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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 Game Based Learning Model Using Educaplay on Elementary School Students’ IPAS Learning Outcomes efpritiara; Kiki Aryaningrum; Aldora Pratama
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.v4i1.294

Abstract

This study aims to determine whether there is an effect of the IPAS learning model on learning outcomes in the subject of Indonesian cultural heritage using a game-based learning model supported by Educaplay media for fourth-grade students at SD Negeri 55 Prabumulih. This study employed a quasi-experimental design with a nonequivalent control group design. The study population consisted of all 41 fourth-grade students at SD Negeri 55 Prabumulih. The sample comprised Class IV A as the control group (21 students) and Class IV B as the experimental group (20 students). Data collection was conducted using tests. Data analysis techniques included normality tests, homogeneity tests, hypothesis testing, and N-Gain tests. The results showed a calculated t-value of 5.139, which was greater than the critical t-value of 2.023, with a significance level of 0.00 (less than 0.05). The calculated N-Gain score for the experimental class was 0.70, which falls into the high category, and the N-Gain percentage was 70.94%, which is considered sufficiently effective for use in learning activities. Therefore, it is concluded that there is an effect of the game-based learning model assisted by Educaplay media on improving IPAS learning outcomes regarding Indonesian cultural heritage material among fourth-grade students at SD Negeri 55 Prabumulih.
Internal Engagement, Governance Effectiveness, and Traditional Arts Sustainability: A Case Study of the Palembang City Arts Council Akbariansyah; Muhsin Ilhaq; Syafwatul Putria Hidayatullah; Mediarita Agustina
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.v4i1.295

Abstract

The sustainability of traditional arts is not only determined by artistic preservation efforts but also by the effectiveness of cultural institutions that manage and develop them. This study aims to analyze the dynamics of internal engagement among members of the Palembang City Arts Council (DKP) and its implications for governance effectiveness and the sustainability of traditional arts. The study employed a qualitative approach using a case study design. Data were collected through in-depth interviews, participatory observation, and document analysis involving DKP administrators and members. Data were analyzed using thematic analysis to identify patterns of emotional, cognitive, creative, and organizational engagement. The findings reveal that emotional engagement serves as the foundation for members’ commitment to cultural preservation, which subsequently encourages cognitive engagement in organizational decision-making. Cognitive engagement fosters creative engagement through program innovation and cultural initiatives, while creative engagement strengthens organizational engagement through active participation and collaboration. These interconnected dimensions contribute to governance effectiveness, reflected in improved coordination, communication, and program implementation. Effective governance further supports the sustainability of traditional arts through cultural regeneration, knowledge transfer, and adaptive cultural programs. This study proposes a conceptual model linking internal engagement, governance effectiveness, and traditional arts sustainability, thereby extending engagement theory within the context of cultural governance and arts management.  
Restitution Triangle-Based Pedagogical Approach in Fostering Responsibility Character among Elementary School Students through Conflict Mediation Hanafi; tumin tumin
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.v4i2.296

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pendekatan pedagogis guru dalam menumbuhkan karakter tanggung jawab di kalangan siswa sekolah dasar melalui mediasi konflik di SDN Kasihan, Bantul, Yogyakarta. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif. Partisipan penelitian terdiri dari satu guru Pendidikan Agama Islam (PJK) dan dua guru yang terlibat dalam kegiatan mediasi konflik dan pengembangan karakter di sekolah tersebut. Data dikumpulkan melalui wawancara mendalam dan observasi, dan dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña, yang meliputi kondensasi data, penyajian data, dan penarikan kesimpulan. Validitas data dipastikan melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa konflik yang paling umum terjadi di antara siswa adalah insiden perundungan verbal ringan yang dipengaruhi oleh lingkungan keluarga dan interaksi teman sebaya. Untuk mengatasi konflik ini, guru menerapkan pendekatan segitiga restitusi, menekankan refleksi diri, kesadaran moral, dan tanggung jawab intrinsik siswa. Guru bertindak sebagai mediator dan fasilitator yang membimbing siswa untuk mengenali kesalahan mereka, memahami konsekuensi dari tindakan mereka, dan secara mandiri menentukan tindakan korektif yang tepat. Pendekatan ini terbukti dapat menumbuhkan rasa tanggung jawab, pengendalian diri, dan perilaku positif di kalangan siswa. Studi ini menyimpulkan bahwa mediasi konflik berdasarkan segitiga restitusi dapat berfungsi sebagai strategi pedagogis yang efektif untuk memperkuat karakter tanggung jawab pada siswa sekolah dasar.
Improving 3D Design Competence through Project-Based Learning among Mechanical Machining Students at SMKS PGRI 3 Malang MONALISA WIRAWAN; Ir. Marsono, S.Pd.T., M.Pd., Ph.D.; Didik Nurhadi, S.Pd., M.Pd., Ph.D.; Imam Muhtarom, S.Pd., M.Pd.
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.v4i1.297

