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Muhammad Aditya Firdaus
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JOTTER
Published by Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung
ISSN : -     EISSN : 30254817     DOI : -
Core Subject : Education,
Education Other
JOTTER: Journal of Teacher Training and Education Research publishes original research and review articles, including field research pertinent to the method and practice of teaching, education, especially as an academic subject or theoretical concept within the context of pre-service or in-service teacher development. Papers that address the connections between reflection, knowledge, and practice, critical analyses of particular programs, development initiatives, technology, assessment, and policy matters, as these topics relate to the main focuses of the journal, are welcome. JOTTER: Journal of Teacher Training and Educational Research is published by Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung. The journal is published three times a year, in Agustus, Desember, and April.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 67 Documents
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Deep Learning Based Islamic Religious Education Curriculum Development: A Madrasah Case Study Desyana Nurlatipah; Imas Masruroh Imtihanah; Nurhayati; Vanisa Camila; Kewulere Adam Olasunkanmi
Journal of Teacher Training and Educational Research Vol. 4 No. 1 (2026): August 2026
Publisher : Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71280/jotter.v4i1.613

Abstract

Curriculum development in Islamic Religious Education (PAI) is an important component in supporting the implementation of the Merdeka Curriculum and the integration of the Deep Learning approach in madrasahs. This study aims to analyze the development and implementation of a PAI curriculum based on the Deep Learning approach, identify supporting and inhibiting factors, and formulate a case-derived provisional framework for curriculum development. A qualitative case study was conducted at MTs Ma’arif An-Naura, Paseh District, Bandung Regency, West Java, Indonesia, with data collected from May to June 2026. The participants consisted of the Vice Principal for Curriculum Affairs, two PAI teachers, and three students representing Grades VII, VIII, and IX. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that curriculum development involved student needs analysis, curriculum planning, integration of the Deep Learning principles, learning implementation, assessment, and curriculum evaluation and continuous improvement. The implementation of mindful, meaningful, and joyful learning was supported by institutional leadership, teacher collaboration, student participation, learning resources, and professional development, while differences in students’ characteristics and abilities, limited instructional time, and the need for continuous teacher development presented challenges. Based on the empirical findings, the study formulates a case-derived provisional framework consisting of six interconnected stages: student needs analysis, curriculum planning, integration of mindful–meaningful–joyful learning, learning implementation, assessment, and evaluation and continuous improvement. The framework positions curriculum development as the foundation for implementing Deep Learning in PAI
Evaluation of the Application of Genially Assisted Problem-Based Learning, and Critical Thinking Profiles of Junior High School Students Novita R Gama; Ritin Uloli; Abdul Haris Odja; Dewi Diana Paramata; I Made Hermanto
Journal of Teacher Training and Educational Research Vol. 4 No. 1 (2026): August 2026
Publisher : Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71280/jotter.v4i1.614

Abstract

Critical thinking is an essential competency in 21st-century science learning. Problem-Based Learning (PBL), supported by interactive digital media such as Genially, can provide opportunities for students to engage with contextual problems, investigate information, discuss alternatives, and evaluate solutions. This study aimed to evaluate the implementation of Genially-assisted PBL in temperature and heat learning and to describe students’ critical thinking profiles based on five Ennis indicators. A sequential explanatory mixed-methods design was employed, with descriptive quantitative data as the primary strand and semi-structured interviews as supporting qualitative data. The participants were 30 seventh-grade students at SMP Muhammadiyah Batudaa, comprising 16 students in the PBL–Genially class (VII-A) and 14 students in the regular class (VII-B). Data were collected using a 10-item essay test administered as a pretest and posttest and a 25-question semi-structured interview. The intervention was conducted over three meetings, each lasting 2 × 40 minutes. Quantitative data were analyzed descriptively, while interview data were analyzed thematically and integrated with test results through triangulation. The mean critical thinking score in the PBL–Genially class increased from 4.50 to 22.93, whereas the regular class increased from 2.35 to 8.28. Interview findings indicated that students benefited from visual and interactive learning experiences but still struggled to provide evidence-based explanations, draw conclusions, connect concepts with scientific mechanisms, and select appropriate problem-solving strategies. The findings suggest that Genially-assisted PBL can support critical thinking development when accompanied by systematic scaffolding, guided questioning, argumentation practice, and feedback. These results highlight the importance of structured instructional support during implementation.
Development of Science Learning Media Using the Smart Apps Creator Application in Solar System Materials for Junior High School Andini; Mursalin; Nova Elysia Ntobuo; Tirtawaty Abdjul; Ritin Uloli
Journal of Teacher Training and Educational Research Vol. 4 No. 1 (2026): August 2026
Publisher : Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71280/jotter.v4i1.615

