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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 248 Documents
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The Role of In-House Training in Strengthening Teacher Professionalism in Inclusive Learning at Coastal Elementary Schools in Ketapang Regency Sri Arsayati; mada sutapa
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.177

Abstract

This study analyzes the role of In-House Training (IHT) in strengthening teacher professionalism in inclusive learning at coastal elementary schools in Ketapang Regency. The study employed a qualitative approach with a multi-site case study design at SD Negeri 01 Matan Hilir Selatan and SD Negeri 09 Matan Hilir Selatan. Data were collected through in-depth interviews, classroom observations, school environment observations, and document studies involving two principals and eight classroom teachers. Data were analyzed using the Miles, Huberman, and Saldana model through data condensation, data display, conclusion drawing, and verification. Data trustworthiness was strengthened through source triangulation, technique triangulation, member checking, and document auditing. The findings indicate that IHT plays a role in improving teachers’ understanding of student characteristics, differentiated instruction, adaptive strategies, and teacher collaboration. SD Negeri 01 Matan Hilir Selatan, which had implemented IHT, demonstrated stronger pedagogical readiness than SD Negeri 09 Matan Hilir Selatan, which had not conducted IHT. However, inclusive learning implementation still faces limited facilities, the absence of permanent special assistant teachers, unequal access to professional development, and geographical challenges in coastal areas. The study confirms that school-based IHT should be strengthened through principals’ academic supervision and local government policy support.
School Management Collaboration in Managing Student Potential in Nature Schools Rahmi Dewi; Mada Sutapa
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.179

Abstract

This study aimed to analyze the patterns of school management collaboration in managing student potential at Sekolah Alam Kampung Sawah and Pesantren Alam Arrahmah Bondowoso. The inquiry focused on role distribution among school management actors, coordination mechanisms, student potential facilitation strategies, and supporting and inhibiting factors of collaboration. A qualitative approach with a multi-site case study design was employed. Data were collected through in-depth interviews, limited participatory observation, and school documentation. Participants included principals, classroom teachers, supporting teachers, dormitory mentors, administrative staff, and parents. Data were analyzed through data condensation, data display, and thematic conclusion drawing. Trustworthiness was strengthened through source triangulation, technique triangulation, member checking, and document audits. The findings revealed that school management collaboration in managing student potential was enacted through coordination meetings, daily communication, individual assistance, outdoor learning adaptation, and student progress evaluation. Effective collaboration emerged when schools developed participatory leadership, a caring culture, cross-role communication, and consistent student development documentation. The main constraints were limited potential assessment instruments, teacher workload, and uneven understanding of holistic student potential management
Teacher Collaboration in Integrative Curriculum Development at Nature-Based Schools Ilmiati Ikhtiari Susamsa; Mada Sutapa
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.180

Abstract

Nature-based schools have grown rapidly worldwide, yet research on how teachers collaborate to develop integrative curricula within these settings—and what ecosystem factors shape such collaboration—remains limited. This study aimed to systematically synthesise existing literature on teacher collaboration in integrative curriculum development at nature-based schools, identify enabling and impeding ecosystem factors, and map current research gaps. A Systematic Literature Review (SLR) following the PRISMA protocol was conducted, screening 90 articles from four databases (ERIC, Google Scholar, Scispace, and Semantic Scholar) published between 2015 and 2026, from which 43 articles met all inclusion criteria. Thematic analysis revealed four main forms of teacher collaboration: curriculum co-planning and co-design, interdisciplinary team teaching, professional learning communities (PLC), and collaboration with external actors. Four ecosystem factor categories were identified as enablers and barriers: school leadership (the most determinant factor), school culture, educational policy, and the physical-community ecosystem of nature-based schools. Five critical research gaps were identified, notably the scarcity of studies in Asian and Indonesian contexts, the absence of integrative research simultaneously examining all three variables, and the lack of longitudinal studies. These findings indicate that effective teacher collaboration in nature-based schools requires distributed principal leadership, autonomy-supporting policies, and a systemic collaborative culture, with implications for school principals, policymakers, and researchers.
Principal Leadership Strategies in Managing the Implementation of Education Management Information Systems in Nature Schools Linda Haerunnisa; Mada Sutapa
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.181

