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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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Kindergarten Teachers’ Lived Experiences in Classrooms with Limited Learning Media Lukman; Ika Zahwatul Afwa
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.v4i1.624

Abstract

Learning media are essential for supporting meaningful learning experiences in early childhood education. However, many early childhood education settings continue to face persistent limitations in the availability of instructional resources, creating multifaceted challenges for teachers in facilitating learning. This study aimed to explore kindergarten teachers' lived experiences of teaching in classrooms with limited learning media. A qualitative approach using Interpretative Phenomenological Analysis (IPA) was employed. The participants were four kindergarten teachers actively serving at RA Al Hidayah, Kedungkelor Village, Tegal Regency, Central Java, Indonesia, comprising the entire teaching staff of the school, selected through purposive sampling. Data were collected through semi-structured in-depth interviews and analyzed using the six-stage IPA procedure proposed by Smith, Flowers, and Larkin. The findings revealed four interconnected themes that reflect a progressive journey from constraint to transformation: (1) encountering the realities of limited learning media, in which teachers experienced daily instructional challenges and a reduced sense of teaching effectiveness; (2) navigating emotional challenges through professional commitment, in which feelings of confusion, frustration, and self-doubt were continually negotiated through resilience and dedication; (3) transforming limitations into creativity and innovation, in which teachers actively developed alternative learning media and adapted pedagogical strategies; and (4) growing through adversity through professional learning and transformation, in which repeated engagement with resource constraints fostered agency, confidence, and professional growth. 
Differentiated Instruction Based on Deep Learning in Science Education for Grade XI MDVI Students Nadila Rahmawati; Siti Rachmah
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.v4i1.625

Abstract

This study examines the implementation of differentiated instruction based on Deep Learning within the Merdeka Curriculum in science instruction for Grade XI students with MDVI at a special senior secondary school, with the objectives of describing their learning capabilities, identifying the difficulties the teacher faces, analysing the efforts undertaken to overcome those difficulties, and examining how the differentiation is enacted. The study employed a descriptive qualitative case study within an interpretive paradigm. Data were collected through semi-structured interviews with the science teacher, non-participatory classroom observation, and documentary study of initial assessment records, the Individualised Education Programme, worksheets, and student portfolios, and were analysed using the interactive model of Miles, Huberman, and Saldaña; data validity was maintained through source and technique triangulation, prolonged observation, and thick description. The findings reveal sharply contrasting capability profiles: one student accesses material through Braille and tactile exploration, while the other relies on auditory-verbal processing. The teacher encounters five interrelated difficulties, namely concretising abstract concepts, linking material to students' interests, sustaining students' mood, serving differences in readiness simultaneously, and coping with limited adaptive media and distraction in a shared classroom, and responds through concrete media drawn from the immediate environment, an individualised approach grounded in initial assessment, the use of students' interests as an entry point, and the connection of material to real experience. Differentiation of content, process, and product is enacted systematically, while deep learning is realised through connection to everyday life and routine reflective evaluation.
Verification Strategies and Independence: Cash Reader Use Among Students with Visual Impairment Fahri Algifari; Emay Mastiani
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.v4i1.626

Abstract

Students with visual impairment face persistent difficulties identifying rupiah banknote denominations because their distinguishing features primarily rely on vision, tactile codes deteriorate through circulation, and personal folding strategies are ineffective when receiving change from strangers. This study examined the Cash Reader application as assistive technology for transaction activities and its contribution to learning independence. A qualitative descriptive design involved five totally blind students in grades X and XI at SLB Negeri A Citeureup Cimahi, representing all students who met the inclusion criteria and were selected purposively. Data were collected through in-depth, semi-structured interviews addressing learning capability, application use, and constraints, then analyzed using Miles, Huberman, and Saldaña’s interactive model. Validity was supported through verbatim quotations with participant codes, explicit boundaries for findings not confirmed by every participant, and an auditable trail linking raw statements, categories, and conclusions. Findings showed that participants used the application situationally during real transactions through a controlled, non-continuous pattern and learned to operate it through peer networks rather than formal instruction. Its use supported self-regulated learning through self-regulation, metacognition, and problem solving, while strengthening confidence in everyday transactions. However, critical engagement with the application’s output varied among participants. Constraints included limited detection accuracy, dependence risk, and sensitivity to lighting conditions. Importantly, inaccuracies encouraged participants to develop personal verification strategies. Schools should therefore explicitly teach verification within daily living skills instruction, preserve foundational banknote-recognition abilities, and position assistive applications as complementary tools rather than complete substitutes for independent denomination-identification skills under diverse environmental and everyday transactional circumstances.
The Effect of Coin Media on Addition Skills of a Student with Mild Intellectual Disability Erna Suryati; Hendri Abdul Qohar
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.v4i1.627

