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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 83 Documents
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Beyond the Classroom Boundaries: Utilizing the School Environment to Enhance Student Engagement and Social Studies Learning Outcomes Asneni, Fatma
Journal of Education and Teaching Learning Vol.3 No.2 (2025)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v3i2.131

Abstract

Social Studies (IPS) instruction in elementary schools often suffers from theoretical monotony, leading to low student engagement and sub-standard academic outcomes. This study aims to enhance both student learning activities and academic outcomes by utilizing the school environment as a contextual learning resource for fifth-grade students at SDN 09 Marisa. Employing a Classroom Action Research (CAR) design, the study was conducted over two cycles, consisting of planning, action, observation, and reflection phases. The subjects were 17 students (6 males and 11 females). Data were collected through direct observation rubrics to measure student activity and cognitive tests to evaluate learning outcomes against the Minimum Mastery Criterion (KKM). The synthesized results demonstrated a significant improvement; initial pre-cycle data showed only a 35% classical mastery rate. Following the implementation of outdoor environmental observation in Cycle I, mastery increased to 64%, and further optimization in Cycle II resulted in an 88% mastery rate, successfully exceeding the target. Student engagement drastically shifted from passive listening to active inquiry and exploration. In conclusion, strategically utilizing the school environment as a primary learning resource effectively breaks classroom monotony, actualizes constructivist learning theories, and significantly boosts both student participation and cognitive achievement in Social Studies.
Analyzing Internal and External Factors Contributing to Students' Learning Difficulties in Elementary Social Studies Karim, Fitriyawati
Journal of Education and Teaching Learning Vol.3 No.2 (2025)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v3i2.132

Abstract

Social Studies (IPS) is fundamentally designed to develop elementary students' social competencies; however, it is frequently perceived as a difficult and uninteresting subject. This study aims to identify and analyze the specific internal and external factors causing students' learning difficulties in IPS at SDN 09 Duhiadaa. Employing a qualitative descriptive method, the research data were systematically collected through participatory observation, in-depth interviews with teachers and students, and documentation study. The data were analyzed using the Miles and Huberman interactive model. The findings revealed that learning difficulties stem from a complex interplay of internal and external factors. Internally, students exhibited a profound lack of interest, difficulty in grasping abstract social concepts, and poor memory retention. Externally, the difficulties were heavily exacerbated by the school environment—specifically the teacher's reliance on conventional lecturing methods and an extreme lack of instructional media. Furthermore, the un-fenced school environment bordered by rubber plantations served as a massive physical distraction. From the family environment, parents' low educational backgrounds and busy working schedules resulted in a total absence of academic guidance at home. In conclusion, overcoming IPS learning difficulties requires a synergistic approach involving pedagogical innovation by teachers and increased parental involvement to create a supportive learning ecosystem.
Navigating Character Education: The Multifaceted Role of Social Studies Teachers and Socio-Cultural Barriers in Elementary Schools Maula, Melina
Journal of Education and Teaching Learning Vol.3 No.2 (2025)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v3i2.133

Abstract

The role of a Social Studies (IPS) teacher extends far beyond mere knowledge transfer; it encompasses the critical responsibility of shaping students' social character and civic competence. This study aims to determine the multifaceted roles of teachers in enhancing IPS learning and to identify the supporting and inhibiting factors in character formation at SDN 03 Patilanggio. Employing a qualitative descriptive method, data were systematically collected through direct observation, in-depth interviews with teachers and the school principal, and documentation study. The data were analyzed using an interactive model comprising data reduction, display, and conclusion drawing. The results reveal that teachers perform four primary roles: as educators planning the curriculum, as demonstrators executing active learning, as role models exhibiting positive social behavior, and as coaches instilling discipline. While these roles are supported by teachers' professional competence and clear school visions, a significant inhibiting factor was identified. Teachers frequently encounter socio-cultural barriers, specifically miscommunication and resistance from parents and school foundations regarding the firmness required in character building. In conclusion, optimizing IPS learning requires not only pedagogical mastery from the teacher but also a highly synergistic and transparent partnership between the school, parents, and the community to ensure consistent character education.
Digital Extramural English, Motivation, and VocabularyAcquisition in English as a Foreign Language Contexts thifal, Nabilah fairuz thifal; nina afrida; mauloeddin afna
Journal of Education and Teaching Learning Vol.4 No.1 (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.544

