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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 41 Documents
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Scientific and Social Methods of Interpretation of the Qur’an Alkarim Hamid, Abdulhalim Hamid Salih; Imamuddin, M.
Journal of Education and Teacher Training Innovation Vol. 2 No. 2 (2024): 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/jetti.v2i2.113

Abstract

The diversity of methods of interpreting the Qur'an so far shows the intellectual dynamics of Muslims in facing the changing times. The conventional approach that has been developed by classical scholars has begun to be felt to be unable to fully answer increasingly complex and global contemporary problems. The emergence of various new schools of thought, both scientific and social, has enriched and complicated efforts to interpret sacred texts. This raises an urgent need to develop an interpretation method that is able to integrate scientific and social approaches in understanding the meaning and message of the Qur'an. This study aims to explore the possibility of developing a more comprehensive method of interpreting the Qur'an, by combining scientific and social approaches. This study uses a literature study approach to examine the interpretation of the Qur'an. The research method includes collecting detailed library data from primary sources, contemporary interpretation texts, academic journals, and related books. Data analysis is carried out through the partial thematic analysis method, by systematically reviewing the texts to identify scientific topics and concepts that combine modern knowledge with authentic interpretation of the Qur'an. The results of this study show that the general description of the study of the Qur'an and Hadith, and explain the study of the interpretation of the Qur'an and the importance of interpretation in understanding and interpreting the meaning of the Qur'an, understanding objective interpretation and scientific interpretation, and the relationship between scientific interpretation and objective interpretation. This article discusses the advantages and disadvantages of both and also encourages strengthening cooperation between experts in various disciplines to understand the interpretation of the verses of the Qur'an comprehensively and deeply, and also emphasizes the importance of continuous renewal and scientific review in developing our understanding of the Qur'an.
The Role of Citizenship Education on Enhancing the Promotion of Unity in Nigeria: Implication for Primary Education Ugobueze, Ann Ngozi
Journal of Education and Teacher Training Innovation Vol. 2 No. 2 (2024): 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/jetti.v2i2.117

Abstract

Citizenship education, as a pedagogical approach, emphasizes the development of civic responsibility, tolerance, and national identity, which are essential for addressing the challenges posed by Nigeria's ethnic, cultural, and religious diversity. The study explores how the integration of citizenship education in primary schools helps inculcate values such as respect for diversity, patriotism, and conflict resolution skills among young learners.  Using a survey research design, data were collected from 320 Nigeria Certificate in Education (NCE) students from Nwafor Orizu College of Education, Nsugbe, and Federal College of Education (Technical), Umunze, in Anambra State, Nigeria. Purposive random sampling was employed to select respondents from Social Studies, Economics, English, and Igbo Language departments. A structured questionnaire with 15 items on a 4-point Likert scale was used for data collection, and reliability was confirmed using the Pearson Product Moment Correlation Coefficient. Data analysis involved mean scores, with a cutoff of 2.50 for agreement. Findings revealed that ethnic hatred, religious intolerance, distrust, lack of basic education, and colonial policies are significant barriers to unity in Nigeria. Citizenship education was found to promote unity by enhancing the appreciation of diversity, instilling values of cooperation and tolerance, and equipping individuals with conflict resolution skills. However, challenges such as a lack of qualified teachers, insufficient instructional materials, and inadequate commitment from educators hinder its effectiveness. The findings highlight the importance of incorporating citizenship education into primary education to cultivate values that promote unity among young learners. The research findings imply the need for systematic transformation in the basic education curriculum, by integrating programs that comprehensively teach the values ​​of tolerance, cooperation, and conflict resolution.
The Scientific Miracle of Human Creation in the Holy Quran Zekkour, Hafidha; Syarifah, Umaiyatus; Minarno, Eko Budi
Journal of Education and Teacher Training Innovation Vol. 2 No. 2 (2024): 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/jetti.v2i2.118

Abstract

The scientific miracles in the Quran indicate God's ability to create the universe and humanity. The ayat alkawnia illustrate the stability of natural phenomena and link these Ayat to the divine cause. The stages of human creation are represented, starting from clay to the sperm, then the Elaqa, the Madagha, the bones, and finally the blowing of the spirit. Many surah, such as Al-Mu'minun and Al-Hajj, clarify these stages. These ayat reflect a scientific understanding that was not available at the time of the Quran's revelation, enhancing its status as a book of truth and affirming the connection between science and faith.
Assessment of Chemistry Teachers’ Knowledge on Entrepreneurial Chemistry Topics in Senior Secondary Schools Onwudinjo, Felicity Uju
Journal of Education and Teacher Training Innovation Vol. 2 No. 2 (2024): 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/jetti.v2i2.119

