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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 102 Documents
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Development of Interactive Digital Media Based on Values of Tolerance and Respect for Diversity for Islamic Religious Education in Junior High Schools Muhammad Mujahwirul Ilma; Himma Ulya Warda; Muhammad Wazid Husni; Alfiyan Chasanul Muna; Nazih Sadatul Kahfi
Journal of Education and Teacher Training Innovation Vol. 4 No. 2 (2026): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/06st4624

Abstract

This study aims to develop an interactive learning media in the form of a 3D animated video using Plotagon Story to enhance student engagement in Islamic Religious Education and Character Education at the junior high school level, particularly in promoting values of tolerance and respect for diversity. The research employed a Research and Development (R&D) approach using the ADDIE model. Data were collected through observation, interviews, questionnaires, and documentation involving 24 eighth-grade students and three expert validators at SMP Nurul Islami, Semarang City, during the second semester of the 2024/2025 academic year. Data were analysed using a mixed-methods approach combining thematic analysis for qualitative data and a paired t-test for quantitative data. The results indicate that the media is highly valid (88.6%), practical (92% of students found it easy to use), and effective in improving student engagement across affective, cognitive, and behavioral domains. These findings support multimedia learning and student engagement theories, suggesting that narrative animation can serve as an effective tool for internalizing religious values within a socially relevant context.
The Effectiveness of Problem-Based Learning Integrated with Differentiated Instruction (PBL-DI) on Elementary Students’ Science Learning Outcomes and Creative Thinking Skills Novi Aulia Hikmawati; Firmanul Catur Wibowo; Ika Lestari
Journal of Education and Teacher Training Innovation Vol. 4 No. 2 (2026): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/ffsqva61

Abstract

Science learning in elementary schools plays an essential role in developing students’ conceptual understanding, scientific literacy, and higher-order thinking skills. However, classroom instruction in heterogeneous settings often faces challenges in accommodating students’ diverse readiness, interests, and learning profiles, which may limit optimal learning outcomes. This study aims to examine the effectiveness of Problem-Based Learning integrated with Differentiated Instruction (PBL-DI) in improving elementary school students’ science learning outcomes and creative thinking skills on ecosystem topics. This study employed a quantitative approach using a quasi-experimental design with a non-equivalent control group design. The population of this study consisted of fifth-grade students in an elementary school in Bekasi Regency, Indonesia. The sample involved 42 students selected through a purposive sampling technique, consisting of an experimental group (20 students) that received the PBL-DI model and a control group (22 students) that received the Problem-Based Learning (PBL) model. Data were collected using science learning achievement tests and creative thinking skills tests administered before and after the intervention. Data analysis was conducted using paired-samples t-test, independent-samples t-test, and normalized gain (N-gain) analysis. The results showed that both groups experienced significant improvements in science learning outcomes and creative thinking skills. However, the PBL-DI group demonstrated consistently higher performance compared to the PBL group. The independent-samples t-test results showed significant differences between the experimental and control groups in science learning outcomes (t(40) = 2.777, p = 0.008) and creative thinking skills (t(40) = 2.396, p = 0.021). Furthermore, the N-gain analysis indicated that the PBL-DI group achieved moderate improvement in science learning outcomes (g = 0.61) and creative thinking skills (g = 0.66), which were higher than those of the PBL group. In conclusion, the integration of Problem-Based Learning and Differentiated Instruction (PBL-DI) is an effective and adaptive instructional approach for elementary science education. This model supports student-centered learning by facilitating meaningful problem-solving activities while accommodating students’ diverse learning needs, thereby enhancing conceptual understanding and creative thinking skills.  
The Relationship Between Beginning Reading Skills and Phonemic Awareness in Elementary School Students: A Literature Review Yulia Angga Anggraina; Anang Sudigdo; Sabarudin Sabarudin
Journal of Education and Teacher Training Innovation Vol. 4 No. 2 (2026): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/nkdxfb39