Abstract

Pembelajaran Computer Aided Design (CAD) tiga dimensi pada siswa SMK masih menunjukkan hasil yang belum optimal, ditandai dengan rendahnya keterlibatan dan pencapaian kompetensi siswa. Penelitian ini bertujuan untuk meningkatkan kompetensi desain 3D melalui penerapan model Project-Based Learning (PjBL) pada siswa kelas X Teknik Pemesinan SMKS PGRI 3 Malang. Penelitian ini menggunakan metode penelitian tindakan kelas yang dilaksanakan dalam dua siklus yang meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 31 siswa. Instrumen penelitian meliputi tes hasil belajar, lembar observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa nilai rata-rata siswa meningkat dari 48,16 pada pra tindakan menjadi 72,40 pada siklus I dan 86,05 pada siklus II. Ketuntasan belajar meningkat dari 55% menjadi 80% dan 92%, dengan nilai N-gain sebesar 0,82 dalam kategori tinggi. Selain itu, keterlibatan siswa dalam pembelajaran juga mengalami peningkatan. Dengan demikian, penerapan model Project-Based Learning efektif dalam meningkatkan kompetensi desain 3D siswa.
Innovative Instruction of Islamic Religious Education Teachers in Fostering Independent Character Among Generation Z at Madrasah Aliyah Alkhairaat Pusat Palu Rizki Rivaldi; Askar; Rustina
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.v4i1.299

Abstract

The background of this research is based on the important role of teachers in creating learning that focuses not only on cognitive aspects but also on the development of independent character among Generation Z students at Madrasah Aliyah Alkhairaat Pusat Palu. The research aims to determine the forms and processes of innovative learning implemented by Islamic Religious Education teachers to shaping the independent character of Generation Z. This research employed a qualitative method with a descriptive approach. Data collection techniques included interviews, observation, and documentation. Data analysis was conducted through data reduction, data presentation, and conclusion. The research findings indicate that innovative learning was implemented through various instructional methods, including Project-Based Learning (PjBL), Problem-Based Learning, group discussions, role-playing groups, students presentations, and the use of digital media. In addition, the learning process was student-centered, with the teacher acting as a facilitator. The innovative learning proved effective in shaping the independent character of Generation Z students, as demonstrated by their attitudes of responsibility, discipline, self-confidence, and the ability to manage the learning process independently. Nevertheless, the implementation still faced several technical and administrative challenges. The research concludes that innovative learning by Islamic Religious Education teachers plays a crucial role in shaping the independent character of Generation Z students through active, participatory, and student-centered learning process.  
Edukasi Komunitas SIBAT Berbasis Memori Kolektif Ekologis dalam Mitigasi Bencana Banjir di Kampung Sewu, Surakarta Hasliza Tartila Maulida; Erisfa Fathimatuz Zahro; Hasan Ashari
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.v4i1.300

Abstract

Floods are a frequent occurrence in Surakarta City, especially in Kampung Sewu Village. Disaster mitigation education efforts must be continuously conducted to anticipate higher risks. This study aims to determine how flood mitigation education conducted by SIBAT is based on the community's collective ecological memory. This research is a qualitative study with a case study approach. Data collection techniques were carried out through interviews, observation, and documentation. Data analysis techniques used the Miles & Huberman interactive analysis model which consists of three stages: data reduction, data presentation, and conclusion drawing and verification. Based on the results of the study, it can be concluded that: SIBAT was born from the collective ecological memory of the Kampung Sewu community formed through long experience facing flood disasters, then transformed into a mitigation education forum that includes training in preparedness, environmental management, food security, and dissemination of disaster information.
The Influence of Pedagogical Competence and Personal Competence on Teachers’ Professional Competence, with Organizational Culture as a Mediating Variable Esih Sukaesih; Atikah Atikah; Dede Ibnu Romdoni; Hamidah Hamidah; Mutoharoh Mutoharoh
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.v4i1.301

Abstract

National education quality is fundamentally shaped by teachers' professionalism as the frontline of the learning process. This study aims to examine the influence of pedagogical competence and personality competence on teachers' professional competence, and to investigate the mediating role of organizational culture within that relationship. A quantitative approach with a causal research design was employed, applying total sampling to 30 teachers as respondents. Data were gathered through Likert-scale questionnaires and analyzed using path analysis and the Sobel test. The findings reveal that pedagogical competence (β=0.318) and personality competence (β=0.287) each exert a positive and significant influence on professional competence. Organizational culture demonstrated the strongest predictive coefficient (β=0.389). The Sobel test confirmed that organizational culture functions as a partial mediator in both relationships. The model accounts for 72.4% of the variance in professional competence. It is concluded that strengthening foundational teacher competencies must be accompanied by the sustained development of a conducive organizational culture
THE EFFECT OF PEDAGOGICAL AND PERSONAL COMPETENCIES ON TEACHERS’ PROFESSIONAL COMPETENCE, WITH ORGANIZATIONAL CULTURE AS A MEDIATING VARIABLE, AT SMPN 14 IN SERANG CITY Hamidah Hamidah; Rohmah Rohmah; Fitria Fitria; Astari Astari; Mutoharoh Mutoharoh
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.v4i1.302

