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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 44 Documents
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Effectiveness of Group Discussion Method to Improve 21st Century Learning Skills of Elementary School Students Jihan Deana Safitri; Yosi Gumala
Amandemen: Journal of Learning, Teaching and Educational Studies Vol. 3 No. 1 (2025): Educational and Learning Innovation
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/amd.v3i1.77

Abstract

This study explores the effectiveness of group discussion methods in enhancing students' learning outcomes, critical thinking skills, and communication abilities across various educational levels. Through group discussions, students engage directly with classmates, not only improving material comprehension but also developing collaboration skills and an appreciation for diverse perspectives. The findings show that this method positively impacts students' understanding, both in social and exact sciences. The success of group discussion largely depends on active student involvement and teachers’ facilitation skills. Although effective, implementing this method requires careful planning and an active teacher role to address challenges such as unequal student participation and the need for relevant material preparation. By overcoming these challenges, group discussions can become a learning approach that deeply engages students while building critical and collaborative skills essential for their future.
Enhancing English Speaking Skills Via Reading Among Second Language Learners Aatham Lebbei Faheema Jahan; Mohamed Jabeer Fathima Sujani
Amandemen: Journal of Learning, Teaching and Educational Studies Vol. 3 No. 1 (2025): Educational and Learning Innovation
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/amd.v3i1.80

Abstract

This study aims to improve students' speaking skills through reading at KM/STR Muslim Madhya Maha Vidyalaya.Twenty Five students in the 12A Arts class participated in this study. Students had problems in speaking due to inadequate knowledge of the language which in turn made the students felt unconfident to speak. And the students were not familiar with various speaking activities facilitating them to speak. They read text to convey ideas and a lack of strategies when speaking. To help the students, an intervention plan was implemented during the period. The data were taken from the results of the pre-test, post-test and interview. The pre-test marks shows the level of the speaking before the implementation of teaching process. And the post-test marks shows the level of the students after the implementation plan. The findings reveal that the implementation of intervention plan helped the students improve their speaking skills of two indicators assessed: vocabulary and comprehension. The students reading and speaking capacity have been developed by 56.75% than the pre-test. Students manage to complete the tasks by conducting various activities during the teaching learning process. They succeed in improving their speaking skills and gaining their confidence. The students can evaluate their learning in pairs and group works.  
Tracing the Existence of Education and Training Participants Mokhlis; Heni Listiana; Hamdani; Nuri Wahda Salsabila Usmany
Amandemen: Journal of Learning, Teaching and Educational Studies Vol. 3 No. 1 (2025): Educational and Learning Innovation
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/amd.v3i1.81

Abstract

Education and training participants are an image where a person has changes after attending the training itself. This can be pursued with the abilities managed by the teacher according to their field of competence, because the teacher's task is not only about thinking about how the material is delivered, but also how the material provided can be influence the productivity of training participants. The objectives of this research are three things, 1) knowing the participants' expectations, 2) knowing the encouragement and motivation, and 3) knowing the performance and learning patterns of the training participants. This research uses the library research method, the primary source comes from a study of the existence of educational training participants, while the secondary data source comes from the same study or is related to this research, whether in the form of books, journals, articles, theses and other literature. . The results of this research are that: 1) the expectations of training participants can be grouped into three, namely expectations, values ​​and relationships. 2) The participants' encouragement and motivation are divided into three, namely the desire to know/learn, the need to learn and the desire for future goals. 3) Changes in participants' performance can be seen from three things, namely response, change and results.
The Role of Teachers in Implementing Process of Inclusive Education in Batticaloa District Schools K. Abilash; N. Mahthi Hassan
Amandemen: Journal of Learning, Teaching and Educational Studies Vol. 3 No. 1 (2025): Educational and Learning Innovation
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/amd.v3i1.82