Abstract

Early reading skills are a crucial foundation for developing literacy among students in Madrasah Ibtidaiyah (MI) and Elementary Schools (SD). One of the key abilities that supports success in early reading is phonemic awareness. This study aims to analyze the relationship between early reading skills and phonemic awareness, as well as to identify effective instructional strategies through a literature review approach. The articles were retrieved from the Google Scholar, Garuda, and ScienceDirect databases using the PRISMA guidelines. The selection process was conducted based on inclusion criteria, including articles published between 2016 and 2026, focusing on early reading skills and phonemic awareness among Madrasah Ibtidaiyah (MI) and Elementary School (SD) students, and available in full-text format. Of the 64 articles initially identified, 27 met the inclusion criteria and were selected for further analysis. The findings of the review indicate that phonemic awareness has a strong relationship with early reading skills by enhancing learners' ability to recognize phoneme–grapheme correspondences, decoding skills, and reading fluency. Explicit phonics instruction, phonological games, multisensory approaches, and the use of innovative instructional media have been shown to be effective teaching strategies. This study provides a comprehensive synthesis of the relationship between early reading skills and phonemic awareness, serving as a foundation for the development of more effective early literacy instruction at the Madrasah Ibtidaiyah (MI) and Elementary School (SD) levels.
Analysis of the Implementation of the Muraja’ah Program Using a Hypnoteaching Approach in an Integrated Islamic Elementary School Fadhilah Rijqy Firdianti; Edi Suresman; Cucu Surahman
Journal of Education and Teacher Training Innovation Vol. 4 No. 2 (2026): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/te6czz66

Abstract

The hypnoteaching approach is believed to support the implementation of students' Qur'an memorization review (muraja'ah) through psychological conditioning conducted during transition times, namely after Fajr, after Maghrib, and before bedtime. However, its implementation at home often presents various challenges that require the active involvement of parents as the children's primary facilitators. Although various studies have discussed the application of hypnoteaching in school learning, not many studies have examined how teachers and parents collaboratively implement pacing and leading strategies in the implementation of muraja'ah at home. This study aims to describe the implementation of a collaborative muraja'ah program through a hypnoteaching approach at SDIT Aluda Cimahi using a qualitative approach with a descriptive case study design. The research was conducted from May to June 2026, involving nine informants consisting of two tahfiz teachers, three parents, and four students. Data were collected through in-depth interviews, observation, and document analysis of monitoring books, and then analyzed using the interactive model of Miles, Huberman, and Saldana through the stages of data condensation, data display, and conclusion drawing. The results showed that the implementation of hypnoteaching is realized through the application of pacing and leading strategies by parents in assisting their children's muraja'ah at home. Pacing is carried out through physical and emotional conditioning according to biological transition times, while leading is realized through affirmations, religious motivation, praise, and rewards adapted to the child's psychological condition and learning motivation. This study also indicates that the implementation of muraja'ah at home is a collaborative process involving the interplay between the child's biological condition and cognitive load, parental assistance strategies, and school support through differentiated learning and monitoring systems. Several challenges were found in implementing the program, namely the child's physical condition during transition times, fatigue after daily activities, differences in students' memorization abilities, the demands of the ziyadah (adding new memorization) target, and the implementation of the monitoring system between the school and parents. This study contributes to expanding the literature on hypnoteaching in tahfiz education by positioning muraja'ahas a collaborative process that strengthens school-family partnerships. Therefore, strengthening school and family partnerships through parental assistance and continuous communication is necessary to support the continuity of muraja'ah at home.
Mapping the Islamic Religious Education Curriculum to Foster Students' Inclusive Attitudes at SMP Negeri 2 Kota Bima Agus Setiawan; Muhammad Munadi; Ikhsan Maulana; Hermansyah Hermansyah
Journal of Education and Teacher Training Innovation Vol. 4 No. 2 (2026): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/b00mn340

Abstract

The social, cultural, and religious diversity that characterizes educational environments requires schools to foster students' inclusive attitudes through well-planned and sustainable learning processes. Islamic Religious Education (IRE) plays a strategic role in cultivating the values of tolerance, respect for diversity, and religious moderation, which are essential for living harmoniously in a pluralistic society. This study aims to map the Islamic Religious Education curriculum in fostering students' inclusive attitudes at SMP Negeri 2 Kota Bima. The study employed a qualitative approach using a case study design. The research was conducted at SMP Negeri 2 Kota Bima. The participants consisted of the principal, the vice principal for curriculum affairs, Islamic Religious Education teachers, and selected students, who were recruited through purposive sampling. The data comprised primary data collected through classroom observations and in-depth interviews, as well as secondary data obtained from curriculum documents, instructional materials, and other supporting documents. Data were collected through observation, interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing and verification. The findings reveal that the Islamic Religious Education curriculum has systematically integrated the values of tolerance, religious moderation, patriotism, and respect for diversity into various components of the teaching and learning process. Its implementation is further reinforced by an inclusive school culture that provides equal opportunities for all students to participate in educational and religious activities. The curriculum mapping contributes significantly to strengthening students' inclusive attitudes by promoting social awareness, respect for differences, and the ability to coexist harmoniously within a diverse community. This study concludes that the Islamic Religious Education curriculum plays a pivotal role in developing an inclusive school culture while reinforcing the principles of religious moderation within the educational environment.
Early Academicization and Emotional Regulation: Systematic Literature Review of Children’s Developmental Wellbeing Muchammad Najiich; Fauzi Fauzi
Journal of Education and Teacher Training Innovation Vol. 4 No. 2 (2026): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/yszbv329

