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Journal of Education and Teacher Training Innovation (JETTI)
Published by PT. Pusmedia Group Indonesia
ISSN : -     EISSN : 30253500     DOI : 10.61227
Core Subject : Education,
Education
The Education and Teacher Training Innovation Journal specifically publishes journal articles in the field of education which include: character building multicultural education nature based education Islamic education Innovative pedagogy Learning model Learning analytics Service learning Active learning Impact of the use of technology related to education Collaborative technology is applied to education or teaching Lifelong education Distance education and MOOC Online system in support of education Educational simulation and game Virtual and augmented reality systems Mobile learning Interface and interaction design for instructions Multimedia in education Digital learning objects Evaluation system Social media for learning Educational Method Innovation Educational Technology Innovation
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 25 Documents
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Search results for , issue "vol. 4 no. 1 (2026): journal of education and teacher training innovation" : 25 Documents clear
Philosophy in Context: Learning Experiences of Language and Translation Students in Libya Sami Barkah; Salem Aladi
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/bep21583

Abstract

This study examines the students’ experiences, expectations, and perceptions of philosophy courses which is taught in non-philosophy major programs at the Faculty of Languages and Translation, University of Zawia, Libya. By using a mixed-methods research design, quantitative data were collected through a structured questionnaire administered to 250 undergraduate students from departments of English, French, Arabic and Italian languages. Qualitative insights were obtained from semi-structured interviews with 20 participants. The questionnaire was analyzed using descriptive statistics (frequencies, percentages, means, and standard deviations), while interview transcripts were examined through thematic analysis to generate and triangulate key themes. The findings show that although students recognize philosophy as intellectually and ethically valuable, they consistently perceive it as abstract, demanding, and insufficiently connected to their academic specialization in language and translation studies. A notable gap emerges between students’ high expectations, particularly regarding critical thinking, ethical awareness, and practical relevance, and their actual learning experiences. Challenges related to conceptual complexity, philosophical language, teaching pace, and assessment methods were prominently reported. However, qualitative evidence indicates that students stay positively disposed toward philosophy and express strong willingness to engage with the subject when instructional barriers are reduced. The study argues that these challenges came primarily from pedagogical and curricular disintegration rather than from students’ rejection of philosophy itself. The paper concludes by offering context-sensitive pedagogical implications for teaching philosophy to non-specialists in Libyan higher education, emphasizing the need for applied, student-centered, and interdisciplinary approaches. These findings imply that philosophy courses for non-specialists in Libyan higher education should be redesigned through stronger curriculum integration with language and translation programs, student-centered instruction, and assessment formats that emphasize applied reasoning rather than memorization.
Transforming History Teaching with Tablets: Teacher Preparedness and Student Engagement in Bagamoyo District, Tanzania Adam Kiimbe; Prospery M. Mwila
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/r7kg6m48

Abstract

The integration of educational tablets in secondary school classrooms has emerged as a key strategy for transforming history teaching and learning in Tanzania. This study explored how tablets influence instructional techniques, teacher preparedness, and student engagement among history teachers in public secondary schools in Bagamoyo District. A mixed-methods approach employing a convergent parallel design was adopted, combining quantitative questionnaires and qualitative interviews with 30 teachers, including both history specialists and general academic staff. Findings indicate that tablets enhance lesson planning by providing access to multimedia resources, digital notes, interactive materials, and structured learning paths, allowing teachers to design more adaptive and student-centered lessons. Tablets also strengthen teacher preparedness by supporting historical research, collaborative lesson development, formative assessment, and classroom management, while fostering pedagogical innovation and confidence in content delivery. In addition, tablet-based tools such as digital exhibitions, interactive timelines, and multimedia presentations facilitate teachers’ engagement with history content, improving comprehension, critical thinking, and instructional effectiveness. Challenges identified include limited device availability, inconsistent internet connectivity, insufficient training, and unclear policy guidance, which constrain optimal tablet utilization. Addressing these barriers requires investment in infrastructure, professional development, policy frameworks, and localized, curriculum-aligned digital resources. By enabling interactive, participatory, and inquiry-driven learning, tablets contribute to transforming traditional history classrooms into dynamic environments that support 21st-century educational goals. The study highlights the potential of technology to enhance teacher competence, instructional quality, and student learning outcomes when integrated thoughtfully within pedagogical practices.
Effectiveness of School Administrators in Promoting Professionalism in Public Secondary Schools in Mkuranga, Coast Region, Tanzania Gwamaka John; Daniel Onyango; Mwamakula Mwamakula
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/30stej27

