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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 277 Documents
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The Application of Canva-Based Animated Video Learning Media to Increase Students' Learning Interest in History Subjects at SMA Negeri 7 Palu Asma Meliyani; Juraid Abdul Latief; Windayanti; Minarni Nongtji
Journal of Education and Teaching Learning Vol.4 No.2 October (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i2.425

Abstract

This study aims to describe the implementation process of Canva-based animated video learning media in History subjects and to determine students' learning interest after using the media in class XI 9 at SMA Negeri 7 Palu. This research is backgrounded by the learning process, which is still dominated by textbooks and lecture methods, rendering the learning experience monotonous and causing some students to easily feel bored and less interested in following the lessons. This study used a qualitative descriptive approach with students of class XI 9 at SMA Negeri 7 Palu as subjects. Data collection techniques were carried out through observation, interviews, documentation, and questionnaires, while data analysis was conducted through the stages of media design and production, learning implementation, and evaluation. The use of this media is able to create learning that is more engaging, interactive, and dynamic. Students demonstrated increased attention, focus, interest, active participation, and enthusiasm during the learning process. The questionnaire results showed a positive response of 90%, consisting of 71% "Agree" and 19% "Strongly Agree" responses, while 9% chose "Disagree" and 1% "Strongly Disagree". These results indicate that the use of Canva-based animated videos can enhance students' interest, attention, focus, and engagement in learning history. Furthermore, the use of animated video media helps reduce boredom and makes it easier for students to understand the presented material. These questionnaire findings are reinforced by observation and interview results showing student enthusiasm throughout the learning process. Thus, the implementation of Canva-based animated video learning media can serve as an innovative alternative learning medium that
Developing Instructional English Materials Integrating Inquiry-Based Learning and HOTS: A Systematic Review Lesly Narwasti Ndun; Farida Daniel; Marthisa O. Billik
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.v4i1.427

Abstract

This study is aimed to determine whether integrating Inquiry-based learning and HOTS can enhance students learning achievements, and what instructional strategies are most effective in promoting inquiry-based learning and fostering Higher-Order Thinking Skills (HOTS) in English education. There are ten articles to be reviewed chosen from 300 database. The search of database up to the articles selection was done using PRISMA. The result of the studies show that mostly, by integrating inquiry-based learning and HOTS in English Instructional materials, effectively improved students' creative and critical thinking skills, which in turn helped them learn English better. The students enjoy the English materials based on HOTS.  Concerning Research Question 2, a multitude of efficient pedagogical approaches are distinguished to foster inquiry-based learning and HOTS within the realm of English education. Successful approaches are emphasized, including Socratic questioning, Problem-Based Learning (PBL), Project-Based Learning (PBL), collaborative learning, inquiry-based writing, the use of authentic materials, and concept mapping.    
Application of the Tikrar Method in Memorizing Hadith and Short Surah for Children at ABA Kindergarten 25 Medan Nurazizah Sitorus; Muhammad Ruslan
Journal of Education and Teaching Learning Vol.4 No.2 October (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i2.428

Abstract

Early childhood is considered a golden age characterized by rapid development in memory and learning abilities. This study aims to analyze the implementation of the Tikrar method in helping kindergarten children memorize hadiths and short surahs at TK ABA 25 Medan Perjuangan, as well as to identify supporting factors, obstacles, and solutions implemented by educators. This study employed a qualitative approach using a case study design. Data were collected through observations, in-depth interviews with tahfiz teachers and homeroom teachers, and documentation, and were analyzed descriptively. The findings indicate that the Tikrar method was implemented through systematic and interactive repetition by combining oral repetition, body movements, visual aids, and rhythmic recitation. This approach improved children's memory, fluency, and accuracy in memorization. Supporting factors included consistent memorization schedules, teacher creativity, and parental involvement. Meanwhile, differences in children's abilities and concentration were addressed through gradual repetition, individualized approaches, and collaboration between the school and parents.
Analysis of Numeracy Skills Viewed from Learning Styles in Grade X Students of SMA YPPK Teruna Bakti Jayapura Iman Al Amin Wahyudi
Journal of Education and Teaching Learning Vol.4 No.2 October (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i2.398

Abstract

This study aims to describe the numeracy ability of tenth-grade students at SMA YPPK Teruna Bakti Jayapura in relation to their learning styles visual, auditory, and kinesthetic on the topic of Three-Variable Linear Equation Systems (SPLTV). A descriptive qualitative approach was employed. The research subjects consisted of three students selected through purposive sampling to represent each learning style. Data were collected through a learning-style questionnaire (VAK model), a written test based on SPLTV problems, semi-structured interviews, and documentation, with data validity ensured through technique and source triangulation. Data were analyzed through data reduction, data display, and conclusion drawing. The results showed that all three subjects were in the high numeracy category, with scores of 94 (visual), 90 (auditory), and 92 (kinesthetic). The visual-style subject excelled in representation and structured problem-solving steps; the auditory-style subject excelled in mathematization and verbal explanation but was weaker in written communication; while the kinesthetic-style subject was able to construct mathematical models well but needed to improve accuracy. Overall, the class numeracy distribution showed 43.48% of students in the high category, 13.04% in the medium category, and 43.48% in the low category. These findings indicate that learning style is not the only determinant of numeracy ability.  
Analysis of Students’ Conceptual Understanding of Grouped-Data Mean Based on APOS Theory in Grade X at SMA Negeri 1 Jayapura Maria Novita Langoday
Journal of Education and Teaching Learning Vol.4 No.2 October (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i2.399