Abstract

Science learning in junior high school is still dominated by lecture methods with limited use of learning media, so that students tend to be passive and have difficulty understanding abstract material, especially in the Solar System material. Therefore, this study aims to develop science learning media using the Smart Apps Creator application on Solar System materials that meet valid, practical, and effective criteria. This research is a research and development using the ADDIE model which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The subjects of the study were 37 students in grade VII of junior high school. The research instruments include validation sheets, observation sheets on learning implementation, student response questionnaires, observation sheets for student activities, and learning outcome tests. The results of the study showed that the learning media developed met the valid criteria with a media validation percentage of 91.25%, modules of 97.32%, teaching materials of 96.59%, LKPD of 94.32%, and learning outcome tests of 98.61%. The practical aspect was shown by the implementation of learning by 95.24% in the very good category and the response of students of 89% in the very good category and 11% in the good category. The effectiveness aspect was shown through the activities of students who were in the very good category and an increase in learning outcomes with an average pretest score of 63.65%, posttest of 86.62%, and an N-gain value of 0.66 in the medium category. 
HCAI-Based Adaptive Merdeka Learning: A Needs Analysis for 21st-Century Competencies. Irawati; Adi Fitra Andikos; Mohd Zuwairi Mat Saad
Journal of Teacher Training and Educational Research Vol. 4 No. 1 (2026): August 2026
Publisher : Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71280/jotter.v4i1.616

Abstract

Educational transformation in the Society 5.0 era requires the implementation of the Merdeka Curriculum supported by Artificial Intelligence (AI) to strengthen 21st-century competencies. Although teachers demonstrate positive attitudes toward AI, its use remains largely limited to administrative tasks rather than supporting adaptive, data-driven learning. This study aimed to conduct a needs assessment for developing the Adaptive Merdeka Learning (AML) model by integrating the Merdeka Curriculum, Human-Centered AI, Adaptive Learning, Learning Analytics, and Competency-Based Education. The study represents the first phase of Design-Based Research (DBR) using a descriptive quantitative approach. The research was conducted in vocational high schools in West Sumatra, Indonesia, selected purposively based on their implementation of the Merdeka Curriculum, AI readiness, differentiated learning practices, and learning analytics capacity. Participants included school principals, teachers, and students. Data were collected through questionnaires, observations, semi-structured interviews, and document analysis. Instrument validity and reliability were established using Aiken's V and Cronbach's Alpha, respectively. The findings indicate that teachers have a good understanding of the Merdeka Curriculum and positive perceptions of AI; however, challenges remain in implementing differentiated instruction, AI-supported diagnostic assessment, personalized learning, and learning analytics. These findings reveal a gap between current instructional practices and the pedagogical demands of the Merdeka Curriculum. The study concludes that the development of the Adaptive Merdeka Learning (AML) model is essential to support learner-centered, AI-enhanced education and strengthen 21st-century competencies. 
The Implications of ‘Abdus Ṣamad al-Falimbānī’s Sufi Thought for Santri Moral Education in Pesantren Muhamad Rif'at Syadli; Supiana; Adang Hambali; Ajid Thohir
Journal of Teacher Training and Educational Research Vol. 4 No. 1 (2026): August 2026
Publisher : Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71280/jotter.v4i1.617

