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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 Effect of the Experimental Method on Students' Science Learning Outcomes on the Topic of Force Altering an Object's Motion in Grade IV of SDN 4 Dawuan Tutut Elisa
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.v4i1.283

Abstract

This study aimed to determine students' science learning outcomes before the implementation of the experiment method on the topic of force affecting the motion of objects, to determine students' science learning outcomes after the implementation of the experiment method, and to determine the effect of the experiment method on the science learning outcomes of fourth-grade students at SDN 4 Dawuan. The study employed a quantitative approach using a quasi-experimental method with a One Group Pretest-Posttest Design. The sample consisted of 35 students selected through a saturated sampling technique. Data were collected through learning outcome tests administered before and after the implementation of the experiment method. Data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, the Paired Sample t-Test, and N-Gain analysis. The results showed that students' learning outcomes before the implementation of the experiment method were still low, with a mean pretest score of 4.34. Students' learning outcomes improved after the implementation of the experiment method, as indicated by a mean posttest score of 6.14 and an increase in the number of students who achieved learning mastery. The hypothesis test showed a significance value of 0.000 < 0.05 and an N-Gain score of 0.3828, which was categorized as moderate. The experiment method had a positive and significant effect on students' science learning outcomes.
The Effect of a Character Education-Based Explicit Instruction Model on Biology Learning Outcomes in the Digestive System Topic among Grade XI Senior High School Students Sarah Ummi Athiya; Khairuna Khairuna
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.v4i1.285

Abstract

This study examined the effect of a character education-based Explicit Instruction learning model on students’ biology learning outcomes in the digestive system topic. The study was motivated by the tendency of biology instruction to be teacher-centered, resulting in low student participation, limited conceptual understanding, and insufficient integration of character values. The objective was to determine the influence of the Explicit Instruction model integrated with character education on students’ learning outcomes and character development. This research employed a quantitative approach using a quasi-experimental method with a non-equivalent control group pretest-posttest design. The sample consisted of an experimental class and a control class. Data were collected through pretests, posttests, and character education questionnaires. Data analysis included normality, homogeneity, and independent sample t-tests. The findings revealed that the experimental class showed a greater improvement in learning outcomes, with the mean score increasing from 48.5 to 80, while the control class improved from 43 to 79.5. Furthermore, the character education questionnaire yielded an average score of 88.93%, categorized as very good. These results indicate that the character education-based Explicit Instruction model positively affects both students’ biology learning outcomes and character development.
Development of Articulate Storyline 3 Interactive Multimedia for IPAS Learning in Elementary Schools sil_via28
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.v4i1.286

Abstract

This study addresses the critical challenge of monotonous and text-centered instructional delivery in primary schools by developing an interactive multimedia application utilizing Articulate Storyline 3 incorporated with the structural syntax of the Discovery Learning model. Focused on the sub-topic of regional cultural heritage within the fifth-grade Science and Social Studies (IPAS) curriculum, this study adopts a Research and Development (R&D) methodology guided by the ADDIE design framework (Analysis, Design, Development, Implementation, Evaluation). Data collection employed expert appraisal instruments, comprehensive user perception surveys, and cognitive pretest-posttest protocols. Quantitative assessment revealed exceptional validity, with mean ratings of 86.67% from instructional content specialists, 91.25% from linguistic experts, and 92.50% from media engineers. User experience evaluations indicated outstanding operational practicality, scoring 90.67% from educators and 91.56% from learners. Empirical analysis demonstrated a substantial leap in academic achievement, with the collective mean score ascending from 61.67 during the pretest to 86.11 in the posttest phase, facilitating a classical mastery attainment of 94.44%. The investigation proves that the application successfully minimizes abstract conceptual boundaries, significantly enhances cognitive absorption, and presents an innovative technological framework for child-centered digital pedagogy.
Transformation of Educator Performance Management: Implications of Artificial Intelligence Utilization for Reducing Administrative Workload and Enhancing Teaching Quality Nabhita Maulia Ulfah; Daulat Marulitua Tambunan; Siti Sarah Megawati; Floranda Yulia Wato; Ongen Stembri Pattiwaellapia
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.v4i1.287