Abstract

Digital transformation in education positions school principals as strategic actors in managing the implementation of the Education Management Information System (EMIS); however, empirical studies remain concentrated on formal schools and have not adequately explored alternative school contexts. This study aims to analyze principals' leadership strategies in managing EMIS implementation in nature schools, alternative educational institutions with distinct philosophical, pedagogical, and cultural characteristics. The study employed a qualitative approach with a multiple case study design at two nature schools, Naufal Zahra School and Arrasyid School. Data were collected through semi-structured interviews with two principals as key informants and four supporting informants (teachers and system operators), participant observation, and documentary analysis. Data analysis followed the Miles, Huberman, and Saldaña interactive model encompassing data condensation, thematic display, and conclusion drawing and verification, supported by source, method, and cross-case triangulation. The findings identify five mutually reinforcing leadership strategies: needs-diagnostic planning, phased socialization and implementation, differentiated training combined with empowering operators as internal technical agents, institutional digital culture building, and adaptive management of implementation barriers. These strategies improved administrative effectiveness, accelerated data-driven decision-making, and strengthened school–parent communication while maintaining coherence with the humanistic values of nature schools. This study contributes to educational leadership theory by demonstrating that successful EMIS implementation in alternative institutions rests on contextual, transformational, and adaptive leadership strategies attuned to organizational culture.  
Principal Academic Supervision in Improving Teacher Performance at SD Negeri 004 Mundam, Dumai City Dila Octaviani; Maya Novita Sari
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.182

Abstract

This study examines the principal’s academic supervision in improving teacher performance at SD Negeri 004 Mundam, Dumai City. The research focuses on supervision planning, implementation approaches, and the impact of supervision on teacher performance. A qualitative case study was used with data from interviews, observation, and documentation involving teachers, the principal, and the school supervisor. The data were analyzed through condensation, reduction, presentation, and conclusion drawing. The findings show that supervision was planned through a clinical supervision schedule, checks on teaching documents, and annual teacher performance reports. Implementation used directive, non-directive, and collaborative approaches according to teacher typology. Follow-up was provided through rewards for good performance and guidance for teachers needing improvement. Academic supervision helped teachers identify weaknesses, improve teaching methods, strengthen discipline, and increase motivation to enhance learning quality
A Holistic Mentoring Management by Homeroom Teachers in Shaping the Character of High School Students in Ketapang Regency Dedy Sadar Setyawan; Mada Sutapa
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.183

Abstract

This study is motivated by the importance of strengthening character education through holistic mentoring amid the increasing complexity of adolescent behavior and the challenges of school culture at the senior high school level. The study aims to analyze the management of holistic mentoring by homeroom teachers in shaping the character of high school students in Ketapang Regency. This research employed a qualitative approach with an interpretive paradigm and a multi-case study design conducted at SMAN 3 Ketapang, SMAN 1 Nanga Tayap, and SMAN 1 Simpang Hulu. Data were collected through in-depth interviews, participatory observation, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The results show that homeroom teachers play a strategic role as social, emotional, and moral mentors for students through interpersonal communication, role modeling, and a positive school culture. The findings also indicate that the effectiveness of character building is influenced by school culture, family collaboration, and the school’s socio-geographical context. The study concludes that holistic mentoring based on a positive school culture is capable of strengthening students’ character formation in a contextual and sustainable manner.
Transformational Leadership of the School Principal in Improving the Quality of Human Resources at SMP Satu Atap Negeri 14 Sigi Noprianto
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.185