Abstract

Early academicization has become an increasingly prominent issue in early childhood education because excessive emphasis on cognitive achievement may hinder children's emotional and holistic development. This study aims to analyze epistemologically the practice of early academicization in children’s educational settings and evaluate its impact on children’s emotional regulation. The method used was a Systematic Literature Review (SLR) following PRISMA guidelines. Articles were collected from Scopus, Web of Science, and Google Scholar with a publication range of 2021–2026. After screening titles, abstracts, and full texts, 30 articles were selected and analyzed using thematic synthesis to identify recurring patterns and relationships across the studies. The findings showed that children’s emotional regulation is strongly influenced by parenting patterns, learning environments, and teacher–student pedagogical interactions. Excessive academic pressure at an early stage was associated with increased stress, anxiety, and lower emotional regulation in children. In contrast, play-based learning approaches, social-emotional learning, and supportive family involvement contributed positively to children’s emotional stability, adaptability, and social competence. Several studies also emphasized that emotionally supportive learning environments improve children’s engagement and developmental outcomes. The synthesis indicates that an overemphasis on academic achievement may neglect children’s emotional needs and holistic growth. Therefore, educational systems for children should prioritize balanced learning approaches that integrate cognitive, emotional, and social development. These findings highlight the importance of child-centered education that supports emotional well-being alongside academic learning.
Web Interaktif Cerpenalyzer berbasis Creative Problem Solving untuk Menulis Cerita Pendek Chindi Nur Fuaody; Dadan Djuanda; Aah Ahmad Syahid
Journal of Education and Teacher Training Innovation Vol. 4 No. 2 (2026): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/a90yqx19

Abstract

Elementary school students frequently struggle with short story writing due to hurdles in plot conceptualization, structural organization, and a lack of interactive digital resources. This study aims to develop and evaluate the feasibility and practicality of Cerpenalyzer, an interactive web platform embedding the Creative Problem Solving (CPS) model to scaffold narrative instruction for fifth-grade elementary students. To address these limitations, this study engineered the Cerpenalyzer interactive web platform, embedding the Creative Problem Solving (CPS) model to scaffold narrative instruction. This research was conducted at SD Negeri Waringin II during the even semester of the 2025/2026 academic year. Utilizing a mixed-methods Research and Development (R&D) framework via the five-stage ADDIE model, data were gathered through diagnostic interviews, peer expert reviews, and user feedback surveys, and were analyzed using quantitative and qualitative descriptive analysis techniques. The developed application unifies scaffolded drafting tasks, multimedia components, educational mini-games, and an automated AI text-critique engine designed to refine grammar, structural flow, and intrinsic literary elements. Empirical evaluations proved the tool achieved high standards, securing readiness marks of 82.84% from content specialists and 96.67% from media design experts, classifying it as very feasible. Usability trials confirmed strong field utility, yielding practicality scores of 92.67% in a small-group pilot, 92.40% during full-scale deployment, and 99.33% from teacher response, placing it in the very practical tier. This finding suggest that Cerpenalyzer is an engaging medium for learning to write short stories with the potential to support students' creativity and independent learning.
Analysis of the Quality of Islamic Religious Education Test Items Based on the SOLO Taxonomy for Developing Summative Assessment in Schools Nur Fadilah Ramadhany; Suwadi Suwadi; Amri Saputra
Journal of Education and Teacher Training Innovation Vol. 4 No. 2 (2026): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/b5333626