Abstract

This study aims to analyze the influence of pedagogical competence and personality competence on teacher professional competence, with organizational culture as a mediating variable at SMPN 14, Serang City. Using a quantitative approach, data were collected through questionnaires distributed to 30 teachers as respondents. The results showed that pedagogical and personality competencies have a positive effect on teacher professionalism. Organizational culture was found to play a significant role as a mediator that strengthens this relationship. These findings imply the importance of strengthening a conducive school culture to optimize teacher potential
THE EFFECT OF PEDAGOGICAL COMPETENCE ON TEACHERS’ PROFESSIONAL COMPETENCE, WITH ORGANIZATIONAL CULTURE AS A MODERATING VARIABLE: A STUDY AT SDN MAJALAWANG Irfan Irfan; Moch Subhan Syarif; Suyudi Suyudi; Hamidah Hamidah; Mutoharoh Mutoharoh
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.v4i1.303

Abstract

This study was conducted to empirically analyze the influence of pedagogical competence on teacher professional competence, with organizational culture as a moderating variable at Majalawang Elementary School. Pedagogical competence is a basic skill that teachers must possess to manage learning effectively, while professional competence relates to teachers' ability to master learning materials broadly and sustainably. In addition to individual teacher abilities, school organizational culture also plays a crucial role in supporting the improvement of the quality and professionalism of educators. The study used a quantitative approach with a survey method. The study population consisted of all nine teachers at Majalawang Elementary School; thus, the entire population was sampled using a saturated sampling technique. Data collection was conducted using a Likert-based questionnaire structured according to the indicators for each research variable. Data analysis was conducted through validity, reliability, and normality tests, as well as Moderated Regression Analysis (MRA) to determine the influence between variables and the function of organizational culture as a moderating variable. The results showed that pedagogical competence had a positive and significant effect on teacher professional competence. The better a teacher's ability to understand student characteristics, plan lessons, implement teaching and learning activities, and evaluate learning, the higher their professional competence in carrying out their educational duties. Furthermore, organizational culture has been shown to strengthen the relationship between pedagogical competence and teacher professional competence. A harmonious, collaborative organizational culture supported by good communication among school members can increase the effectiveness of the application of pedagogical competence in supporting teacher professionalism. This research implies that strengthening school organizational culture needs to be carried out continuously through increased cooperation, discipline, organizational commitment, and the creation of a positive work environment to support the improvement of teacher competence and professionalism optimally. Thus, schools are expected to be able to create better quality education through the development of professional and competitive human resources
Deep Learning Supported by Desmos Classroom to Improve Problem-Solving Skills and Regulate Students’ Emotions Tita Novia; Beni Junedi; Sarah Caesarani
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.v4i1.304

Abstract

Mathematical problem-solving skills are one of the key competencies students must possess in mathematics education. However, in reality, many students still struggle to solve mathematical problems, particularly those involving linear equations. In addition to cognitive factors, affective aspects—such as emotional regulation—also influence students’ success in the learning process. Therefore, there is a need for instructional innovations capable of enhancing mathematical problem-solving skills while simultaneously supporting students’ emotional regulation. This study aims to determine the effect of Desmos Classroom-assisted deep learning on students’ mathematical problem-solving skills and emotional regulation regarding linear equations. This study employed a quasi-experimental method using a Nonequivalent Control Group Design. The study population consisted of eighth-grade students at SMP Negeri 3 Kalanganyar. The sample comprised an experimental class that received deep learning instruction supported by Desmos Classroom and a control class that received conventional instruction. The instruments used included a mathematical problem-solving ability test and a student emotional regulation questionnaire. Data analysis was conducted using descriptive and inferential statistics through hypothesis testing. The results indicate that deep learning instruction supported by Desmos Classroom has a positive effect on students’ mathematical problem-solving skills. This is evidenced by an increase in the students’ average score from 57.15 on the pretest to 71.63 on the posttest. The results of the hypothesis test also showed a significance value of 0.000, which is less than 0.05, indicating a statistically significant difference following the implementation of the instruction. In addition, students’ emotional regulation achieved an average percentage of 76.08%, which falls into the “very good” category. Thus, deep learning instruction supported by Desmos Classroom can serve as an effective alternative for improving students’ mathematical problem-solving skills while simultaneously supporting their emotional regulation when studying linear equations

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