Abstract

Modern education often separates academic mastery from character formation, a profound challenge that also impacts Islamic boarding schools (pesantren). This qualitative field study explores the Sufi thought of 'Abdus Ṣamad al-Falimbānī in his classical work, Sayr al-Sālikīn ilā 'Ibādat Rabb al-'Ālamīn, and its implications for santri moral education at Pesantren Baiturrahman and Pesantren Darussalam, Bandung Regency. Data collected via textual analysis, observation, and interviews reveal that al-Falimbānī’s core concept of tazkiyat al-nafs (soul purification) offers a progressive framework across seven levels of the nafs. In practice, this framework is operationalized through textual study, exemplary teaching, habituation to worship, and muḥāsabah (self-reckoning). This structured approach fosters enhanced self-awareness, emotional regulation, and social concern among santri. The study concludes that integrating al-Falimbānī’s classical Sufi psychology with institutional habituation provides a highly relevant, comprehensive model for contemporary pesantren-based moral education.
Authentic Canteen Transactions To Improve Money-Value Equivalence In A Phase C Student With Intellectual Disability Amalia Birahmatika; Lilis Suwandari
Journal of Teacher Training and Educational Research Vol. 4 No. 1 (2026): August 2026
Publisher : Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71280/jotter.v4i1.618

Abstract

Phase C students with intellectual disability often struggle to understand money-value equivalence, a functional skill essential to independence in everyday transactions, because conventional instruction has not linked the material to real experience. This study examines the effect of contextual learning (CL) on improving the understanding of money-value equivalence in a Phase C student with an intellectual disability at SLB BC Murni, Bandung. The method used was single subject research with an A1-B-A2 design. Data were collected through a rubric-based performance test covering seven ability aspects and analysed using visual analysis within and between conditions. The results show that the subject's initial ability at baseline-1 was 52.4%, rising consistently to 61.9%, 81.0%, and 90.5% across the three intervention sessions, and reaching 100% at baseline-2 after the intervention was withdrawn, with a Percentage of Non-overlapping Data (PND) of 100%, indicating a highly effective intervention. The novelty of this study lies in separating the construct of denomination recognition from that of money-value equivalence, and in the use of an authentic transaction context rather than a classroom simulation, so that the skill is formed without an additional generalisation stage. The study concludes that contextual learning through graduated authentic shopping activities effectively improves and maintains the understanding of money-value equivalence in a Phase C student with an intellectual disability in a meaningful and applicable manner.
Analysis of Assemblr Edu Media Use in Pre Reading Instruction Phase A Students with Intellectual Disabilities Septi Ernawati; Dwi Endah Pertiwi
Journal of Teacher Training and Educational Research Vol. 4 No. 1 (2026): August 2026
Publisher : Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71280/jotter.v4i1.619

Abstract

Pre-reading is the foundational ability students must develop before entering formal reading instruction, yet Phase A students with intellectual disabilities frequently struggle to recognize letter symbols, distinguish visually similar letters, and connect letters with their sounds; prior studies of Augmented Reality media have measured learning outcomes but have not described how such media are actually used in special education classrooms. This study aims to describe the use of Assemblr Edu, an Augmented Reality application that presents material concretely and interactively, in pre-reading instruction, the pre-reading skills students demonstrate while learning with it, and the factors supporting and inhibiting its implementation among Phase A students with intellectual disabilities at SLB Negeri Langensari. The study employed a qualitative descriptive approach involving one classroom teacher and two students selected purposively. Data were collected through observation, interviews, performance assessment, informal tests, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, comprising data reduction, data display, and conclusion drawing and verification. Data trustworthiness was maintained through technique triangulation, source triangulation, and member checking. The findings show that students displayed better attention, engagement, and persistence during instruction with Assemblr Edu. Development was evident in recognizing vowel and consonant letters, imitating syllable sounds, and matching pictures to initial letters, although distinguishing visually similar letters remained difficult. Supporting factors comprised teacher competence, simple instructions, and appealing AR visualization, whereas inhibiting factors comprised unstable internet connectivity, environmental disturbance, and limited attention span.
Trust as Foundation and Limit: An Informal School and Business Vocational Partnership Windi Endar Purwanti; Teti Ratnawulan Surtiati
Journal of Teacher Training and Educational Research Vol. 4 No. 1 (2026): August 2026
Publisher : Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71280/jotter.v4i1.620

