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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 EXISTENCE OF TADUT ART IN MUARA DUA VILLAGE, LAHAT: A STUDY OF FACTORS AND PRESERVATION MECHANISMS Widia Putri
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.v4i1.267

Abstract

This study aims to examine the existence of the Tadut art form among the Muara Dua community in Pagar Gunung District, Lahat Regency, as well as to analyze the factors influencing its sustainability and preservation mechanisms. Tadut is a traditional oral literature of the Besemah people that is rich in Islamic values and historically served as a vital medium for religious learning when access to literacy was limited. This study employs a qualitative approach with a descriptive method. Data were collected through participant observation, in-depth interviews with three key informants selected via purposive sampling, and documentary studies. The results indicate that Tadut was introduced to Muara Dua in 1657 by Ki Haji Mahmud as a medium for teaching Islam. During its golden era (1657–1970), Tadut played a central role in Islamic dawah (prosetylization) and education; however, after the 1970s, its function shifted into a ceremonial art performed during tahlilan (mourning rituals) and wedding ceremonies. The existence of Tadut is influenced by social, aesthetic, functional, as well as knowledge and educational factors. Meanwhile, the primary inhibiting factors include socio-cultural changes, shifts in aesthetic values, the loss of its primary function, lack of documentation, and weak regeneration. Preservation efforts undertaken by the community and the local Cultural Heritage Foundation remain sporadic and have not been systematically structured. This study concludes that although Tadut still exists, its sustainability heavily depends on role revitalization, adaptive innovation, and active support from all stakeholders.    
STIMULATION OF CHILDREN'S GROSS MOTOR SKILLS THROUGH TRADITIONAL ENGKLEK GAMES IN GROUP B OF BINA ANAPSARA KINDERGARTEN, SAMARAN VILLAGE, TAMBELANGAN DISTRICT, SAMPANG REGENCY Mutiatul Muzayyanah
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.v4i1.269

Abstract

Children's motor skills develop from birth, so they require continuous stimulation to support their growth and development. Traditional games are said to be one of the effective ways to stimulate the development of gross motor skills in children. This study aims to analyze the stimulation of children's gross motor skills through the traditional game of engklek in group B at Bina Anapsara Kindergarten, Samaran Village, Tambelangan District, Sampang Regency. The background is the low physical activity of children due to excessive use of technology, so active and fun learning methods are needed. This study uses a qualitative approach with a descriptive method. Data collection techniques are carried out through observation, interviews, and documentation. The subjects of the study were 19 children in group B. The results of the study show that engklek games can improve children's gross motor skills, especially in terms of balance, muscle strength coordination, and agility. In addition, it has a positive impact on children's emotional aspects. Thus, the traditional game of engklek is effective in being used as a learning medium in developing gross motor skills in early childhood.  
Teachers’ Perceptions of Using Visual Media to Teach English Vocabulary to Students with Autism Spectrum Disorder Khairun Nisa; Emeliya Sukma Dara Damanik
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.v4i1.271

Abstract

This study explored teachers’ perceptions of using visual media in teaching English vocabulary to students with Autism Spectrum Disorder (ASD) and the challenges encountered during its implementation. Employing a descriptive qualitative design, the study involved one English teacher at an inclusive elementary school in Indonesia. Data were collected through semi-structured interviews and documentation and analyzed using thematic analysis. The findings revealed that visual media helped students maintain attention, understand vocabulary more easily, and retain vocabulary more effectively. Flashcards were identified as the primary visual medium used in instruction, supported by visual schedules and picture-based worksheets. Students also showed positive responses through increased participation and engagement. However, challenges such as loss of focus, boredom, and tantrums occasionally affected the learning process. The study concludes that visual media are effective instructional supports for teaching English vocabulary to students with ASD, while their successful implementation requires teachers’ flexibility in addressing students’ diverse learning needs.
Improving student outcomes IPAS using Learning Together assisted Smart Apps Creator grade IV SDN 27 Anak Air Padang Nora Suraya; Hamimah
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.v4i1.272