Abstract

Students with mild intellectual disability struggle with addition because of difficulties understanding abstract concepts, while purpose-built teaching aids may be unavailable in special schools with limited facilities. This study examined the effect of coin media on the addition skills of a third-grade student with mild intellectual disability at SKh Pelangi Anakku, Tangerang City, and whether the acquired skill persisted after withdrawal. A quantitative Single Subject Research approach employed an A₁–B–A₂ design with five sessions in each phase. The target behavior was completing five addition problems involving whole numbers from 1 to 15 without regrouping. Data were collected through tests, observation, and documentation. Instrument consistency was maintained across phases, and the student’s work was reviewed with the classroom teacher. Visual analysis within and between conditions covered trend direction, stability, level change, and overlapping data. The mean score increased from 44 during the first baseline to 72 during intervention and 80 during the second baseline, representing an 81.82% increase. The 20% overlap between baseline phases indicated improved attainment. However, the level change when coins were introduced was zero, while overlap between intervention and the second baseline reached 80%; therefore, the effect of coins cannot be fully separated from the consistent worksheet format. Observations showed that the student progressed from manipulating coins to independently counting on fingers, and performance persisted after withdrawal. Coin media therefore served as a bridge toward independent counting rather than a permanently required aid. Teachers in resource-limited special schools may use available objects alongside predictable worksheets and gradual withdrawal.
The Digital Divide in Professional Learning Communities: Access to Technology and Collaborative Reflective Practices. Ahmad Fahmi Fahruddin; Aat Royhatudin; Arsyad Abi Yoga; Agus Hidayatullah; Elan Zaelani Rahman; Asep Budi; Fia Nuraeni
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.v4i1.628

Abstract

The clarity of instructional language in non-academic texts is critical for effective communication, yet the grammatical structures of board game rule books remain underexplored as pedagogical resources for English language learning. This study aims to identify and classify the sentence patterns and sentence types employed in board game rule books to convey rules and instructions effectively. A qualitative descriptive research design was adopted, utilizing purposive sampling to select English-written rule books from commercially available educational board games. Data were collected through documentation, extracting sentences from key instructional sections of each rule book, with grammatical structures analyzed using Quirk et al.’s seven-pattern framework for sentence patterns and a four-category typology for sentence types (simple, compound, complex, and compound-complex). To ensure trustworthiness, data validation was conducted through triangulation of sources and peer debriefing among researchers to confirm coding consistency. The findings reveal that all seven Quirkian sentence patterns are present including Subject-Verb, Subject-Verb-Object, Subject-Verb-Complement, Subject-Verb-Object-Adverbial, Subject-Verb-Object-Object, Subject-Verb-Object-Complement, and Subject-Verb-Object-Adverb alongside the full range of sentence types. These results imply that board game rule books serve as rich, authentic linguistic materials that expose learners to diverse and complex syntactic structures, thereby offering valuable potential for integration into English language teaching curricula, particularly for enhancing grammatical competence through contextualized, task-based reading activities.
KH. Hasyim As'ari's Concept of Adab Education As Foundation For Students' Learning Ethics Nuryadi Yadi; Aat Royhatudin; Muhamad Syara Nurhakim
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.v4i1.629

Abstract

This study examines the concept of adab education proposed by KH. Hasyim Asy'ari in Adab al-’Alim wa al-Muta’allim and its relevance as a foundation for students' learning ethics. The study aims to describe the concept of adab education, identify the values of students' adab contained in the book, and analyze their relevance to learning ethics in contemporary education. This research employed a qualitative approach using a library research method. The primary data source was Adab al-’Alim wa al-Muta’allim by KH. Hasyim Asy'ari, while secondary data were obtained from books, scholarly journals, and other relevant literature. The data were analyzed using content analysis. The findings reveal that the concept of adab education consists of five main characteristics: orientation toward seeking Allah's pleasure, moral formation, respect for knowledge, ethical relationships between teachers and students, and the implementation of knowledge in daily life. The study also identifies three core values of students' adab that serve as the foundation of learning ethics: sincerity in seeking knowledge, respect for teachers, and respect for learning resources. These values remain highly relevant for developing responsible, ethical, and morally grounded students in contemporary education. Therefore, KH. Hasyim Asy'ari's concept of adab education continues to provide a significant foundation for strengthening students' learning ethics across various educational settings.
Tactile Clip Path for Fine-Motor Development in a Student With Total Visual Impairment: A Qualitative Case Study Nawar Afifah; 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.v4i1.631

Abstract

This study explored the implementation of the Tactile Clip Path technique using raised letter and number paths to support fine-motor development in a student with total visual impairment at SLB PGRI Pasirjambu, Indonesia. A descriptive qualitative case-study design involved one fifth-grade teacher and one fifth-grade student, identified as T. Data were generated through six 60-minute participatory observations, semi-structured teacher interviews, and instructional documentation, then analysed through data reduction, display, and conclusion drawing. The intervention combined tactile contour tracing with clipping, folding, tearing along a pattern, and transferring small objects. Across the six sessions, the observational record documented progressively steadier clip grasp, more sustained direction while tracing raised paths, better bimanual coordination, greater precision in folding and tearing, and reduced reliance on physical guidance. The student also showed stronger task engagement, initiative, and confidence. The raised boundaries operated as self-guiding tactile cues, while graded tasks and the gradual shift from hand-over-hand support to verbal prompts promoted independent exploration. Because the evidence derives from a single case and does not establish causality, the findings should be interpreted as practice-based evidence rather than an effectiveness claim. The study contributes a low-cost, modular tactile-learning approach that integrates symbol exploration and fine-motor practice for learners with severe visual impairment.

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