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Muhammad Iqbal Al Ghozali
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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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Perceived Digital Game Instructional Strategies and Self-Regulated Learning as Predictors of Biology Students' Academic Engagement in Awka South LGA Esther Ebele Akachukwu
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/r2drzt77

Abstract

Traditional biology instruction in secondary schools often relies on conventional teaching methods that struggle to sustain student attention, leading to declining interest and low academic engagement with complex biological concepts. This ongoing pedagogical challenge requires investigating innovative, student-centered predictors that can enhance classroom participation and active learning. The purpose of this study was to assess perceived digital game instructional strategies as well as goal setting self-regulated learning as predictors of academic engagement among biology students, Awka South Local Government Area. For this investigation, a correlational research design was chosen. The population of the study was all the senior secondary school biology students in the educational zone with a sample of one hundred and ten students obtained by convenient sampling technique. The three rating instruments adapted on a four point scale were used for data collection. High reliability indices were obtained with the Cronbach alpha method for the internal consistency of the items. Analyses of the collected data involved linear and multiple hierarchical regression analysis procedures at 5% significance level. The results showed that perceived digital game instructional strategies significantly predicted the academic engagement scores of the biology students when moderated by school type, accounting for more than two-thirds of the variance. In the same way, goal setting self regulated learning was significant predictors of academic engagement in terms of genders. Finally, the joint predictive model showed that the combination of digital game strategies and SRL explained 61.8% of the total variance in academic engagement. It is concluded that a pedagogical path towards maximizing student engagement is offered when modern technological framework is combined with structured self regulation habits.
Integration of the SECI Knowledge Management Model in Developing Islamic Religious Education Teachers' Competencies: Implications for Quality-Based Learning Management in Elementary Schools Titi Hendrawati; Agustin Suci Rizkianti
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/g2k6em69

Abstract

This study examines the implementation of Nonaka's Socialization, Externalization, Combination, and Internalization (SECI) Knowledge Creation Model in developing Islamic Religious Education (PAI) teachers' professional competencies and improving the quality of learning in elementary schools. Using a qualitative case study design, the study was conducted at SDI Mutiara Sunnah Cikarang Barat through in-depth interviews, classroom observations, and document analysis over a four-month period. The findings indicate that the four SECI processes facilitate continuous knowledge conversion through mentoring, peer observation, collaborative lesson planning, documentation, instructional application, and reflective practice. Socialization enables the exchange of teachers' experiential knowledge, Externalization transforms tacit knowledge into explicit instructional resources, Combination integrates knowledge from multiple sources, and Internalization embeds shared knowledge into teachers' classroom practices. The implementation of SECI was supported by instructional leadership, collaborative organizational culture, interpersonal trust, and institutional commitment, while administrative workload and differences in digital competencies remained significant constraints. The study further demonstrates that integrating SECI with Learning Organization principles and the PPEPP-based internal quality assurance system strengthens the relationship between teacher professional development, organizational learning, and continuous quality improvement in PAI. The study recommends that future research employ comparative and longitudinal designs across different Islamic educational institutions and educational levels to further examine and validate the sustainability and transferability of the SECI-based framework.

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