Tri Fatmah Nurhalizah
Amandemen: Journal of Learning, Teaching and Educational Studies Vol. 4 No. 1 (2026): Educational and Learning Innovation
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/amd.v4i1.101

Abstract

This study investigates the effectiveness of simulation-based microteaching models in optimizing the teaching skills of students preparing to become teachers. Education is recognized as a conscious and planned effort to develop the overall potential of students, including spiritual strength, self-control, personality, intelligence, noble character, and skills that are relevant to individuals and society. In this context, the role of teachers is fundamental because they not only influence the sustainability of the education system but are also crucial in forming positive characters and triggering students' creativity. Therefore, simulation-based microteaching is present as an innovative approach that allows students to practice teaching in a controlled environment and get direct feedback for improvement. Through the literature review method, this study analyzes the concept of microteaching, the role of simulation as an effective learning strategy, and essential teaching skills for prospective teachers. The results of the literature review indicate that simulation-based microteaching is very effective in mastering teaching techniques and forming the mental, spiritual, and social readiness of prospective teachers. This method also develops the ability to guide discussions, ask critical questions, explain material in a structured manner, and vary in learning. Therefore, simulation-based microteaching is a vital strategy to prepare prospective teachers who are professional, competent, and adaptive. Through the literature review method, this study analyzes the concept of microteaching, the role of simulation as an effective learning strategy, and essential teaching skills for prospective teachers. The results of the literature review indicate that simulation-based microteaching is very effective in mastering teaching techniques and forming the mental, spiritual, and social readiness of prospective teachers. This method also develops the ability to guide discussions, ask critical questions, explain material in a structured manner, and vary in learning. Therefore, simulation-based microteaching is a vital strategy to prepare prospective teachers who are professional, competent, and adaptive.
Validity and Reliability of Civic Education Achievement Tests Among Senior Secondary School Students in Gusau Local Government Area, Zamfara State Sule Muhammad; Sheu Adaramaja Lukman
Amandemen: Journal of Learning, Teaching and Educational Studies Vol. 4 No. 1 (2026): Educational and Learning Innovation
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/amd.v4i1.109

Abstract

Assessment is a critical component of education, ensuring that intended learning outcomes are achieved and informing instructional decisions. In Civic Education, which aims to foster democratic values, civic responsibility, and national consciousness, the quality of achievement tests is particularly important. This study investigated the validity and reliability of Civic Education achievement tests among senior secondary school students in Gusau Local Government Area, Zamfara State. The study employed a descriptive survey design involving a population of 17,549 SS1–SS3 students, from which a stratified random sample of 375 students was drawn. Data were collected using a researcher-developed Civic Education Achievement Test, reviewed for content validity by experts and subjected to a pilot study to determine reliability. Descriptive statistics, including mean scores and standard deviations, were used to summarize student performance, while Content Validity Index (CVI) and Exploratory Factor Analysis (EFA) were employed to examine content and construct validity. Reliability was assessed using Cronbach’s alpha, supported by item-level analyses such as difficulty and discrimination indices. Findings revealed that all test items demonstrated strong content and construct validity, with CVI values ranging from 0.78 to 0.92 and factor loadings from 0.61 to 0.72. The Cronbach’s alpha coefficient of 0.82 indicated high internal consistency, confirming the reliability of the test. The study concluded that the Civic Education achievement test is a valid and reliable instrument for evaluating students’ knowledge and skills, and recommended that teachers adopt systematic test construction and validation practices to enhance assessment quality in Civic Education.
Implementation of Multicultural Education through the P7 Program with the Bhinneka Tunggal Ika Theme as an Effort to Strengthen Tolerant Attitudes at SMAN 3 Mataram Hijrianti Hijrianti; Igatun Haniah; Hera Sukma Rahmaniah; Hulfayatullayli Hulfayatullayli; Ida Sugiastutik; Sawaludin Sawaludin
Amandemen: Journal of Learning, Teaching and Educational Studies Vol. 4 No. 1 (2026): Educational and Learning Innovation
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/amd.v4i1.112

Abstract

This study aims to examine the process of implementing multicultural education through the P7 Program with the theme Bhinneka Tunggal Ika as an effort to strengthen students’ tolerance attitudes at SMAN 3 Mataram, as well as to identify the supporting and inhibiting factors in its implementation. This research employed a qualitative approach using a case study design. Data were collected through observation, interviews, and documentation. The research subjects consisted of P7 Program supervisors at SMAN 3 Mataram and representatives of students from grades 10, 11, and 12. The results of observations at SMAN 3 Mataram indicate that: (1) the implementation of multicultural education through the P7 Program was carried out in three stages, namely (a) planning, (b) implementation, and (c) evaluation. Overall, these stages were conducted with thorough preparation. (2) Supporting factors included (a) collaboration between teachers and students, (b) adequate facilities, and (c) the availability of school funding. Meanwhile, inhibiting factors included (a) a lack of collaboration among students and (b) low active participation from some students. (3) The impacts of the implementation were reflected in two aspects: (a) the cognitive aspect, including the development of students’ interests and talents and the improvement of students’ literacy skills, and (b) the affective aspect, including the growth of tolerance, mutual respect, strengthened social relationships, and increased cooperation among students. Overall, the P7 Program with the theme Bhinneka Tunggal Ika at SMAN 3 Mataram has proven effective as a means of strengthening multicultural education and fostering tolerance attitudes in the school environment.
Evaluating Vygotsky-Based Professional Development Models for Islamic Educators Alwy Ahmed Mohamed; Maisuna Mustapha Yahya; Muhammad Rehan Sabir
Amandemen: Journal of Learning, Teaching and Educational Studies Vol. 4 No. 1 (2026): Educational and Learning Innovation
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/amd.v4i1.114

