Journal of Education and Teaching Learning
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.
Articles
83 Documents
<![CDATA[Dampak Penggunaan Media Sosial Terhadap Prestasi Belajar Siswa SMA Negeri 13 Palembang ]]>
<![CDATA[theresia, winda]]>
<![CDATA[ Journal of Education and Teaching Learning Vol. 2 No. 2 (2024) ]]>
Publisher : <![CDATA[PT MEDIA JURNAL DAN PENDIDIKAN ]]>
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DOI: 10.59211/hft4jb89
<![CDATA[Media sosial adalah alat komunikasi atau informasi yang memungkinkan orang berbicara, menyebarkan informasi, atau menuangkan ide. Namun, bagi beberapa siswa, media sosial menjadi tantangan yang menakutkan. Hal ini terutama berlaku bagi mereka yang menyalahgunakannya bukan untuk kepentingan akademik. Media sosial memiliki efek yang signifikan pada hasil belajar siswa. Prestasi belajar adalah hasil belajar yang dicapai selama kegiatan pembelajaran. Prestasi belajar dapat ditunjukkan dalam bentuk angka atau nilai, dan untuk mencapainya, perlu dilakukan usaha yang keras. Apalagi dalam kegiatan belajar mengajar, proses pengaturan dan mengorganisasi lingkungan di sekitar peserta didik diperlukan untuk menumbuhkan dan mendorong proses belajar. Diharapkan orang tua dan guru di sekolah membantu siswa membatasi penggunaan media sosial. Pengaruh: (1) prestasi akademik; (2) media sosial; (3) dampak positif dan negatif; dan (4) peran guru di sekolah terhadap dampak penggunaan media sosial adalah tujuan penulis menulis ini.]]>
<![CDATA[Model Pembelajaran Numbered Heads Together (NHT) untuk Meningkatkan Hasil Belajar Siswa SD pada Pembelajaran IPS ]]>
<![CDATA[Nur Nidayah, naeli]]>
<![CDATA[ Journal of Education and Teaching Learning Vol. 2 No. 2 (2024) ]]>
Publisher : <![CDATA[PT MEDIA JURNAL DAN PENDIDIKAN ]]>
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DOI: 10.59211/jnh4bt31
<![CDATA[Penelitian ini bertujuan untuk menganalisis efektivitas penerapan model pembelajaran Numbered Heads Together (NHT) dalam meningkatkan hasil belajar siswa SD pada mata pelajaran IPS. Penelitian menggunakan metode deskriptif kualitatif dengan pendekatan studi literatur. Data diperoleh melalui analisis sistematis dari artikel-artikel jurnal yang relevan. Temuan penelitian menunjukkan bahwa model NHT berdampak positif terhadap hasil belajar siswa, khususnya dalam meningkatkan keterampilan berpikir kritis, motivasi belajar, dan rasa percaya diri. Model ini juga memberikan kontribusi dalam menciptakan suasana belajar yang aktif, kolaboratif, dan menyenangkan. Dengan penerapan langkah-langkah yang sistematis, model NHT terbukti meningkatkan keterlibatan siswa dalam pembelajaran dan hasil belajar yang lebih baik. Penelitian ini memberikan kontribusi terhadap pengembangan metode pembelajaran yang inovatif dalam pendidikan dasar, khususnya untuk mata pelajaran IPS.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN MORDISCVEIN TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN IPA DI SD ]]>
<![CDATA[Saleh, Meylan]]>
<![CDATA[ Journal of Education and Teaching Learning Vol. 2 No. 2 (2024) ]]>
Publisher : <![CDATA[PT MEDIA JURNAL DAN PENDIDIKAN ]]>
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DOI: 10.59211/r1qztb26
<![CDATA[Penelitian ini bertujuan untuk melihat pengaruh model pembelajaran Mordiscveinterhadap hasil belajar siswa pada mata pelajaran IPA di kelas V SDN 7 Tilongkabila Kabupaten Bone Bolango. Jenis penelitian ini adalah Quasi eksperimental design denganrancangan Nonequivalent Control Group Design. Variabel bebas yaitu model pembelajaranMordiscveindanvariabelterikatyaituhasilbelajar.Sampel yang digunakan sebanyak 40 siswa dengan menggunakan dua kelompok yakni kelompok kontrol dan kelompok eksperimen. Teknik pengambilan sampel menggunakan Purposive Sampling. Hasil penelitian dan pembahasan diperoleh nilai rata-rata posttest kelompok eksperimen yang menggunakan model Mordiscveinsebesar 77.75 dan kelompok kontrol yang menggunakan model konvensional 59, 00. Jika dibandingkan nilai rata-rata posttest kelompok eksperimen lebih tinggi dari nilai rata-rata posttest kelompok kontrol. Hasil pengujian hipotesis diperoleh thitung> ttabel yaitu 3.841 > 1.686 Dengan demikian dapat disimpulkan bahwa terdapat pengaruh model pembelajaran Mordiscveinterhadap hasil belajar siswa pada mata pelajaran IPA dikelas V SDN 7 Tilongkabila Kabupaten Bone Bolango]]>