Abstract

This study aims to improve students’ learning outcomes in IPAS (Integrated Science, Mathematics, and Social Studies) learning by using the Learning Together model assisted by Smart Apps Creator (SAC). The background of this study is the low learning outcomes, student activity, and engagement triggered by an ineffective learning process, resulting in suboptimal learning outcomes in Grade 4 at SDN 27 Anak Air, Padang City. The research method used was Classroom Action Research (CAR) with a qualitative and quantitative approach. The implementation of this study consisted of two cycles comprising the planning, implementation, observation, and reflection stages. The subjects of this study were the teacher and fourth-grade students of SDN 27 Anak Air, comprising 27 students—10 boys and 17 girls. Data collection techniques included observation, interviews, documentation, and assessment of learning outcomes. The results of the study showed an increase from an average of 68 to 77 in Cycle I and a further increase in Cycle II to 89.59. In line with this, the learning process also improved in terms of both the teacher and the students. Thus, it can be concluded that the application of the Learning Together Model assisted by Smart Apps Creator (SAC) can encourage students to be more active and participate in learning, which has an impact on improving learning outcomes.
Learners’ Engagement with Digital Literature in EFL Contexts: A Systematic Literature Review from a Multimodal Perspective David Togi Hutahaean; Rudi Hartono; Yuliati
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.v4i1.273

Abstract

This systematic literature review aims to examine how previous studies have investigated learners’ engagement with digital literature in EFL contexts from a multimodal perspective. Existing research has widely discussed digital storytelling, digital multimodal composing, multimodal literacy, and educational technology in English language learning; however, the relationship between digital literature, learner engagement, and multimodal meaning-making remains fragmented. To address this gap, this study reviewed 12 preliminary articles published between 2016 and 2026 from relevant international and Indonesian academic sources, using a systematic review procedure informed by PRISMA 2020 and Zawacki-Richter et al.’s approach to educational systematic reviews. The analysis focused on research demographics, forms of digital literature, dimensions of learner engagement, multimodal elements, benefits, challenges, and research gaps. The findings show that digital storytelling and digital multimodal composing dominate the literature, while other digital literary forms such as interactive fiction, e-poetry, hypertext narratives, fanfiction, and social media-based literature remain underexplored. The review contributes by proposing that EFL learners’ engagement with digital literature should be understood as behavioral, emotional, cognitive, and multimodal participation in meaning-making
Deep Learning Pedagogy, Ethical Awareness, and Critical Digital Literacy in Higher Education: A Systematic Review David Berthony Manalu; Rudi Hartono; Yuliati
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.v4i1.274

Abstract

This systematic literature review examines how deep learning pedagogy influences students’ ethical awareness and critical digital literacy in higher education. Existing research has discussed deep learning, digital literacy, and ethical awareness separately, yet limited attention has been given to how these three constructs intersect as an integrated pedagogical concern in university learning. To address this gap, the review analyzed 16 articles published between 2016 and 2026, selected from Scopus, ERIC, ScienceDirect, SpringerLink, Taylor & Francis Online, and SINTA 1 and 2 journals. The review followed systematic review procedures informed by Zawacki-Richter et al. and PRISMA 2020, with analysis focused on publication trends, countries, research methods, conceptualizations, pedagogical strategies, and research gaps. The findings show that deep learning pedagogy is commonly associated with student-centered learning, higher-order thinking, reflection, problem-solving, and authentic digital inquiry. Its influence is more evident in critical digital literacy than in ethical awareness, although recent AI ethics studies show growing attention to academic integrity, moral sensitivity, and responsible technology use. The novelty of this review lies in synthesizing deep learning pedagogy as a potential pathway for developing ethically aware and critically literate university students in digital higher education
Implementation of Kegiatan Keputrian in Enhancing Female Students' Understanding of Fiqh of Worship at SMP Swasta Islam Terpadu Indah Medan Nur Azizah; Sokon Saragih
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.v4i1.277

Abstract

This study aims to analyze the implementation of girls’ activities and their role in improving female students’ understanding of fiqh of worship at SMP Swasta Islam Terpadu Indah Medan. The study uses a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation. Data analysis followed the Miles and Huberman model, which includes data collection, data reduction, data display, and drawing conclusions. The results show that the girls’ activities are held regularly every Friday. The topics covered include fiqh of worship such as purification, menstruation, prayer, and fasting, taught using lectures, discussions, question-and-answer sessions, demonstrations, and teaching media such as PowerPoint and related videos. The girls’ activities play a role in improving students’ understanding of fiqh of worship, as evidenced by an increased ability of the students to understand and apply worship procedures according to Islamic law. Supporting factors include school support, supervising teachers, adequate facilities and infrastructure, and students’ enthusiasm. Inhibiting factors include limited time for implementation and differences in students’ levels of understanding. Thus, the girls’ activities are an effective development program for improving female students’ understanding of fiqh of worship.
Culturally Based Unplugged Coding and Creatif Thinking: A Systematic Literature Review DIAN PRATIWI; Mallevi Agustin Ningrum; Kartika Rinakit Adhe; Suharti Suharti; Nurul Istiq'faroh
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.v4i1.278