Abstract

In light of current pedagogical and technical problems, this study tackles the growing demand for effective teacher professional development (PD) models in Islamic education. Even while teachers have a crucial role as murabbi in influencing students' intellectual, moral, and spiritual growth, many professional development programs in Islamic institutions are still content-focused and lack a solid theoretical foundation. By analyzing the applicability and efficacy of Vygotsky's social constructivist theory as a framework for teacher professional development in Islamic education, this research aims to close this gap. The study aims to evaluate how Islamic educators' pedagogical competence and reflective practice can be enhanced through Vygotsky-based professional development models, specifically focusing on the concepts of the Zone of Proximal Development, scaffolding, and social interaction. The study employs a qualitative and conceptual research approach, including thematic analysis of pedagogical practices, as well as document analysis of current professional development programs, relevant literature, and Islamic educational sources. The results show that Vygotsky-based PD models are very compatible with Islamic educational ideas, including dialogic instruction, tarbiyah gradualiyyah, and collaborative learning (halaqah). These models support learner-centered teaching methods, professional collaboration, and enhanced instructional methodologies. The conversation emphasizes how incorporating social constructivist theory into Islamic teacher preparation promotes comprehensive education based on moral and spiritual principles while also enhancing pedagogical efficacy. The study comes to the conclusion that a workable and contextually appropriate framework for improving teacher preparation in Islamic education is provided by Vygotsky-based professional development.
The Concept Of English As A Foreign Language (Efl) In The Perspective Of Language Education: A Literature Review On Learning Orientation, Classroom Practices, And AI Technology Integration In Indonesia Fauzen Fauzen; Wildona Zumam
Amandemen: Journal of Learning, Teaching and Educational Studies Vol. 4 No. 1 (2026): Educational and Learning Innovation
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/amd.v4i1.115

Abstract

This study aims to map the conceptual developments and key issues in English as a Foreign Language (EFL) learning from a language education perspective, particularly in the Indonesian context, which is increasingly influenced by the dynamics of English as a Lingua Franca (ELF), bilingual language practices in the classroom, demands for strengthening 21st-century competencies, and the accelerated use of artificial intelligence (AI) technologies such as ChatGPT. The research uses a qualitative approach with a literature study design through content analysis and thematic synthesis of selected literature from the period 2022–2025. The synthesis results show five main themes: (1) reorientation of EFL objectives towards cross-variety communication and ELF awareness; (2) negotiation of the medium of instruction and use of L1 in EFL classrooms; (3) dimensions of values and character in teaching materials; (4) the quality of academic interaction through linguistic politeness; and (5) the integration of multimodal media and AI (including ChatGPT), which presents opportunities for personalized learning as well as ethical and pedagogical risks. The findings confirm that a contextual understanding of EFL must be supported by micro-pedagogical policies in the classroom, the strengthening of digital literacy and AI, and learning designs that continue to place communicative goals, critical thinking, and character building as core outcomes. This study contributes to providing a conceptual map that can be used as a reference for curriculum development, teacher training, and the EFL research agenda in Indonesia.
Investigating the Challenges Faced by Semester Six Students in Learning English Syntax: A Case Study at Ibn Tofail University, Morocco Rachida M'chaar; Abderrazak El Kemma; Bendaoud Nadif
Amandemen: Journal of Learning, Teaching and Educational Studies Vol. 4 No. 1 (2026): Educational and Learning Innovation
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/amd.v4i1.116

Abstract

This study examines the challenges faced by sixth-semester students at Moroccan Public University in learning English syntax. Syntax, as a key area of linguistics, is crucial for understanding sentence structure and grammatical accuracy. Despite its importance, students often struggle due to the abstract concepts, specialized terminology, and fast instructional pace. Utilizing a mixed-methods approach with questionnaires and open-ended questions, the study involved 104 students from the English department . The findings reveal significant obstacles such as weak foundational knowledge, limited practical exercises, and the complexity of syntactic theories. In particular, mastering X-bar theory is challenging; common errors include confusing complements, adjuncts, and specifiers when assigning roles within the hierarchical tree structure. Additionally, students find it difficult to comprehend how auxiliaries move within the tree and how transformations like T-to-C movement function derivationally. The cognitive load increases as learners navigate layered projections (X, X′, XP) and distinguish between constituents, especially when movement disrupts the expected linear order. These results highlight the need for learner-centered teaching strategies that simplify and actively engage students with complex syntactic topics such as X-bar theory and syntactic movement, aiming to improve learning outcomes in syntax.

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