Abstract

The study investigated the entrepreneurship knowledge of chemistry teachers in Otuocha education zone of Anambra state, towards some topics in senior secondary school chemistry curriculum. Three research questions guided the study. 31 chemistry teachers from Otuocha education zone were involved. Twenty-four item questionnaire generated from five branches of chemistry mainly taught in senior secondary schools were used for data collection. The instrument was validated and its reliability was found to be 0.91 using Cronbach alpha. The data analysed using mean and standard deviation indicated that twelve (12) out of the twenty three topics were found not to be significant on teachers’ knowledge of entrepreneurship in teaching. This is an indication that students are not being cultured with these skills during lesson. This was also confirmed in the analysis of the data collected from how teachers relate the topics to real world / entrepreneurial skill, where sixteen (16) out of twenty three topics were found not to be significant on teachers’ in relating to entrepreneurship in teaching. Out of the fifteen (15) entrepreneurial teaching strategies tested, twelve were found not to be significant on teachers’. Some recommendations were made based on the findings to improve the development of entrepreneurial skills in students.
Assessing The Role of Continuous Professional Development in Curriculum Adaptation Among Secondary School Teachers in Awka South Local Government Area Nkolika, Chukwuka Judith
Journal of Education and Teacher Training Innovation Vol. 2 No. 2 (2024): 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/jetti.v2i2.120

Abstract

In today’s rapidly evolving educational system, the ability to adapt curricula to meet different student needs is more important than ever. Continuous Professional Development (CPD) has been suggested as a key factor in empowering teachers to enhance their curriculum adaptation skills. Hence, this study assessed the role of Continuous Professional Development (CPD) in enhancing curriculum adaptation among secondary school teachers in Awka South Local Government Area. Using a descriptive correlational research design, the study surveyed 117 teachers from both public and private schools, with a balanced representation of gender. Data was collected through a structured questionnaire, which was validated by three experts and tested for reliability using Cronbach’s Alpha (0.87). The data analysis method began with descriptive statistics, which included calculating the variables for gender, sample size (N), mean, standard deviation (Std. Deviation), and standard error of the mean (Std. Error Mean). The hypotheses testing method employed involved conducting an Independent Samples t-test, preceded by Levene's Test for Equality of Variances. The findings revealed that CPD significantly influences teachers’ ability to adapt the curriculum, providing them with innovative strategies, updated knowledge, and practical tools. The study highlighted that CPD plays an important role in addressing challenges faced by teachers, such as diverse student needs and curriculum changes. It concluded that CPD is essential for curriculum innovation and teacher professional growth. The study recommends continuous investment in CPD programs to enhance curriculum adaptation practices in secondary schools.
Integrating Folktales Teaching in Improving Students’ Writing Skills Yakumbu, Stephanie; Darni , Darni; Raharjo, Resdianto Permata
Journal of Education and Teacher Training Innovation Vol. 2 No. 2 (2024): 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/jetti.v2i2.137

Abstract

This paper aims to explore the role of folktales in enhancing students’ writing skills in English learning classrooms. It is expected to be used as a teacher guide in teaching and learning by teaching students in improving creative writing skills in Papua New Guinea primary educations where students lack good English writing skills. This literature analysis shows that by integrating of folktales students can improve their writing skills. In addition, students will develop critical thinking skills. The research method involved collection of previous studies of folktales and folklores studies done by researchers and the conclusions they suggested after their primary and secondary researches. I analysed 14 previous studies in a able to look for patterns and synthesises on it. The analysis is made by looking at reoccurring benefits that was discussed in the studies. This article supports the integration of utilizing fairy tales and fables, that students are familiar with, Teachers can assist students in connecting with the material and gaining a deeper understanding of it. Careful planning is needed to execute this approach. This tool designed to improve students’ creative-writing skills.
Video-based Learning for Knowledge and Readiness on Waste Separation at Source (WSAS) Practice among Engineering Students Bakri, Sitty Nur Syafa
Journal of Education and Teacher Training Innovation Vol. 2 No. 2 (2024): 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/jetti.v2i2.138

Abstract

Video-based learning is a visual storytelling that have proven to be highly effective tools in disseminating information and engaging students. In this study, waste separation at source (WSAS) were demonstrated in a video to explores the effectiveness of video-based learning in promoting knowledge and readiness for WSAS practice among engineering students. The students were exposed to two types of videos: Video 1-Penang and Video 2-Sapporo. After watching both videos, they were given a questionnaire to assess their willingness to practice WSAS and the level of knowledge gained on the subject. The finding indicated that students answered higher percentages (scale 4-5) for knowledge learned through video visualisation. All students agreed to do WSAS with correlation of 0.7 between their knowledge gained and willingness to adopt the practice. For immediate action for waste separation implementation, 85% of the students prefer to adopt Video 1-Penang over Video 2-Sapporo. Therefore, this study suggests that utilisation of video-based learning in educating engineering students has proven to be effective in promoting knowledge and readiness about waste separation at source practice. Based on the results of the study, the implications that can be identified are that video-based learning has proven to be effective as an educational tool to improve students' knowledge and readiness in the practice of waste sorting at source (WSAS)
Implementing Inquiry-Based Science Learning on the Topic World and its Changing of Grade 8 Students Duanphol, Natnicha; Nuangchalerm, Prasart; Safkolam, Roswanna
Journal of Education and Teacher Training Innovation Vol. 2 No. 2 (2024): 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/jetti.v2i2.141