Abstract

This study examined the effectiveness of school administrators in promoting professionalism among teachers in public secondary schools in Mkuranga District, Tanzania. The study was guided by three specific objectives: to examine the influence of administrative training on promoting professionalism, to assess the role of career development opportunities provided by school administrators in enhancing professionalism, and to evaluate how administrative accountability contributes to integrity, respect, and stewardship among staff. The study employed ‘Transformational Leadership Theory’ emphasizes on leaders’ ability to inspire and influence followers to achieve professional behavior. The study adopted a mixed-methods research approach. It involved both quantitative and qualitative data collection and analysis techniques. Research designed of the study followed a structured approach whereby stratified random sampling and purposive sampling procedures were used to collect data. The study used statistical software (SPSS) for data analysis. The 100 participants were involved in the study. The 93 teachers, four heads of schools, two Ward Education Officers, and one Teachers Service Commission officer. The results revealed that administrative training improves integrity, ethical conduct, and respect within schools, although regular training opportunities were limited. The study concluded that school administrators play a vital role in promoting professionalism through training, career support, and accountability, but their effectiveness is constrained by structural and cultural challenges. The study recommends that the Ministry of Education and Teachers Service Commission strengthen leadership training for school administrators, provide adequate resources, and support career development initiatives in regarding the promotion of teacher professionalism.
Stakeholder Engagement in Formulation and Implementation of Development Plans in Secondary Schools in Temeke Municipality in Dar es Salaam, Tanzania. Ingia Madika Mtenga; Daniel Oduor Onyango; Demetria Mkulu
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/exr71n51

Abstract

This study assessed the level of stakeholders’ participation in decision making during the formulation of School Development Plans (SDPs) in public secondary schools within Temeke Municipality, Tanzania. Guided by Participatory Governance Theory, the research adopted a mixed-methods approach combining quantitative data from questionnaires and qualitative data from interviews and document reviews. The findings revealed that stakeholder participation in SDP formulation remains limited and uneven across different groups. While local government education officers and community leaders were actively involved, other stakeholders such as teachers, parents, students, and NGOs were inconsistently engaged, often restricted to consultative or implementation roles. The study also found that although most students were aware of the SDP, their contributions were rarely integrated into final decisions. Similarly, school board members and Ward Education Officers were largely excluded from strategic discussions despite their governance and operational expertise. These findings highlight a predominantly top-down planning approach that undermines inclusivity, ownership, and accountability in school development planning. The study concludes that strengthening participatory mechanisms, enhancing communication channels, and institutionalizing inclusive planning structures are essential for fostering transparency, collective ownership, and sustainability of SDPs in public secondary schools.
Assessing Implementation of Teacher Code of Conduct in Enhancing Teachers’ Professionalism in Mkuranga District, Tanzania Asina Bakari Mtomaye; Georgina Mugisha; Raymond Ndomba
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/1vyfx583

Abstract

This study investigated the implementation of the Teacher Code of Conduct in public primary schools in Mkuranga District, Tanzania, addressing the critical gap between policy and practice. Despite a robust national framework and high teacher awareness, professional misconduct persists due to weak enforcement mechanisms. Employing a sequential mixed-methods design, the study collected qualitative data through interviews and focus group discussions with educators and parents, which informed a subsequent quantitative survey of teachers. Findings revealed a strong theoretical commitment to professional ethics among teachers (87.5% agreement), but qualitative evidence exposed inconsistent application, often attributed to a lack of ongoing training, mentorship, and safe reporting channels. The study concludes that awareness alone is insufficient without structured reinforcement. Grounded in Social Learning Theory, it recommends institutionalizing mandatory refresher training, case-based mentorship, and integrating code adherence into performance appraisals to foster a culture where ethical standards are consistently modeled, reinforced, and internalized.
Teachers’ and Students’ Views on Multidisciplinary Curriculum Implementation in Secondary Education in Anambra and Enugu States Chukwuka Judith Nkolika
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/xx6jhz89

Abstract

Secondary education in Nigeria faces increasing demands to equip students with critical thinking and problem-solving skills necessary for higher education and the workforce. Despite policy efforts to introduce multidisciplinary curricula, challenges persist in effectively implementing these approaches in schools, limiting their potential impact on students’ cognitive development. The study employed a quantitative descriptive survey design with inferential analysis to examine multidisciplinary curriculum implementation in secondary schools in Anambra and Enugu States. A multi-stage sampling technique was used to select 500 students and educators from public and private schools. Data were collected using a validated and reliable structured questionnaire measuring demographic variables, problem-solving skills, educators’ perceived challenges, and students’ perceptions of relevance to critical thinking. Questionnaires were administered directly, with ethical standards observed. Data were analyzed using SPSS, applying descriptive statistics, independent samples t-tests, and simple linear regression at the 0.05 level of significance. The results indicate that multidisciplinary education enhances students’ problem-solving skills in both states, with Anambra students recording higher mean scores in applying knowledge (3.15 vs. 3.03), creativity (3.47 vs. 3.37), decision-making (3.20 vs. 3.12), and real-world problem solving (3.10 vs. 2.99), while Enugu students reported greater confidence in handling complex tasks (2.82 vs. 1.84). Educators in Enugu perceived more serious implementation challenges, especially inadequate training (2.82 vs. 1.84) and curriculum overload (2.66 vs. 1.41), though both states shared similar concerns about assessment methods (3.31). Students generally viewed multidisciplinary education as relevant to critical thinking, with Anambra showing slightly higher engagement (3.47 vs. 3.41) and deeper thinking (3.42 vs. 3.33). Regression analysis revealed a moderate, significant impact on problem-solving skills (R = 0.469; R² = 0.220; p < .001), educators’ challenges significantly influenced implementation (t = –8.238; p < .001), while students’ perceptions were not significantly related to critical thinking (p = .289). The study concludes that multidisciplinary curricula hold substantial potential to enhance students’ cognitive skills, but effective implementation requires targeted teacher training, curriculum adjustments, and improved resource provision. These findings offer guidance for policymakers, school administrators, and curriculum planners aiming to strengthen secondary education outcomes.  
Leveraging Students’ Achievement and Attitude towards Science through the Integrating of Inquiry-based Learning and Gamification Sarocha Rompeng; Prasart Nuangchalerm
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/ey22j996