<![CDATA[Enhancing Spatial Intelligence through Map Media in Elementary Social Studies ]]>
<![CDATA[Mohamad, Adelia]]>
<![CDATA[ Journal of Education and Teaching Learning Vol.3 No.1 (2025) ]]>
Publisher : <![CDATA[PT MEDIA JURNAL DAN PENDIDIKAN ]]>
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DOI: 10.59211/mjpjetl.v3i1.124
<![CDATA[Spatial intelligence is a crucial aspect of social studies education that often lacks optimization due to passive learning methods and inadequate media use. This study aims to explain the application of social studies learning in improving students' spatial intelligence through the enhancement of teachers' ability to prepare lessons, specifically utilizing map media in class V at SDN 07 Marisa. The research employed a qualitative descriptive design, with data collected through direct observation and document study involving the school principal and class teachers. Data were analyzed using interactive models comprising data reduction, data display, and conclusion drawing. The results indicate a significant difference in student spatial comprehension when teachers competently utilize map media compared to conventional teaching. The integration of map media effectively transitions learning from an abstract concept to a concrete experience, thereby avoiding verbalistic knowledge and increasing student engagement in understanding geographical elements. In conclusion, the appropriate use of learning media in social studies significantly enhances students' cognitive, affective, and psychomotor skills regarding spatial intelligence.]]>
<![CDATA[Evaluating Vocabulary, Mechanics, and Organization in High School Students' Descriptive Writing ]]>
<![CDATA[hunowu, hasna]]>
<![CDATA[ Journal of Education and Teaching Learning Vol.3 No.1 (2025) ]]>
Publisher : <![CDATA[PT MEDIA JURNAL DAN PENDIDIKAN ]]>
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DOI: 10.59211/mjpjetl.v3i1.125
<![CDATA[Writing descriptive text requires a complex integration of vocabulary, mechanics, and organization, which often presents significant challenges for English as a Foreign Language (EFL) students. This study aims to describe and evaluate the writing abilities of second-grade students in composing descriptive texts, specifically focusing on their proficiency in vocabulary usage, mechanical accuracy, and paragraph organization at SMA Negeri 1 Popayato. Employing a qualitative descriptive design, the research gathered data through targeted writing tests administered to a random sample of 20 students. The data were analyzed and categorized using standardized scoring criteria. The synthesized results revealed that the students' overall writing ability falls into the average category, with a mean score of 45.4. Specifically, the highest frequency of errors occurred in vocabulary (55%), characterized by limited word range and direct native-language translation, followed by organizational flaws (50%) and mechanical errors in capitalization and punctuation (45%). In conclusion, the students require targeted instructional strategies emphasizing contextual vocabulary building and mechanical practices to improve the coherence and accuracy of their descriptive writing]]>
<![CDATA[Overcoming Instructional Obstacles: The Implementation of Diverse EFL Teaching Strategies in Higher Education ]]>
<![CDATA[Hulopi, Febriyanti]]>;
<![CDATA[Amu, Anas]]>
<![CDATA[ Journal of Education and Teaching Learning Vol.3 No.1 (2025) ]]>
Publisher : <![CDATA[PT MEDIA JURNAL DAN PENDIDIKAN ]]>
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DOI: 10.59211/mjpjetl.v3i1.126