Abstract

In the digital era, English learning often extends beyond the classroom as students engage with authentic content via social media, online videos, and games. This study investigates how Informal Digital Learning of English (IDLE) and Extramural English (EE) activities foster vocabulary acquisition and motivation among English education students at IAIN Langsa. The researcher employs a qualitative approach, collecting data through semi-structured interviews and observations. Thematic analysis of the data revealed that learning was driven by audiovisual input, a synergy of intrinsic and ideal L2 self-motivation, and mediated by individual learning styles. Despite the prevalence of these behaviors, formal curricula seldom integrate such informal experiences. This research addresses that gap by examining how digital habits influence vocabulary growth and learner autonomy, which aligns with Indonesia's Merdeka Belajar curriculum and its emphasis on self-directed learning. The findings offer pedagogical insights for bridging formal instruction with informal digital practices, making English education more relevant. Conducted during a critical period of digital transformation, this study provides timely contributions to curriculum development and teacher education, empowering learners to harness their daily digital interactions for lifelong language proficiency.
Improving Constructing Child Friendly School Culture Through Symbolic Interaction Damanik, Fritz Hotman Syahmahita; Sukmana, Oman; Sulistyaningsih, Tri
Journal of Education and Teaching Learning Vol.4 No.1 (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.138

Abstract

School culture is not a static institutional given but a dynamic social achievement produced and reproduced through the everyday interpretive interactions of all stakeholders: teachers, students, parents, and administrators. This article investigates how the concept of "child-friendly culture" is socially constructed, negotiated, and internalized as a living school culture within Indonesian Child-Friendly Schools (Sekolah Ramah Anak/SRA). Drawing on a qualitative case study conducted at SMA Swasta Harapan Mandiri Medan, an officially SRA, designated school in a multicultural urban context, the article applies the theoretical framework of Constructivist Symbolic Interactionism as elaborated by Herbert Blumer (1969), Kathy Charmaz (2014), and Norman K. Denzin (2019). This integrated framework attends to three dimensions of meaning-making: the symbolic interactions through which "child-friendly" meanings are communicated and shared; the constructivist processes through which these meanings are shaped by actors' reflexive engagement with their social contexts and lived experiences; and the interpretive flexibility through which different stakeholder groups construct divergent yet interrelated understandings of what child-friendly school culture means in practice. Data collected through in-depth interviews, participant observation of school cultural routines, and documentary analysis reveal that "child-friendly culture" is most authentically enacted not through formal policy compliance but through the accumulated symbolic practices of daily school life. The article argues that school culture literacy, the capacity of educational actors to reflectively understand, critically evaluate, and actively shape the symbolic environment of their school, is a precondition for genuine SRA implementation.
Improving Arabic Speaking Skills through HelloTalk in a Southern Thai Islamic School Ummah, Nafisah Rohmatul; Anam, Syamsul; Miftakhul, Mokhammad
Journal of Education and Teaching Learning Vol.4 No.1 (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.139

Abstract

This study examined the implementation and effectiveness of HelloTalk in improving Arabic speaking skills among eighth-grade students at Ban Yaning Islamic School, Narathiwat, Thailand. A quantitative pre-experimental design with a one-group pretest–posttest model was employed, involving 30 students selected purposively. Data were collected through speaking tests, observation, interviews, and documentation, while speaking performance was assessed through pronunciation, grammar, vocabulary, fluency, and comprehension. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, the Wilcoxon signed-rank test, and N-Gain analysis. The results showed that students’ mean score increased from 49.67 in the pretest to 77.33 in the posttest, with a Wilcoxon significance value of 0.000, indicating a statistically significant improvement. However, the N-Gain score of 18.83% indicated low practical effectiveness. This study implies that HelloTalk can support Arabic speaking practice as a supplementary medium, but its use should be strengthened through structured teacher guidance, stable internet access, sufficient implementation time, and communicative speaking tasks.
Swansoft Simulator Video Tutorial as Digital Media for Basic Computer Numerical Control Learning Wulandari, Amelia Dini; Marsono; Mawangi, Puteri Ardista Nursisda
Journal of Education and Teaching Learning Vol.4 No.1 (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.140

Abstract

Basic CNC learning in vocational high schools faces challenges including limited practical facilities and low student procedural understanding of CNC machine programming. This study aims to analyze the effect of Swansoft CNC Simulator-based video tutorial media on improving student cognitive learning outcomes. The research employed a one-group pretest-posttest quasi-experimental design. The research subjects consisted of 10 students in grade XI of the Machining Engineering program at SMK Muhammadiyah 1 Malang City, selected through purposive sampling. Data were collected through cognitive tests (30 multiple-choice items based on Bloom’s Revised Taxonomy covering C1–C5 levels) and analyzed using paired samples t-test. The results showed a statistically significant improvement in student learning outcomes (t(9) = −2.674, p = 0.025, Cohen’s d = 0.99), with a mean score increase from 73.60 (SD = 7.20) on the pretest to 81.30 (SD = 8.25) on the posttest, yielding a mean normalized gain (N-Gain) of 0.29 (low-moderate category). These findings indicate that simulation-based video tutorial media integrating visual and auditory channels effectively enhances conceptual understanding and programming accuracy in CNC machining. This study concludes that Swansoft CNC Simulator-based video tutorial media is effective as an instructional alternative for Basic CNC courses at the vocational secondary school level.
Social Constructivism Based Project Based Learning in Senior High School Mathematics Education a Systematic Review Sri Dianawati, Ni Putu; Putu Sudiarta, I Gusti; Suweken, I Gede; Suparta, I Nengah
Journal of Education and Teaching Learning Vol.4 No.1 (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.141