Abstract

This study examines the inquiry-based learning and gamification effect on the science learning achievement and attitude towards the subject of science. Participants were 45 students enrolled in the second semester, 2025 academic year of secondary school at Roi Et Wittayalai School, Roi Et province, Thailand. The instructional intervention included organized inquiry activities with game features like points, badges, and challenges to student engagement based on constructivist learning theory and motivated learning. Students were placed into experimental research by one-group pretest and posttest design, a standardized science achievement exam was given, and attitude towards science was measured after the intervention. Statistics showed that students had considerably greater post-test scores, higher than the criterion of 70%. The results suggest that inquiry-based learning and gamification can enhance students' understanding and performance in science. Students have a positive attitude towards the subject of science with a high. The negative score was at low level. This study shows that these pedagogical methods might make lower secondary science instruction more engaging and effective for school science.
Supporting Elementary Students' Science Achievement in Electrical Energy Through Student Teams-Achievement Divisions Cooperative Learning Wijitra Chanthaket; Prasart Nuangchalerm
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/v90kgp74

Abstract

This experimental research, a one-group pretest-posttest design aims to enhance third-grade students' understanding of electrical energy and their academic performance by implementing the STAD approach to cooperative learning. The initiative will focus on the study of science both before and after students acquire knowledge of electrical energy through technical cooperative learning management. Additionally, the study aims to examine students' satisfaction with the management of cooperative learning. The participants were 32 of grade 3 students in the second semester of the 2025 academic year, selected using a cluster random sampling process. Instruments used to analyze 20 science accomplishment assessments included a learning management strategy for the science subject of electrical energy. The instruments included the STAD science lesson plan and a satisfaction questionnaire regarding cooperative learning management. The results indicated that the performance in science topics post-test was statistical significantly higher than pre-test at .05. Furthermore, the satisfaction level of third-grade students with the science lesson on electrical energy, taught using the STAD cooperative learning was found to be highest level. The study can be used for teachers to leverage students’ learning achievement and guide students in classroom collaborating.
A Gender-Oriented Investigation of Interactional Metadiscourse in Research Article Abstracts Azita Fadaei; Zohre G. Shoushtari
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/agakcx70

Abstract

This study investigated gender differences in the use of interactional metadiscourse markers (IMMs) in research article abstracts. Focusing on 200 abstracts written by male and female scholars in Applied Linguistics, the research examined how gender influences the frequency and distribution of IMMs, including hedges, boosters, attitude markers, engagement markers, and self-mentions. Using Hyland’s (2005) taxonomy, the abstracts were analyzed quantitatively. Statistical results showed a significant relationship between gender and the use of IMMs. In both disciplines, male authors employed these markers more frequently than female authors. Although disciplinary differences were observed, the main gender-related finding was that male writers tended to rely more on interactional resources overall. However, self-mentions and engagement markers were used relatively infrequently by both genders, suggesting a shared preference for hedges, boosters, and attitude markers as persuasive strategies in abstract writing. These findings carry practical implications for EAP pedagogy and editorial practice, particularly in guiding novice researchers, especially women, toward more rhetorically effective abstract writing.
ANALISIS TINGKAT CAKAP DIGITAL SISWA DALAM ETIKA BERMEDIA SOSIAL PADA ERA SOCIETY 5.0 DENGAN MODEL RASCH Wathroh Mursyidi; Nur Habibah
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/cbte4c46

Abstract

The development of the Society 5.0 era demands that the younger generation not only master digital technology but also be able to apply ethics in the use of social media. The phenomenon of increasing student digital activity often has negative impacts, such as the spread of hoaxes, cyberbullying, and privacy violations. In this context, Islamic Religious Education is seen as important to shape students' digital character so that they are able to behave wisely and responsibly in accordance with Islamic teachings. This study aims to analyze the application of digitalization in Islamic Religious Education learning at SMPIT Insan Rabbani Bekasi, and to collect information of student level digital skills on social media ethics in the Society 5.0 era. The study used a quantitative method, and the data obtained are analyzed by the Rasch model with the Winsteps application. The study population was all students in grades VII, VIII, and IX at SMPIT Insan Rabbani Bekasi with a sampel used 109 respondents. The result of study indicate that the level of students digital skills is in the good category, as indicated by the average value of the person measure of 2.05 logit—higher than the item measure. This condition indicates that most students have adequate digital skills in terms of maintaining privacy, communicating politely, and avoiding the spread of invalid information.

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