<![CDATA[Teaching English as a Foreign Language (EFL) at the university level requires educators to dynamically implement various teaching strategies to meet diverse student needs. This research aimed to discover the specific strategies lecturers use in teaching English and explore the practical obstacles they face during implementation at Universitas Pohuwato. Employing a qualitative descriptive research method, data were systematically gathered through in-depth audio-recorded interviews with four English lecturers. The processed results reveal that lecturers utilize a multifaceted approach: interactive strategies, visualization, question-and-answer sessions, cooperative student-centered models, role-play, and drilling. Despite these robust strategies, their effectiveness is heavily moderated by several pedagogical and systemic obstacles. These include severe classroom management issues due to large student capacities, significant lack of student vocabulary mastery, poor interpersonal communication among learners, and the absence of adequate technological infrastructure, such as LCD projectors. In conclusion, while lecturers demonstrate pedagogical adaptability, university management must provide better infrastructure and balanced class sizes to fully optimize these EFL teaching strategies]]>
<![CDATA[Exploring EFL Students' Perceptions of Utilizing Harry Potter Movies for English Idiom Acquisition ]]>
<![CDATA[wahyuni, iga]]>
<![CDATA[ Journal of Education and Teaching Learning Vol.3 No.1 (2025) ]]>
Publisher : <![CDATA[PT MEDIA JURNAL DAN PENDIDIKAN ]]>
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DOI: 10.59211/mjpjetl.v3i1.127
<![CDATA[Mastering English idioms presents a significant challenge for English as a Foreign Language (EFL) learners due to their non-literal meanings. Integrating audiovisual media, such as movies, is theorized to provide the necessary contextual scaffolding. This research aimed to investigate the implementation of the Harry Potter movie series in teaching idioms and to explore students' perceptions of this media at Universitas Pohuwato. Employing a descriptive qualitative method supported by quantitative survey data, the study involved fourth-semester students from the English Education Department. Data were collected through questionnaires distributed to nine students and in-depth interviews with a purposive sample of six students. The synthesized results indicate a highly positive perception; 100% of respondents strongly agreed on the importance of learning idioms, and the majority found the movie engaging and effective for vocabulary expansion. Although students faced difficulties comprehending the British accent and rapid speech, the visual context of the movie significantly aided their idiomatic comprehension. In conclusion, utilizing Harry Potter movies is an effective pedagogical strategy that boosts student motivation and enriches their idiomatic repertoire, provided that lecturers offer adequate linguistic guidance.]]>
<![CDATA[Morphological and Syntactic Deficiencies in EFL Narrative Writing: A Surface Strategy Taxonomy Analysis of Past Tense Errors ]]>
<![CDATA[Mohamad, Pratiwi Ayu Lestari]]>
<![CDATA[ Journal of Education and Teaching Learning Vol.3 No.1 (2025) ]]>
Publisher : <![CDATA[PT MEDIA JURNAL DAN PENDIDIKAN ]]>
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DOI: 10.59211/mjpjetl.v3i1.128
<![CDATA[Mastering the simple past tense in narrative writing remains a significant grammatical hurdle for English as a Foreign Language (EFL) learners due to the complexities of verb inflection. This study investigates the specific morphological and syntactic errors in using the simple past tense among tenth-grade students, aiming to identify the types and dominant categories of these deficiencies. Utilizing a descriptive qualitative design, data were collected through a 90-minute narrative writing test from a random sample of 20 students at SMA Negeri 1 Popayato. The identified grammatical deviations were analyzed and categorized using Dulay’s Surface Strategy Taxonomy. The results revealed a total of 374 grammatical errors. Misformation was the overwhelmingly dominant error, accounting for 62% (231 errors), primarily driven by the misconjugation of irregular verbs and incorrect 'to be' usage. This was followed by errors of omission at 24% (90 errors), addition at 13% (48 errors), and misordering at 1% (5 errors). In conclusion, the high frequency of misformation and omission indicates a fundamental gap in students' understanding of past tense morpho-syntax, strongly influenced by first language (L1) interference where tense markers do not exist. This necessitates targeted pedagogical interventions, such as intensive verb-drilling and contextual grammar exercises, to improve EFL narrative writing accuracy.]]>