Abstract

Indonesia's traditional games, folktales, and arts remain a largely untapped resource for early computational thinking (CT) education, a field still shaped by Western frames. Unplugged coding offers a developmentally appropriate, screen-free route into CT, yet how it works when grounded in local culture, and how it relates to creative thinking, has not been synthesised. This study addresses that gap through a systematic literature review guided by PRISMA 2020. Searches of Scopus and Google Scholar covered 2015 to 2026. Of 476 records identified, 18 studies met the inclusion criteria and were synthesised thematically. Three patterns emerged. Cultural integration took four forms: narrative-based coding, traditional-game and familiar-context coding, local-wisdom curriculum and materials, and teacher-designed culturally responsive activities. The approach supported creative thinking through three mechanisms: creative expression, divergent thinking, and creative confidence, although direct evidence rested largely on a single study. The corpus also sat on two axes, from strictly unplugged to plugged activity and from explicit local wisdom to broader cultural framing, with the strictly unplugged and local-wisdom combination concentrated in Indonesian work. The review supports neither the claim that the approach transforms early CT education nor the view that culture is mere decoration. It recasts culture less as a motivational layer than as a pedagogical mechanism that can bridge computational and creative thinking when it forms the activity's generative core. A four-dimensional framework of cultural grounding, computational scaffolding, creative activation, and professional enablement is proposed.
Digital Translanguaging in EFL Learning: A Systematic Literature Review Rudiaman Purba; Rudi Hartono; Yuliati
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.v4i1.279

Abstract

This systematic literature review examines how translanguaging is used in digital platforms for EFL learning, with specific attention to pedagogical practices, multimodal resources, and learner engagement. Existing research has increasingly discussed translanguaging in multilingual classrooms and digital learning environments, yet the relationship among platform use, instructional practice, multimodal meaning-making, and learner participation remains fragmented. To address this gap, the study reviewed selected articles published between 2016 and 2026 from Scopus, ERIC, ScienceDirect, SpringerLink, Taylor & Francis, and SINTA 1 and 2 journals. The review followed the principles of systematic literature review in educational research and was guided by PRISMA 2020 procedures, including identification, screening, eligibility assessment, and thematic synthesis. The findings show that digital translanguaging appears across online English teaching videos, hybrid courses, remote learning platforms, social media, AI-assisted tools, telecollaboration, and digital storytelling. Translanguaging functions as pedagogical scaffolding, interactional support, identity expression, and learner agency. The novelty of this review lies in integrating digital platforms, multimodal resources, and learner engagement into one analytical framework for understanding translanguaging in EFL learning.
IMPROVING STUDENTS' READING COMPREHENSION ABILITY THROUGH THE SQ3R METHOD (SURVEY, QUESTION, READ, RECITE, AND REVIEW) IN INDONESIAN LANGUAGE LESSONS FOR FOURTH GRADE AT SDN 1 LIMBOTO, GORONTALO REGENCY Nur Anisa Abbas; Lia Nurhayati; Yusraningsih H. Pongoliu
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.v4i1.280

Abstract

This study aims to improve students' reading comprehension skills through the application of Survey, Question, Read, Recite, and Review (SQ3R) method in the Indonesian language class for fourth-grade students at SDN 1 LIMBOTO, GORONTALO REGENCY. This study was motivated by students’ low reading comprehension skills, as evidenced by their difficulty in understanding the content of the text, identifying the main idea, answering questions based on the text, and summarizing the reading. The research design used was Classroom Action Research (CAR) based on the Kemmis and McTagart model, conducted over two cycles. The research subjects consisted of 29 fourth-grade students at SDN 1 LIMBOTO. Data collection techniques included observation, testing, and documentation. The results showed that the application of the SQ3R method was able to improve students' reading comprehension skills. This was evident from the improvement in student learning outcomes in each cycle as well as the increased activity of both teachers and students in the learning process. The SQ3R method helps students become more active in understanding reading materials through activities such az analyzing, formulating questions, active reading, restating the content of the text, and reviewing the material. Thus, the SQ3R method is effective for improving students' reading comprehension skills in Indonesian Language classes at elementary school level.

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