Abstract

Inclusive education is considered unique in each country. However, implementation of inclusive education and related policies in developing countries like Sri Lanka is difficult. Therefore, this study aims to ensure the quality of teaching in the future by knowing the role of teachers in the implementation of inclusive education, especially in Batticaloa. Explored the strengths, weaknesses and challenges in implementing inclusive education within public schools in Batticaloa District. Among them, 05ADS/ISA(SNE), 05principals, 120class teachers, 300subject teachers, 150students and 75parents were selected based on purposive sampling and stratified random sampling. Questionnaires, interviews and documents were used as data collection tools to get information from them. Also, data was collected through group discussion with subject teachers. Data analysis was done using SPSS software. Reinforcement of appropriate practices, parental support, peer-teacher-student interaction, teacher skills, teaching methods, curriculum adaptation, assessment and student achievement, community and government approach, classroom technique, resource allocation, teacher's role in relation to Individualized Education Plan (IEP) were also discussed. The study also suggested that future research solutions should focus on the role of teachers in school-level IE policy formulation, infrastructure development, financial allocation and resource management.
Communication as a Pillar of Educational Administration: Challenges and Solutions in the Digital Era Lingga Karunia Ilahi; Raffly Gilang Ramadhan
Amandemen: Journal of Learning, Teaching and Educational Studies Vol. 3 No. 1 (2025): Educational and Learning Innovation
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/amd.v3i1.86

Abstract

Educational administration is a crucial element in the success of the education system, serving to manage human and material resources to achieve educational goals. In the digital era, communication challenges in educational administration have become increasingly complex due to the digital divide, resistance to change, and the need for data security and privacy. This study aims to explore communication challenges in educational administration in the digital era and propose strategies to overcome these barriers. The approach used is a literature study with inductive analysis of relevant literature. The research findings indicate that the digital divide, information complexity, and resistance to change are the main obstacles in educational communication. Additionally, the use of digital platforms poses data security risks that require special attention. The proposed strategies include developing digital competencies through training, utilizing effective communication platforms, implementing data security policies, and fostering a culture of open communication. By applying these strategies, educational institutions are expected to optimize digital communication to support the success of educational administration in the modern era.
Enhancing Reading Comprehension Through Strategic Reading Approaches Among Second Language Learners R. Fathima Shirafa; M.J.F Sujani; M.R Rishad Muhammed; MB Nowzath
Amandemen: Journal of Learning, Teaching and Educational Studies Vol. 3 No. 1 (2025): Educational and Learning Innovation
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/amd.v3i1.87

Abstract

This research investigates strategies to enhance reading comprehension among second language learners, specifically focusing on grade six students at KM/STR/ Muslim Madya Maha Vidyalaya. Many students struggle with reading comprehension, leading to low academic performance and a negative attitude toward English learning. The study aims to identify effective reading strategies that can improve students' understanding, motivation, and confidence in reading.A mixed-method approach was used, incorporating both qualitative and quantitative data collection. The research involved pre-tests, post-tests, questionnaires, mind-mapping activities, and observations. Findings revealed that students initially had limited knowledge of reading strategies and faced difficulties in understanding text meaning. However, after introducing seven specific reading strategies, students showed significant improvement in their ability to analyze texts, predict meanings, and develop critical thinking skills. The study highlights the importance of integrating structured reading strategies in teaching methodologies. Recommendations include using visualization techniques, audio formats, and interactive discussions to make reading a more engaging experience. The findings suggest that developing a habit of reading, increasing metacognition skills, and expanding knowledge of various genres can further enhance comprehension levels. Ultimately, this research contributes valuable insights into improving second-language reading education through targeted interventions.
Pedagogical Training in Kurdistan: A Critical Analysis of Present Challenges Zhilwan Tahir; Reben Ramadhan Saleh; Shan Fadhil; Chovin Awat; Shakar Ibrahim
Amandemen: Journal of Learning, Teaching and Educational Studies Vol. 3 No. 1 (2025): Educational and Learning Innovation
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/amd.v3i1.97