Abstract

Abstract content is typed in Arial Narrow, 11-point font, justified, italicized, and single-spaced. The abstract contains a summary of the research objectives, methods, and results. The abstract is limited to a maximum of 200 words. This study aims to analyze students' conceptual understanding based on APOS (Action, Process, Object, Schema) theory regarding grouped-data mean in Grade X at SMA Negeri 1 Jayapura. A descriptive qualitative approach was employed, with the researcher serving as the primary instrument. The participants were all 27 students in Grade X-11, who completed a constructed-response test on grouped-data mean to map the APOS stage they had attained. Based on the test results, six students were selected through purposive sampling using the principle of maximum variation sampling, with two students representing each of the Process, Object, and Schema stages, to participate in two Think Aloud sessions as a form of time triangulation. Data were analyzed through data reduction, data display, and conclusion drawing, and validity was examined through time triangulation and method triangulation. The results show that all participants had attained the Action and Process stages, as reflected in their ability to determine the class midpoint, calculate the frequency–midpoint product, and explain the steps for calculating grouped-data mean. For items 1 and 2, almost all participants consistently attained the Schema stage from the written test onward, whereas for the more complex item 3, some participants consistently attained the Schema stage only during the second Think Aloud session after initially being at the Process or Object stage. This difference was influenced more by nervousness and a lack of self-confidence during the interview than by instability in conceptual understanding. Thus, students' conceptual understanding of grouped-data mean varied between the Object and Schema stages, particularly for more complex contextual questions; therefore, teachers are advised to provide more varied contextual questions to encourage students to attain higher stages of understanding.
Analysis of Grade XI Students’ Conceptual Understanding of the Law of Sines and Cosines Based on APOS Theory at SMA Negeri 1 Jayapura Muhammad Sally Sabrilillah
Journal of Education and Teaching Learning Vol.4 No.2 October (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i2.400

Abstract

This study aimed to describe and analyze students’ conceptual understanding based on APOS theory (Action, Process, Object, Schema) on the topic of the law of sines and cosines in Grade XI of SMA Negeri 1 Jayapura. A descriptive qualitative approach was used. Eight subjects were purposively selected from 35 students of Class XI-7 based on a written test, ensuring representation of two students at each APOS stage. Data were collected through a written test and Think aloud interviews conducted at two different times (TA 1 and TA 2), then analyzed using the Miles and Huberman interactive model and verified through time triangulation. The results showed that students’ conceptual understanding of the law of sines and cosines developed hierarchically across the four APOS stages. At the Action stage, students could only execute procedures mechanically without detecting errors. At the Process stage, students could explain steps sequentially and reverse procedures, but could not yet verify their own results independently. At the Object stage, students consciously integrated triangle properties into their solutions. At the Schema stage, students could connect the laws of sines and cosines with other trigonometric concepts and independently evaluate and select more appropriate approaches. Of the 35 students, the majority (77.1%) remained at the Action stage, indicating that instruction still emphasized procedural mastery over the formation of complete conceptual structures.  
The Role of Teachers in Helping Students Overcome Learning Difficulties in Class X History at MA Negeri Insan Cendekia Palu City Alvina Dewiyanti
Journal of Education and Teaching Learning Vol.4 No.2 October (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i2.421

Abstract

This study aims to identify the factors causing students' learning difficulties in History and to describe the teacher's role in helping tenth-grade students overcome these learning difficulties at MA Negeri Insan Cendekia Palu. This research employed a descriptive qualitative approach. The participants consisted of the History teacher and tenth-grade students. Data were collected through observation, interviews, and documentation, while the data were analyzed using data reduction, data presentation, conclusion drawing, and triangulation to ensure the validity of the research findings.The findings indicate that students' learning difficulties are influenced by both internal and external factors. Internal factors include low learning motivation, lack of interest in History, limited ability to remember learning materials, and decreased concentration during the learning process. Meanwhile, external factors include less varied teaching methods, ineffective learning schedules, and limited attention and support from the family environment. To overcome these learning difficulties, the teacher implemented several strategies, including providing motivation and positive reinforcement, applying various instructional methods such as Inquiry-Based Learning and Problem-Based Learning, providing additional learning notes, conducting classroom discussions and question-and-answer sessions, and offering individual guidance to students experiencing learning difficulties. These efforts were found to improve students' interest, participation, and understanding of History lessons. Based on the findings, it can be concluded that the teacher plays a significant role in helping students overcome learning difficulties. Successful learning is influenced by appropriate teaching strategies, students' learning motivation, and family support, enabling the learning process to become more effective and the learning objectives to be achieved successfully.  

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