Abstract

Islamic Religious Education (IRE) assessment is still frequently oriented toward the ability to recall information, recognize terms, understand definitions, and determine legal rulings textually. Consequently, IRE test items may measure only basic knowledge rather than depth of understanding, interconceptual relationships, legal reasoning, reflection, and the application of Islamic values in everyday life. This study examines the extent to which IRE test items represent the complexity of students’ understanding based on the SOLO Taxonomy framework. Employing a descriptive qualitative approach and content analysis, the study treats IRE test items as assessment texts that represent the cognitive demands placed on students. The data comprised 50 senior high school IRE test items obtained from a school in Batam City. The data were analyzed using Krippendorff’s content analysis framework through a critical reading of each item, identification of the structure of its cognitive demands, classification according to SOLO Taxonomy levels, tabulation of frequencies and percentages, and interpretation of assessment-quality patterns. The results show that, of the 50 items analyzed, 35 items (70%) were unistructural, 5 items (10%) were multistructural, 9 items (18%) were relational, and 1 item (2%) was extended abstract, while no prestructural items were identified. These findings indicate that IRE test items remain dominated by basic cognitive demands and therefore do not yet fully represent assessment that promotes interconceptual connections, legal reasoning, reflection, and the application of Islamic values in real-life contexts. This study recommends restructuring the weighting and composition of IRE test items in assessment blueprints by increasing the proportion of relational and extended abstract items. This improvement can be achieved through case-based stimuli, reasoned questions, analyses of interconceptual relationships, attitudinal reflection, and the application of Islamic values to authentic situations, thereby aligning assessment more closely with learning outcomes and principles of meaningful assessment.
Religious Moderation in Islamic Education: A Systematic Literature Review with Pedagogical Implications for Primary Education Amri Saputra; Dini Cahyati; Nur Fadilah Ramadhany; Muqowim Muqowim
Journal of Education and Teacher Training Innovation Vol. 4 No. 2 (2026): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/ze9yv050

Abstract

This study presents a Systematic Literature Review (SLR) of 224 Scopus-indexed academic articles addressing religious moderation in the context of Islamic education. The primary problem examined is the persistent gap between the normative proclamation of wasatiyyah (Islamic moderation) as an educational ideal and its actual operationalization in pedagogical practice. The central research questions are: (1) What are the dominant thematic clusters in the existing literature on religious moderation in Islamic education? (2) What learning strategies and teacher roles have been identified as effective in internalizing moderation values? (3) What research and pedagogical gaps remain unaddressed, particularly at the primary school level? The method employed is a PRISMA-guided Systematic Literature Review (SLR), drawing on data extracted from the Scopus database using the Bibliometrix R-package and covering the publication period 2015–2026, combining bibliometric analysis with inductive-deductive thematic synthesis. This urgency is underscored by the escalating tide of religious intolerance and radicalism within Indonesia's educational institutions, which calls for systematic, evidence-based responses grounded in the existing body of research. The findings reveal five major thematic clusters: the wasatiyyah paradigm and moderation theology; tolerance and pluralism; multicultural learning strategies; teacher roles and character education; and implementation challenges. The review identifies a critical research gap at the primary education level, indicating that this educational stage remains the least explored within the literature on religious moderation in Islamic education. Drawing on evidence synthesized from the broader body of literature, this study formulates pedagogical implications for primary education, including curriculum reform in Islamic Religious Education, the adoption of dialogical and cooperative learning approaches, systematic teacher professional development incorporating moderation competencies, and the integration of digital literacy to strengthen students' resilience against extremist online narratives.
Education Financing Models in Developed and Developing Countries: Lessons and Policy Implications for Tanzania Michaela Mhagama
Journal of Education and Teacher Training Innovation Vol. 4 No. 2 (2026): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/nan3bb88

Abstract

Education financing is a critical determinant of educational access, quality, equity, and sustainability, yet significant disparities exist between developed and developing countries in terms of their ability to finance education effectively. This study examined education financing models in developed and developing countries and identified lessons applicable to Tanzania. A systematic literature review (SLR) approach was employed to identify, evaluate, and synthesize relevant evidence from peer-reviewed journal articles, policy documents, and reports obtained from Google Scholar, Scopus, ERIC, Web of Science, UNESCO, UNICEF, the World Bank, OECD, and the European Commission. The review followed a systematic process of identification, screening, eligibility assessment, and thematic synthesis. The included studies were published in English between 2020 and 2024 and focused on education financing mechanisms, funding sources, financing challenges, and policy interventions, while duplicate records, non-English publications, editorials, conference abstracts, and studies unrelated to education financing were excluded. The findings reveal that developed countries predominantly rely on tax-based public financing systems supported by strong institutional frameworks and equitable resource allocation mechanisms, whereas developing countries depend on a combination of public funding, household contributions, private-sector participation, and external donor support. Although donor assistance has expanded educational access in many developing countries, excessive dependence on external funding raises concerns regarding sustainability and policy autonomy. The study concludes that Tanzania can strengthen its education financing system by increasing domestic resource mobilization, promoting public‒private partnerships, enhancing equitable resource distribution, and reducing its reliance on donor funding to achieve sustainable educational development.

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