Abstract

This study focuses on the institutional and structural pedagogical barriers exacerbating the inefficiency of teacher training programs in the Kurdistan Region of Iraq. With attempts to reform policies and improve pedagogical advances, the system remains stagnant due to perpetual underfunding, outdated syllabi, excessive student numbers in classrooms, poorly supervised teaching practice placements, and inadequate evaluation processes. Further, the study addresses gaps in credentialing systems, pedagogical frameworks not tailored to local cultures, and a pervasive deficiency of pedagogy experts. This paper seeks to portray the systemic barriers to adequate teacher preparation using a qualitative, interpretive methodology based on empirical observation and policy scrutiny. It advocates for contextually differentiated pedagogical changes that adapt to the local structural context while recognizing the framework. Enhancing prior learning assessments and instructional delivery also has relevance. Emphasizing the need to reform education strategies not based on borrowed frameworks will position the regions and global debates on the education gap issues in the educational context of the proposed findings.
Application of the Talking Stick Technique Question and Answer Method to the Learning Outcomes of Intensive Grade 1 Female Students at TMI Al Amien Prenduan Sumenep-Madura Musleh Wahid; Nurlaila
Amandemen: Journal of Learning, Teaching and Educational Studies Vol. 3 No. 2 (2025): Educational and Learning Innovation
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/amd.v3i2.98

Abstract

This research is motivated by the decline in learning outcomes of intensive class 1 students at TMI Al Amien Prenduan, the purpose of this study was to determine the effect of the Talking Stick question and answer learning method on student learning outcomes in the materials of tamrin, nushus, fiqh and aqoid. This research is a quantitative research with a quasi-experimental method of nonequivalent posttest only control group design. The sampling technique used in the study used random sampling taking 38% of the population, so that class 1 Intensive A was obtained as an experimental class consisting of 22 students and class 1 Intensive B as a control class consisting of 21 students with a population of 117 students. The results of this study indicate that there is a significant influence between student learning outcomes with the application of the Talking Stick question and answer method (experimental group) and student learning outcomes that are not applied to the Talking Stick question and answer method (control group). Thus the working hypothesis is accepted and the null hypothesis is rejected, namely that there is a significant difference between the learning outcomes of the experimental group and the control group.
Social Science Education Critical Model according to Jurgen Habermas (Critical Theory) Racha Suheib Achmad
Amandemen: Journal of Learning, Teaching and Educational Studies Vol. 3 No. 2 (2025): Educational and Learning Innovation
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/amd.v3i2.99

Abstract

Social science is a branch of science that studies the relationship between humans and their environment, society, and the interactions within it. Understanding the relationship between humans and the social sciences is necessary to achieve a better standard of living. Because humans play an important role in the development of social sciences. The purpose of social sciences is to explain the phenomena of both cooperation and conflict that exist in society. In this case, a structural approach is taken in considering and classifying the various domains involved in the social sciences. Social forces that play a role in the development of social theory. In the history of its development, social sciences are described as how the emergence of social change in Europe in the form of the industrial revolution in England and the social revolution in France in the 19th and 20th centuries accelerated the emergence of social sciences. . explains what the Industrial Revolution was not a single event but a series of interrelated developments that led to the transformation of the Western world from an agricultural to an industrial system. Many people left agriculture for industrial jobs provided by growing factories.
Efforts to Increase Student Learning Motivation Through the Use of Interactive Learning Media Eli Mulyani Julaeha; Septi Ernawati; Moh Farid Yusup; Ending; Dede Setiawan
Amandemen: Journal of Learning, Teaching and Educational Studies Vol. 3 No. 2 (2025): Educational and Learning Innovation
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/amd.v3i2.100

Abstract

This study aims to explore the impact of interactive learning media on student motivation at MA Alhidayah. The research was conducted in two cycles, each comprising planning, implementation, observation, and reflection phases. The results revealed that the initial use of conventional methods showed low student motivation, with only 30% meeting the minimum criteria for mastery. In Cycle I, interactive media such as Quizizz and animated videos were implemented, leading to a significant improvement in motivation and participation, with 70% achieving mastery. The second cycle further refined the approach by introducing creative projects and more interactive strategies, resulting in a significant increase in motivation and academic achievement. By Cycle II, 100% of the students reached the minimum mastery criteria, and motivation increased to 92.5%. The study concludes that interactive learning media, when combined with appropriate teaching strategies, can significantly enhance student motivation and learning outcomes. This finding has practical implications for the use of interactive media in similar educational settings, particularly in integrating religious values with modern learning tools.

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