Abstract

Transformational leadership of the principal plays an important role in improving the quality of human resources at SMP Satu Atap Negeri 14 Sigi. Transformational leadership is capable of inspiring, motivating, and encouraging positive change through idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. This leadership is implemented through the establishment of a clear vision and mission, the provision of motivation and exemplary behavior, the strengthening of a collaborative work culture, and the development of teachers’ competencies through continuous training and guidance. In addition, individualized consideration is given to the needs and potential of each educator and educational staff member. The implementation of transformational leadership has an impact on improving teacher professionalism, increasing the discipline and performance of educational staff, and creating a conducive school climate oriented toward quality improvement. Therefore, the transformational leadership of the principal significantly contributes to enhancing the quality of human resources at SMP Satu Atap Negeri 14 Sigi.
Character Education in the Zapin Anvaya Dance Learning Process at the Mataya Literary Studio in Sungai Pinang, Banyuasin Melioktavia2 Rasnawati2
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.186

Abstract

Character education in the Zapin Anvaya dance learning process at the Mataya Literature Studio in Sungai Pinang Village, Banyuasin Regency, South Sumatra. This study used a qualitative descriptive approach. Data collection techniques included observation, interviews, and documentation. Data analysis referred to the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results showed that character education in Zapin Anvaya dance learning was integrated into every stage of the activity, from prayer and warm-up to movement practice, through evaluation. The character values ​​formed included honesty, religiousness, tolerance, cooperation, discipline, creativity, independence, and responsibility. These values ​​were instilled through habituation and direct experience during the learning process, rather than through theoretical presentation. Thus, Zapin Anvaya dance learning at the Mataya Literature Studio not only developed artistic skills but also contributed to the holistic character formation of students. This research is expected to serve as a reference in the development of character-based arts education models in both non-formal and formal environments
Principal Instructional Leadership and the Reflective Culture of Elementary School Teachers in Batam Priyanti Meinati Wulandari; Maya Novita Sari
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.188

Abstract

This study analyzed the instructional leadership of school principals in strengthening teachers' reflective culture in public elementary schools in Sagulung District, Batam City. The study used a qualitative phenomenological approach. Data were collected through interviews, observations, and documentation involving principals and teachers selected purposively. The data were analyzed through condensation, data display, and conclusion drawing with verification. Credibility was strengthened through source and technique triangulation. The findings show that principals strengthened learning quality by formulating a data-based learning vision, conducting academic supervision, providing feedback, and building collaborative forums. However, teachers' reflection had not yet become a systematic school culture. The main constraints were uneven awareness of reflective practice, limited time due to teaching and administrative workloads, and the absence of structured instruments for documenting and following up reflection. The study concludes that instructional leadership becomes more effective when supervision is linked with collegial reflection, teacher learning communities, and measurable follow-up plans
Digital Academic Supervision Transformation to Improve Teacher Efficacy and Performance at SMAN 1 Bagan Sinembah Nurul Hardianti Hasibuan; Maya Novita Sari
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.189

Abstract

Digital transformation has changed the way principals conduct academic supervision and has created new opportunities for data-informed teacher development. This study examined the transformation of principal academic supervision in improving teacher efficacy and performance in the digital era at SMAN 1 Bagan Sinembah. A qualitative case study design was applied from February to May 2026. Data were collected through semi-structured interviews with the principal, vice principals, teachers, and a school supervisor, participatory observation of supervision activities, and documentation of supervision policies, instruments, and follow-up programs. The data were analyzed using the interactive model of reduction, display, and conclusion verification, while credibility was strengthened through source triangulation, technique triangulation, and member checking. The findings show that digital supervision was transformed through data-based planning, classroom observation using digital instruments, integrated performance evaluation, and individualized mentoring. This transformation strengthened teachers' confidence in managing instruction, increased their willingness to use learning technology, and improved lesson planning, classroom implementation, assessment practices, and reflective collaboration. The study concludes that digital academic supervision works effectively when technology use is accompanied by collaborative leadership, constructive feedback, and continuous professional support

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