Abstract

Vocational training can enhance the independence and work readiness of students with mild intellectual disabilities through authentic workplace learning supported by school–business collaboration. Previous studies have largely focused on vocational schools partnering with large industries through formal agreements, while partnerships between special schools and micro-enterprises remain underexplored. This study examines collaboration between SLB Negeri Kabupaten Bekasi and Purple Steam in motorcycle pressure-washing training at the SMALB level, focusing on partnership arrangements, training implementation, supporting and inhibiting factors, and impacts on students’ work readiness. A descriptive qualitative case study was conducted with purposively selected informants, including the principal, vocational and shadow teachers, business owner, field instructor, parents, and three students with mild intellectual disabilities. Data were collected through observation, interviews, and documentation, validated through source and technique triangulation and informant reconfirmation, and analyzed using the Miles and Huberman model. Findings reveal that the partnership operates through an oral agreement based on trust, sustained communication, and role division. The school provides guidance and assessment, while the business provides facilities, equipment, and technical instruction. Training uses demonstrations, hands-on practice, simplified work stages, repeated instruction, gradually reduced assistance, and adjusted water pressure. Partnership commitment, authentic workplace experience, and family support sustain the program, whereas differences between school and workplace equipment create challenges. Students demonstrate improvements in technical skills, independence, and confidence, although achievement varies individually. The study concludes that informal collaboration can effectively bridge students to local employment opportunities, but written institutionalization is needed to strengthen occupational safety responsibilities and ensure program continuity.
Student Engagement and Islamic History Understanding in Two Classes Using Different Instructional Media Mukhlisin Mukhlisin; Abdurrahman Atsa’lawi; Miftahly Nurrokhim
Journal of Teacher Training and Educational Research Vol. 4 No. 1 (2026): August 2026
Publisher : Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71280/jotter.v4i1.622

Abstract

This study examines the effectiveness of interactive screen-based instruction in enhancing student engagement and comprehension of Islamic Cultural History materials at MAN 2 Kuningan, West Java, Indonesia. Employing a quasi-experimental design with a non-equivalent control group pretest-posttest scheme, the study involved 64 eleventh-grade students divided equally into an experimental group receiving interactive screen-based instruction and a control group receiving conventional teaching methods across eight instructional sessions over six weeks. Student comprehension was measured using a validated 40-item multiple-choice test, while engagement was assessed through a 24-item instrument covering behavioral, cognitive, and emotional subscales. Data were analyzed using independent-samples t-tests, paired-samples t-tests, and analysis of covariance. Results demonstrate that the experimental group achieved significantly higher posttest comprehension scores and engagement levels across all subscales compared to the control group, with practically meaningful effect sizes observed throughout. These findings indicate that interactive screen technology, when purposefully integrated, functions as a transformative pedagogical environment that reduces extraneous cognitive load, activates multimodal learning channels, and sustains affective investment in historically complex subject matter. The study contributes original empirical evidence to the underexplored intersection of educational technology and Islamic humanities education, with implications for madrasah curriculum development, teacher professional development, and national digital transformation policy.
Reconstructing Activity-Based Learning Strategies for Students with Kinesthetic Preferences: From Passive Learning to Active Learning Experiences Nilna Azizatus Shofiyyah; Asep Muharam; Tedy Sutandy Komarudin; Dewi Rika Juita; Miftahul Ulum
Journal of Teacher Training and Educational Research Vol. 4 No. 1 (2026): August 2026
Publisher : Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71280/jotter.v4i1.623

Abstract

Learning environments that remain predominantly focused on information reception may limit students’ engagement in constructing knowledge through direct experience. This issue is particularly relevant for students with kinesthetic preferences, who may respond more positively to concrete activities, hands-on practice, and direct interaction. This study aims to analyze and reconstruct activity-based learning strategies as an effort to shift learning from passive participation toward active learning experiences. The study employs a qualitative approach using a literature review method. Data were obtained from scholarly journal articles, academic books, and previous studies relevant to active learning, experiential learning, constructivism, learning by doing, student engagement, and kinesthetic learning preferences. The data were analyzed through content analysis and conceptual synthesis to identify principles, forms of activity, and learning experience designs that support student engagement. The findings indicate that activity-based learning cannot be achieved merely by increasing students’ physical activities but should integrate concrete experience, cognitive engagement, reflection, conceptualization, application, and feedback. Kinesthetic preference should be considered as one factor in expanding the diversity of learning experiences rather than as a fixed learning-style category. The reconstruction of learning strategies positions teachers as designers and facilitators of learning experiences, while providing students with greater opportunities to act, explore, solve problems, and reflect on their experiences. Therefore, activity-based learning strategies can contribute to more active, contextual, and meaningful learning without restricting students to a particular learning characteristic.

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