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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 78 Documents
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Reorientation of the Education Quality Assurance System in Indonesia: Integration of Village Potential, Social Capital, and Participatory Governance in Improving the Quality of National Education Nanang Hermawan
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/g9nmdd34

Abstract

The Education Quality Assurance System in Indonesia is still dominated by administrative and centralistic approaches, making it less responsive to the local context, especially in rural areas that face inequality in the quality of education. In fact, villages have strategic potential in the form of social capital, local wisdom, and community participation which has the opportunity to become an alternative foundation for the development of national education quality. This study aims to analyze the urgency of reorienting the Education Quality Assurance System in Indonesia through the integration of village potential, social capital, and participatory governance in an effort to improve the quality of inclusive and sustainable education. This study uses a descriptive qualitative method based on a literature study on primary and secondary sources related to quality assurance policies, community-based education, and village development, which was studied from July to October 2025. The literature search process was conducted systematically on publications from 2015–2025 through academic databases such as Scopus, Web of Science, Google Scholar, ERIC, and SINTA-indexed journals. The selection of literature was carried out purposively by prioritizing peer-reviewed publications, internationally reputable journals, policy documents, and studies with strong relevance to education quality assurance, social capital, participatory governance, and rural education development. The objects of the study include national education quality assurance policies, educational practices in rural areas, and the role of village communities in quality management. Data analysis is carried out through data reduction, thematic categorization, and critical interpretation with policy and sociological approaches. The results of the study show that the integration of village potential and social capital can strengthen a contextual culture of education quality, increase the relevance of education to local needs, and encourage accountability and public participation. However, limited institutional capacity and bureaucratic resistance remain major challenges. This research emphasizes the importance of the community-based education quality assurance paradigm with villages as strategic actors of national education quality.
Effectiveness of Hybrid Digital Learning for Hypertension Self-Management Education among Hypertensive Patients Prima Trisna Aji; Marta Tania Gabriel Ching Cing; Elinda Rizkasari
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/rz573t06

Abstract

Hypertension remains a major global health problem associated with poor medication adherence, inadequate self-management behavior, and uncontrolled blood pressure among patients in primary healthcare settings. This study aimed to analyze the effectiveness of Hybrid Digital Learning for Hypertension Self-Management Education in improving medication adherence and blood pressure control among hypertensive patients. This study employed a quasi-experimental pretest-posttest control group design conducted at Klinik Pratama Jatipuro Muhammadiyah Karanganyar, Central Java, Indonesia, from January to March 2026. A total of 62 participants were recruited using purposive sampling and equally divided into intervention and control groups. The intervention group received hybrid digital learning interventions consisting of face-to-face educational sessions, digital pocketbook-based learning media, and weekly monitoring for eight weeks, while the control group received standard educational services. Medication adherence was measured using the Morisky Medication Adherence Scale (MMAS-8), while blood pressure was assessed using a calibrated digital sphygmomanometer. Data were analyzed using SPSS version 26 using descriptive and inferential statistical tests. The findings demonstrated significant improvements in medication adherence scores from 5.21 ± 1.12 to 7.43 ± 0.88, reductions in systolic blood pressure from 154.61 ± 10.43 mmHg to 132.48 ± 8.71 mmHg, and reductions in diastolic blood pressure from 96.32 ± 7.14 mmHg to 84.51 ± 6.27 mmHg among participants receiving the hybrid digital learning intervention (p < 0.001). The study concludes that Hybrid Digital Learning for Hypertension Self-Management Education is effective in improving medication adherence and blood pressure control among hypertensive patients. The findings support the integration of hybrid digital learning models into primary healthcare education programs to strengthen long-term hypertension self-management and technology-assisted patient education.  
Improving the Methodology of Teaching the Native Language in Preschool Education for Future Preschool Educators Muminova Munojot Yulchiyevna; Do'stnazar Ximmataliyev
Journal of Education and Teacher Training Innovation Vol. 3 No. 1 (2025): 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.v3i1.168

Abstract

Traditional methodologies in native language instruction for preschool education rely heavily on rote memorization and passive learning, failing to address the developmental needs of young learners during the critical language acquisition period (ages 3-6). This creates a cycle where traditionally trained teachers continue employing ineffective methods, impacting early language education quality and children's cognitive development. The problem is particularly acute in teacher training institutions using outdated methodologies that do not reflect current understanding of child development and effective pedagogical practices. This study explores the enhancement of teaching methodologies for native language instruction in preschool education, with a particular focus on preparing future preschool educators. Grounded in sociocultural and constructivist theories, the research emphasizes the importance of culturally responsive, child-centered, and play-based approaches in early language development. Using a quasi-experimental design, the study compares traditional and modernized teaching methods applied during a six-week pedagogical practicum. Results demonstrate that the modernized approach significantly improves students’ vocabulary acquisition, pronunciation, creativity, engagement, and teaching confidence. These findings highlight the necessity of methodological innovation in teacher education programs to meet the linguistic and developmental needs of preschool learners in Uzbekistan and beyond. This research provides empirical evidence supporting the transformation of teacher training programs from traditional approaches to competency-based, practice-oriented models integrating child-centered and culturally responsive teaching. The findings support curriculum reforms that can enhance early childhood education quality, improve learning outcomes during children's formative years, and prepare educators capable of fostering communicative competence and cultural identity. The study establishes a foundation for future research examining long-term impacts of modernized teacher preparation methodologies on both educator development and children's language learning outcomes.
Exploring the Use of Artificial Intelligence in Designing Course Descriptions: A Study at Abu IssaFaculty of Education, University of Zawia, Libya Hanan Mansour; Magda Hassan; Someraa Shakonah; Soud Kaa; Mohamed Hmouma; Emran Altuwayb
Journal of Education and Teacher Training Innovation Vol. 3 No. 1 (2025): 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.v3i1.182

