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Journal of Education and Teaching Learning
Published by PT Media Jurnal dan Pendidikan
ISSN : 29863791     EISSN : 29863015     DOI : https://doi.org/10.59211/mjpjetl.v1i1
Core Subject : Education,
Other
Journal of Education and Teaching Learning: is an open-access, double-blind peer-reviewed journal published by PT Media Jurnal dan Pendidikan. (MJPJETL) aims to promote excellence through dissemination of high-quality research findings, specialist knowledge, and discussion of professional issues that reflect the diversity of this field. The journal publishes a broad range of papers from all branches of education and individual or group learning relating to education, including but not limited to curriculum, elementary and secondary education, higher and adult education, teacher education, the education of special groups, gender and education, applied linguistics or language education, educational and information technology, educational theory, research and methodologies. This journal is published Biannually in online versions. All articles and issues are available for free download online.
Arjuna Subject : Umum - Umum
Articles 5 Documents
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Search results for , issue "Vol.3 No.2 (2025)" : 5 Documents clear
Integration of Mobile-Assisted Language Learning (MALL) Using Quizlet to Enhance EFL Students' Vocabulary Mastery Hisasmaria
Journal of Education and Teaching Learning Vol.3 No.2 (2025)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v3i2.129

Abstract

Vocabulary mastery is a foundational element in English as a Foreign Language (EFL) acquisition, yet traditional instructional methods often fail to maintain student engagement and retention. This study aims to investigate the effectiveness of integrating Quizlet, a Mobile-Assisted Language Learning (MALL) application, to significantly improve the vocabulary mastery of first-semester students at Universitas Pohuwato. Employing a quantitative pre-experimental research design (one-group pre-test and post-test), the study involved a sample of 23 students selected through a total sampling technique. Primary data were collected utilizing a validated 25-item multiple-choice vocabulary test administered before and after a four-meeting instructional treatment. The collected data were analyzed using descriptive statistics and a paired sample t-test via SPSS. The findings revealed a substantial increase in students' learning outcomes; the pre-test mean score of 62.13 rose significantly to a post-test mean of 81.74. Inferential analysis yielded a significance value of 0.000 (p < 0.05) with a t-value of -9.87, unequivocally rejecting the null hypothesis. The integration of Quizlet’s interactive flashcards and gamified repetition fostered an engaging, independent learning environment that successfully bridged the vocabulary deficit. In conclusion, Quizlet is a highly effective pedagogical tool for vocabulary acquisition, and it is strongly recommended that EFL educators incorporate such digital applications into their teaching strategies.
Mitigating the "Leaky Tin" Phenomenon: Developing Interactive Financial Literacy Media for Rural Elementary Students Bidi, Ulan
Journal of Education and Teaching Learning Vol.3 No.2 (2025)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v3i2.130

Abstract

Low financial awareness among children can have severe negative impacts on their future economic management, as early childhood habits significantly shape adult financial character. In rural areas, financial literacy education in elementary schools remains severely neglected, often resulting in temporary and ineffective saving behaviors. This study aims to investigate the financial behavior of rural elementary students and identify effective instructional media to cultivate their financial awareness. Employing a qualitative descriptive method, data were collected through participatory observation and in-depth interviews with students and teachers at a rural elementary school in Pohuwato. The findings revealed a prevalent "leaky tin" (tabungan kaleng bocor) phenomenon, where students possess a basic instinct to save using used cans but frequently withdraw the money prematurely for short-term consumptive needs due to a lack of self-control and parental guidance. To mitigate this, theoretical instructional media are highly ineffective. The study identifies that integrating interactive-visual and applicative media—such as Creative Saving Books with visual targets, Wise Shopping Simulation Board Games, and Digital Storytelling—is urgently needed. In conclusion, synergistic efforts between schools and parents, facilitated by these interactive media, are crucial to shifting students' mindsets from merely storing money to strategically planning for the future.
Beyond the Classroom Boundaries: Utilizing the School Environment to Enhance Student Engagement and Social Studies Learning Outcomes Asneni, Fatma
Journal of Education and Teaching Learning Vol.3 No.2 (2025)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v3i2.131