Abstract

The rapid development of Artificial Intelligence (AI) has driven significant transformations across various aspects of higher education, including the professional responsibilities of academic staff. While previous studies have predominantly focused on the pedagogical and technological dimensions of AI integration, its implications for educator performance management have received comparatively limited attention. This study aims to analyze the implications of Artificial Intelligence utilization for reducing administrative workload and enhancing teaching quality, as well as to examine its contribution to the transformation of educator performance management in higher education institutions. The study employed an Integrative Literature Review approach based on the framework proposed by Whittemore and Knafl. Data were collected from the Scopus, ERIC, and Google Scholar databases, covering publications from 2021 to 2026. The synthesis of 17 selected articles indicates that AI utilization contributes significantly to improving academic work efficiency through the reduction of administrative and repetitive tasks. This efficiency enables the redistribution of lecturers’ time and resources toward higher-value activities, including instructional innovation, research, and academic collaboration. The findings further suggest that the advancement of AI has the potential to shift faculty performance management from an administrative compliance-oriented approach toward a model emphasizing the quality of contributions and academic impact. This study proposes the concept of value-based academic performance as a conceptual framework for managing human resources in higher education within the context of digital transformation
Strengthening Discipline and English Proficiency: EFL Preservice Teachers' Perspectives on Reciting Qur'an with English Translation Zulfa Nabila; Eka Fanti Sulistiyaningsih; Atik Muhimatun Asroriyah; Hastri Firharmawan
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.v4i1.288

Abstract

This study explores EFL preservice teachers' perspectives on reciting the Qur'an with English translation as a strategy to strengthen discipline and English proficiency. Descriptive mixed methods was employed at the English Education Department of UMNU Kebumen, involving 47 preservice teachers from second and fourth semesters. Data were collected through questionnaires, semi-structured interviews, observations, and documentation over one semester. The findings revealed that students held highly positive perspectives, perceiving the practice as an educational consequence rather than punishment. The activity effectively reduced tardiness frequency, enhanced students' awareness of punctuality, and facilitated internalization of discipline as personal value. Regarding language development, students reported perceived improvements in vocabulary acquisition, pronunciation skills, and recognition of Islamic-English lexical equivalents. The integration of religious values made English learning more meaningful and identity-relevant. All interviewed students expressed intention to implement similar approaches in their future teaching careers with contextual adaptations. This study contributes to the theoretical frameworks of Liberating Discipline Pedagogy, Sociocultural Theory, and CLIL in Pre-Service Teacher Education by demonstrating how religious texts can function as mediational tools for simultaneous behavioral regulation and perceived language development. The findings offer practical implications for English teachers and curriculum developers in Islamic educational contexts.  
Challenges of Instructional Leadership Related to Teacher Performance at Sabak Auh Junior High School Lendra Sosana; Dwi Esti Andriani
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.v4i1.289

Abstract

This study aims to analyze the challenges faced by the school principal in implementing instructional leadership to improve teacher performance at SMP Sabak Auh. Based on findings from the Education Report, although instructional leadership is categorized as good, the quality of teaching remains moderate. This indicates that despite the principal's active role in formulating a vision, managing learning programs, and creating a positive learning climate, the implementation has not fully impacted the quality of teaching. This research uses a qualitative approach with descriptive and phenomenological methods, collecting data through documentation, interviews, and observations. The findings show that the principal adopts a collaborative approach in setting learning goals, involving all teachers. However, the biggest challenge is the differing understanding among teachers regarding the implementation of these goals in the classroom, as well as the lack of technological skills among some teachers. The principal has implemented continuous training to address these challenges, but limited technological facilities and varying levels of teacher readiness remain obstacles. This study recommends strengthening the provision of technological facilities, enhancing training based on the practical needs of teachers, and increasing opportunities for teacher collaboration to improve teaching quality and achieve learning goals.
The Principal’s Role as a Change Agent in Building a Culture of Teacher Compliance with School Policies Sisra Yosi; 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.v4i1.290