Abstract

Although Thailand's 2008 primary education curriculum emphasizes the importance of developing critical thinking and science competencies, there is still a gap between the theory and implementation of inquiry-based learning, particularly in science learning for grade 8 students in Thailand. The objectives of this study were 1) to improve academic achievement on the topic of the world and change using the inquiry-based learning management of grade 8 students to meet the criteria of 70% of the full score, and 2) to study the satisfaction of learning management by using inquiry-based learning management.  The research method used is a quantitative research method. The research tools used in the study were: 5 learning management plans with a total of 10 hours, 4 multiple-choice achievement tests with 20 questions, and satisfaction questionnaire on learning management by using inquiry-based learning as a 5-level estimation of 10 items. The descriptive statistics were used by percentage, mean, and standard deviation. The results showed that the academic achievement of grade 8 students was 15.94 or 88.89% of full score, and the students who did not pass accounted for 11.11%. Also, they had highest level of satisfaction towards learning management. The study can be used and implied to science classroom for promoting science lessons and instructional practices. The implication of the results of this study is that this approach can be an effective strategy to bridge the gap between theory and practice in the Thai science education system and can be applied to other subjects to achieve educational goals in accordance with the 2008 Basic Education Curriculum. The recommendation for the results of this study is the need for further research to explore the effectiveness of inquiry-based learning in other subjects and different grade levels in order to maximize its potential in meeting the objectives of the 2008 Thai Basic Education Curriculum.
EFL Learners' Perception of Text Difficulty: What Lies Beyond Traditional Text Readability Formulas? Rezaei, Fatemeh
Journal of Education and Teacher Training Innovation Vol. 2 No. 2 (2024): 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/jetti.v2i2.142

Abstract

The present study, adopting a mixed methods design, is in line with these recent studies which examines the relationship between text difficulty level and reading comprehension of a group of 112 pre-intermediate EFL learners. Moreover, in addition to two reading tests with less and more difficult passages, a semi-structured interview with 11 volunteer learners were devised to probe the perceptions of the learners about the elements contributing to text difficulty in reading comprehension tests. The results of the quantitative analysis indicated that there was a significant direct strong correlation between the test scores of the two reading tests with less and more difficult passages. In addition, the difference between the observed means of the two tests was significant. This implied that although the learners approached both tests in a similar manner, text difficulty could play a significant role in their achievement in reading test. The results of qualitative analysis also indicated that the role of background knowledge and vocabulary knowledge of the learners, as perceived by the participants of the study, have to be taken into account. Moreover, the text features such as the existence of cohesive devices and other inferential cues are of significance. The results confirm the significance of readability formula as a considerable means of measuring reading difficulty for EFL learners, and introduces the key roles of learners’ background knowledge and vocabulary knowledge as sources of perceived difficulty among learners. This is specifically important when determining the texts for different learners various ages and educational levels. An important implication of this study is that teaching and reading assessment need to consider factors such as students' vocabulary knowledge, knowledge background, coherence of the text, as well as the interaction between reader characteristics and text features. It is recommended that English as a foreign language (EFL) educators develop a more holistic approach to selecting and using reading texts taking into account not only traditional readability formulas, but also other important factors such as students' vocabulary knowledge, knowledge background, and level of text coherence.
The Contributions of In-Service Teacher Training Programmes on Teaching Effectiveness of Kiswahili Subject in Ilala Municipality, Tanzania Musiba, Adventina; Mwila, Prospery M.
Journal of Education and Teacher Training Innovation Vol. 2 No. 2 (2024): 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/jetti.v2i2.143

Abstract

Kiswahili teachers in Tanzania lack structured and ongoing in-service training programs (INSET) to improve the effectiveness of their teaching.  The study explores the contributions of in-service teacher training programmes (INSET) on the teaching effectiveness of Kiswahili in public secondary schools in Ilala Municipality, Tanzania. Using a mixed-methods approach, the study examines the role of INSET in enhancing teachers’ pedagogical skills, its availability and provision, and the challenges affecting its implementation. A sample of 400 participants was engaged, including teachers, students, and school administrators. Data collection was carried out through a combination of structured questionnaires, interviews, and document analysis. For data analysis, quantitative data were processed using SPSS, while qualitative data were analyzed using thematic analysis. The findings reveal that INSET positively impacts teachers' instructional strategies, increasing their ability to utilise diverse teaching methodologies. However, limited government funding, inadequate institutional support, and low participation hinder the programme’s effectiveness. The study recommends structured professional development initiatives to strengthen Kiswahili teaching and learning outcomes. This research makes an important contribution in understanding the role of INSET (In-Service Training) on the effectiveness of Kiswahili teaching in Tanzania, particularly in Ilala Municipality. The recommendations from this research are expected to provide a feedback mechanism and continuous evaluation should be integrated into the INSET program to ensure its relevance and effectiveness.

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