<![CDATA[Integration of Mobile-Assisted Language Learning (MALL) Using Quizlet to Enhance EFL Students' Vocabulary Mastery ]]>
<![CDATA[Hisasmaria]]>
<![CDATA[ Journal of Education and Teaching Learning Vol.3 No.2 (2025) ]]>
Publisher : <![CDATA[PT MEDIA JURNAL DAN PENDIDIKAN ]]>
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DOI: 10.59211/mjpjetl.v3i2.129
<![CDATA[Vocabulary mastery is a foundational element in English as a Foreign Language (EFL) acquisition, yet traditional instructional methods often fail to maintain student engagement and retention. This study aims to investigate the effectiveness of integrating Quizlet, a Mobile-Assisted Language Learning (MALL) application, to significantly improve the vocabulary mastery of first-semester students at Universitas Pohuwato. Employing a quantitative pre-experimental research design (one-group pre-test and post-test), the study involved a sample of 23 students selected through a total sampling technique. Primary data were collected utilizing a validated 25-item multiple-choice vocabulary test administered before and after a four-meeting instructional treatment. The collected data were analyzed using descriptive statistics and a paired sample t-test via SPSS. The findings revealed a substantial increase in students' learning outcomes; the pre-test mean score of 62.13 rose significantly to a post-test mean of 81.74. Inferential analysis yielded a significance value of 0.000 (p < 0.05) with a t-value of -9.87, unequivocally rejecting the null hypothesis. The integration of Quizlet’s interactive flashcards and gamified repetition fostered an engaging, independent learning environment that successfully bridged the vocabulary deficit. In conclusion, Quizlet is a highly effective pedagogical tool for vocabulary acquisition, and it is strongly recommended that EFL educators incorporate such digital applications into their teaching strategies.]]>
<![CDATA[Mitigating the "Leaky Tin" Phenomenon: Developing Interactive Financial Literacy Media for Rural Elementary Students ]]>
<![CDATA[Bidi, Ulan]]>
<![CDATA[ Journal of Education and Teaching Learning Vol.3 No.2 (2025) ]]>
Publisher : <![CDATA[PT MEDIA JURNAL DAN PENDIDIKAN ]]>
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DOI: 10.59211/mjpjetl.v3i2.130
<![CDATA[Low financial awareness among children can have severe negative impacts on their future economic management, as early childhood habits significantly shape adult financial character. In rural areas, financial literacy education in elementary schools remains severely neglected, often resulting in temporary and ineffective saving behaviors. This study aims to investigate the financial behavior of rural elementary students and identify effective instructional media to cultivate their financial awareness. Employing a qualitative descriptive method, data were collected through participatory observation and in-depth interviews with students and teachers at a rural elementary school in Pohuwato. The findings revealed a prevalent "leaky tin" (tabungan kaleng bocor) phenomenon, where students possess a basic instinct to save using used cans but frequently withdraw the money prematurely for short-term consumptive needs due to a lack of self-control and parental guidance. To mitigate this, theoretical instructional media are highly ineffective. The study identifies that integrating interactive-visual and applicative media—such as Creative Saving Books with visual targets, Wise Shopping Simulation Board Games, and Digital Storytelling—is urgently needed. In conclusion, synergistic efforts between schools and parents, facilitated by these interactive media, are crucial to shifting students' mindsets from merely storing money to strategically planning for the future.]]>