Abstract

This study aims to describe the principal’s role as a change agent, identify supporting and inhibiting factors, and analyze the principal’s strategies in strengthening teachers’ compliance with school policies. The research employs a qualitative approach and was conducted at a public junior high school in Pelangiran Subdistrict, Indragiri Hilir Regency. Data were collected through in-depth interviews, observation, and documentation, and analyzed using Miles and Huberman’s interactive model, with data validity ensured through source and technique triangulation. The results show that the principal acts as a change agent through role modeling, coaching, supervision, participatory communication, and teacher empowerment. Supporting factors include teacher commitment, a family-like work climate, simple reward systems, and the use of digital technology, while inhibiting factors comprise resistance to change, heavy workload, limited technological competence, and inconsistent rule enforcement. The strategies employed include strengthening role modeling, continuous coaching and supervision, proportional reward and punishment, optimization of information systems, and reinforcing a culture of mutual reminder. This study concludes that effective principal leadership can shift teacher compliance from mere formality toward compliance based on awareness and collective professional responsibility.
Principal Instructional Leadership for Digital Literacy Culture in Two Siak Junior High Schools Marlinda Rosa; Meilina Bustari
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.v4i1.291

Abstract

This study examined the role of principal instructional leadership in developing a digital literacy culture at SMP Negeri 2 Siak and SMP Negeri 3 Siak. It focused on strategies used to address barriers and optimize digital literacy implementation. Using a qualitative approach, data were collected through interviews, observation, and documentation. The findings show that principals play strategic roles in defining school missions, managing instructional programs, and creating a climate conducive to digital literacy development. Key strategies include teacher training, the provision of technology facilities, and efforts to secure external support for digital infrastructure. The study also identifies continuing challenges, particularly uneven teacher digital competence, limited funding, and unequal student access to technology. These findings underscore the importance of proactive, technology-oriented instructional leadership in integrating digital literacy into school learning and management. The study offers policy recommendations and practical considerations for building a sustainable digital literacy culture in schools.
Reconstruction of Differentiation-Based Islamic Religious Education Learning Strategies to Accommodate Cognitive and Social Diversity Mohammad Zakiyuddin; Muhlisin; Rahmi Anekasari
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.v4i1.292

Abstract

This study aims to reconstruct a differentiation-based Islamic Religious Education (PAI) learning strategy to accommodate the cognitive and social diversity of students. The background of this research is based on the fact that PAI learning practices still tend to be uniform, while classroom conditions show a high level of heterogeneity. The approach used in this study is qualitative with a conceptual study through an analysis of relevant literature from the past five years. The results of the study indicate that differentiated learning can be a strategic solution through the development of three main aspects: content differentiation, process differentiation, and learning products. In addition, the implementation of this strategy is supported by the use of diagnostic assessments, flexible grouping, and adaptive adjustments to learning methods and media. The reconstruction of the PAI learning strategy also emphasizes the importance of integrating Islamic values in every learning process, thus not only improving cognitive learning outcomes but also strengthening the affective and spiritual dimensions of students. The role of the teacher as an adaptive facilitator is a key factor in the successful implementation of differentiated learning. Thus, this study concludes that a differentiation-based learning strategy can create PAI learning that is more inclusive, contextual, and oriented to the needs of students, and contributes to improving the overall quality of learning.  
The Crisis of Accountability in Indonesia Education Performance Amid Low PISA Results: An Analysis of UNESCO Framework to Enhance National Competitiveness Rahmadani Fitri; Rabukit Damanik; Berliani Ritonga; Zainuddin; Rahmat Hidayat
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.v4i1.293

Abstract

Indonesia low performance in the Programme for International Student Assessment (PISA) raises serious questions about the effectiveness of the national education performance accountability system. This article analyzes the relationship between PISA outcomes and the crisis of educational accountability by using the UNESCO accountability framework as an analytical lens. A conceptual-analytical approach is employed to examine how monitoring systems, evaluation practices, data transparency, and continuous improvement mechanisms have not yet functioned optimally in Indonesia. The findings reveal policy fragmentation, weak data utilization, and a gap between national assessments and international competency standards. The UNESCO framework offers a holistic approach grounded in quality, equity, and collaboration that can strengthen education governance. This article recommends aligning national assessments with PISA competencies, strengthening data-driven accountability, improving the quality of teachers’ pedagogy, and ensuring long-term policy consistency as strategies to enhance Indonesia’s educational competitiveness.  

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