Abstract

This study aims to systematically review the implementation of social constructivism-based Project-Based Learning (PjBL) in mathematics education at the senior high school level over the past five years. The review focuses on the forms of PjBL implementation, types of projects, characteristics of student products, project authenticity, meaningfulness, relevance to classroom time constraints, and proposed solutions. A Systematic Literature Review (SLR) method was employed by analyzing twenty-two articles retrieved from Google Scholar, DOAJ, ERIC, and SINTA databases. The article selection process followed the PRISMA framework, including identification, screening, eligibility, and inclusion stages, and the data were analyzed using a thematic approach. The findings indicate that PjBL generally aligns with social constructivist principles through collaborative activities and social interaction. However, most projects remain dominated by academic and symbolic products, such as reports and presentations, with authenticity levels categorized as low to moderate. Furthermore, limited instructional time and teachers' readiness emerge as major challenges. This review highlights a significant research gap in developing authentic and meaningful mathematics projects that support deep learning and the achievement of advanced-level competencies, providing a novel epistemological perspective on how social constructivism is practically translated into project designs.
Media Framing of Children's Rights, Discrimination, and Prevention Efforts in the Educational Environment Adi, Prasetyo Adinugroho
Journal of Education and Teaching Learning Vol.4 No.1 (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.144

Abstract

Children's rights are fundamental human rights that must be protected. However, violations in the form of bullying and discrimination within educational environments remain a serious problem in Indonesia. This study analyzes media framing of children's rights issues, discrimination, and bullying prevention efforts in Indonesian educational settings using a qualitative descriptive case study approach and Entman’s (1993) framing model. Primary data from national media outlets (Kompas, Saibumi, MetroTVNews, Liputan6, RRI, and Alodokter) covering the period of August to November 2025 show a significant increase in bullying cases, from 285 cases in 2023 to 573 cases in 2024. Physical bullying dominated (55.5%), followed by verbal bullying (29.3%), with cyberbullying also rising sharply by 100%. The media define bullying as a violation of children's rights to protection and a safe education. They diagnose its causes as the lack of school supervision, tolerant norms toward discrimination (based on gender, socio-economic status, and identity), and the influence of social media. In moral judgments, the media portray victims as the vulnerable party and institutions such as KPAI and Komnas PA as defenders of children's rights, while schools and parents are viewed as ethically failing. The recommended solutions include holistic prevention through inclusive curricula, teacher training, psychological support, and child-friendly policies in line with the Convention on the Rights of the Child (CRC) and Law No. 35 of 2014. This framing influences public opinion and policy responses toward creating a discrimination-free educational environment.
PERAN GURU DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA DI SEKOLAH DASAR Sakinah, Arini
Journal of Education and Teaching Learning Vol. 1 No. 1 (2023)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v1i1.9

Abstract

Learning motivation is a student's internal and external factors to change behavior. Thepurpose of this research is to find out how the teacher functions in the learning process, howthe teacher increases student learning motivation, the inhibiting factors of the teacher inincreasing student motivation and interest in learning and how the solutions that will becarried out by the teacher in increasing student learning motivation. The teacher's role inincreasing student learning motivation is one of the integral activities that must exist inlearning activities. The learning process will be successful if students always have motivationin learning. The teacher's role is to make students more diligent in learning with motivation,encouragement, and strategies carried out by the teacher to increase student motivation,because the teacher is the best motivator for students in increasing student motivation. Abstrak : Motivasi belajar merupakan faktor internal dan eksternal siswa untuk melakukan perubahanperilaku. Tujuan penilitian ini untuk mengetahui bagaimana fungsi guru dalam prosespembelajaran, cara guru dalam meningkatkan motivasi belajar siswa, faktor penghambat gurudalam meningkatkan motivasi dan minat belajar siswa serta bagaimana solusi yang akandilakukan oleh guru dalam meningkatkan motivasi belajar siswa. Peran guru dalammeningkatkan motivasi belajar siswa salah satunya kegiatan integral yang harus adadalam kegiatan pembelajaran. Proses belajar akan berhasil jika siswa selalu memiliki motivasidalam belajar. Peran guru adalah membuaat siswa lebih rajin belajar dengan motivasi,dorongan, dan strategi-strategi yang dilakukan oleh guru untuk meningkatkan motivasibelajar siswa, karena guru adalah motivator terbaik untuk para siswa dalammeningkatkan motivasi kepada siswa

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