Abstract

Social Studies (IPS) instruction in elementary schools often suffers from theoretical monotony, leading to low student engagement and sub-standard academic outcomes. This study aims to enhance both student learning activities and academic outcomes by utilizing the school environment as a contextual learning resource for fifth-grade students at SDN 09 Marisa. Employing a Classroom Action Research (CAR) design, the study was conducted over two cycles, consisting of planning, action, observation, and reflection phases. The subjects were 17 students (6 males and 11 females). Data were collected through direct observation rubrics to measure student activity and cognitive tests to evaluate learning outcomes against the Minimum Mastery Criterion (KKM). The synthesized results demonstrated a significant improvement; initial pre-cycle data showed only a 35% classical mastery rate. Following the implementation of outdoor environmental observation in Cycle I, mastery increased to 64%, and further optimization in Cycle II resulted in an 88% mastery rate, successfully exceeding the target. Student engagement drastically shifted from passive listening to active inquiry and exploration. In conclusion, strategically utilizing the school environment as a primary learning resource effectively breaks classroom monotony, actualizes constructivist learning theories, and significantly boosts both student participation and cognitive achievement in Social Studies.
Analyzing Internal and External Factors Contributing to Students' Learning Difficulties in Elementary Social Studies Karim, Fitriyawati
Journal of Education and Teaching Learning Vol.3 No.2 (2025)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v3i2.132

Abstract

Social Studies (IPS) is fundamentally designed to develop elementary students' social competencies; however, it is frequently perceived as a difficult and uninteresting subject. This study aims to identify and analyze the specific internal and external factors causing students' learning difficulties in IPS at SDN 09 Duhiadaa. Employing a qualitative descriptive method, the research data were systematically collected through participatory observation, in-depth interviews with teachers and students, and documentation study. The data were analyzed using the Miles and Huberman interactive model. The findings revealed that learning difficulties stem from a complex interplay of internal and external factors. Internally, students exhibited a profound lack of interest, difficulty in grasping abstract social concepts, and poor memory retention. Externally, the difficulties were heavily exacerbated by the school environment—specifically the teacher's reliance on conventional lecturing methods and an extreme lack of instructional media. Furthermore, the un-fenced school environment bordered by rubber plantations served as a massive physical distraction. From the family environment, parents' low educational backgrounds and busy working schedules resulted in a total absence of academic guidance at home. In conclusion, overcoming IPS learning difficulties requires a synergistic approach involving pedagogical innovation by teachers and increased parental involvement to create a supportive learning ecosystem.
Navigating Character Education: The Multifaceted Role of Social Studies Teachers and Socio-Cultural Barriers in Elementary Schools Maula, Melina
Journal of Education and Teaching Learning Vol.3 No.2 (2025)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v3i2.133

Abstract

The role of a Social Studies (IPS) teacher extends far beyond mere knowledge transfer; it encompasses the critical responsibility of shaping students' social character and civic competence. This study aims to determine the multifaceted roles of teachers in enhancing IPS learning and to identify the supporting and inhibiting factors in character formation at SDN 03 Patilanggio. Employing a qualitative descriptive method, data were systematically collected through direct observation, in-depth interviews with teachers and the school principal, and documentation study. The data were analyzed using an interactive model comprising data reduction, display, and conclusion drawing. The results reveal that teachers perform four primary roles: as educators planning the curriculum, as demonstrators executing active learning, as role models exhibiting positive social behavior, and as coaches instilling discipline. While these roles are supported by teachers' professional competence and clear school visions, a significant inhibiting factor was identified. Teachers frequently encounter socio-cultural barriers, specifically miscommunication and resistance from parents and school foundations regarding the firmness required in character building. In conclusion, optimizing IPS learning requires not only pedagogical mastery from the teacher but also a highly synergistic and transparent partnership between the school, parents, and the community to ensure consistent character education.

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