Abstract

This study investigates faculty members’ perceptions regarding the integration of Artificial Intelligence (AI) in the design and development of course descriptions atAbu Issa faculty of Education, University of Zawia, Libya, which is a context where higher education institutions are increasingly exploring AI to improve curriculum quality but face challenges of limited training, institutional readiness, and skepticism about its reliability. By using a descriptive research design, the study examined data from 87 faculty members across various disciplines through a structured questionnaire administered after a hands-on AI training workshop. Participants engaged with AI tools in authentic curriculum development tasks before reflecting on their experiences. Data were analyzed using descriptive statistical techniques: frequencies, percentages, means, and standard deviations, to identify patterns and summarize perceptions without inferring causal relationships. The findings reveal a moderately positive attitude toward the use of AI, especially in enhancing efficiency, aligning with accreditation standards, and updating course content. However, notable reservations emerged concerning the reliability of AI for language refinement, institutional support, and faculty preparedness. Despite recognizing AI’s transformative potential in curriculum design, participants expressed concerns about data security, the loss of human creativity, and the need for intensive training. The study highlights the need for capacity building initiatives and institutional support to ensure effective and equitable AI integration in academic settings. Finally, it recommends future research with broader samples, longitudinal designs, and objective outcome measures to deepen understanding and guide responsible AI adoption in higher education.
Bridging the Funding Gap: Issues Militating Against the Teaching of English Language in Junior Secondary Schools in Anambra State, Nigeria Anueyiagu Oluchukwu Ann; Ogechukwu Mary Nwanna
Journal of Education and Teacher Training Innovation Vol. 3 No. 1 (2025): 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.v3i1.188

Abstract

Nigeria is still struggling to attain quality in its education due to poor funding to the sector. There are known factors suppressing the actualization of quality education in the country which includes; dilapidated facilities and lack of commitment of stakeholders in maintaining and innovating them, very poor funding and management as well as bad governance. Teaching and learning English language are also affected by these factors. This This study seeks to identify the problems militating against the teaching and learning of English language, it also analyzed the implications of these problems on the performance of junior secondary school students in English language in Awka South local government area of Anambra State. The research adopted a descriptive survey research design in addressing the research problem in the study location. A total of 250 respondents constitute the research population (comprising 200 junior secondary school students and 30 English language teachers purposively sampled from 10 junior secondary schools). Data were collected using a self-designed questionnaire. Descriptive statistics were used to analyze the data collected from the field. Results from the study findings reveal that too much work load, poor teacher’s welfare, inadequate facilities, lack of proficient teachers, poor school management, overcrowded classrooms are negatively associated with the effective teaching of English language in the study location. The research concluded that inadequate funding has significantly contributed to the poor teaching of English language in Awka South local government area of Anambra State. Based on the results from the study findings, this research recommends that government at all levels and stakeholders in private sector should employ more teachers, implement good teachers’ welfare program and funds, provide sufficient facilities and resources, encourage the use of English language by providing more scholarships, training and competitions programmes for both teachers and students. Also, there is need for English language teachers to be engaged in professional development, attending trainings, and deploy the best methods in teaching English language.
Debate as a Tool to Enhance Motivation and Confidence in English Learning for Non-Philology Students Khimmataliev Dustnazar Omonovich; Yusupova Shirinoy Ortiqali Qizi
Journal of Education and Teacher Training Innovation Vol. 3 No. 2 (2025): 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.v3i2.192

Abstract

This conceptual study examines the theoretical framework and practical implementation of debate activities as pedagogical tools to enhance motivation and confidence levels among non-philology students learning English as a foreign language. A comprehensive theoretical analysis was conducted, drawing on established second language acquisition theories, educational psychology frameworks, and existing empirical research on debate-based language instruction. The analysis synthesized findings from Gardner's socio-educational model, Dörnyei's L2 Motivational Self System, and task-based language teaching principles. The theoretical framework demonstrates that debate activities address non-philology students' instrumental motivation by providing authentic professional communication contexts while building confidence through structured practice opportunities. The analysis reveals three primary mechanisms: relevance to academic disciplines, scaffolded communicative practice, and development of transferable professional skills. Debate activities offer a theoretically-grounded pedagogical approach that aligns with non-philology students' learning needs and motivational orientations. This conceptual analysis requires empirical validation through controlled studies measuring actual motivation and confidence gains.
Student-Centered Debate Techniques in Teaching English for Non-Language Majors Sharopova Shahlo Kahramonovna; Yusupova Shirinoy Ortiqali Qizi
Journal of Education and Teacher Training Innovation Vol. 3 No. 2 (2025): 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.v3i2.193

Abstract

Traditional teacher-centered approaches in English language instruction prove insufficient for developing the complex communicative competencies required by students in STEM and professional programs. As professional communication demands continue to evolve in globalized contexts, there is an urgent need for innovative pedagogical approaches that create authentic communicative situations while leveraging students' existing disciplinary expertise. This mixed-methods study investigated the implementation of student-centered debate techniques among 240 undergraduate and graduate students across engineering, medical, business, and natural science programs at three universities. The intervention incorporated discipline-relevant debate topics, scaffolded preparation processes, and collaborative learning structures, with data collected through pre- and post-intervention oral proficiency assessments, classroom observations, and qualitative interviews. Results demonstrated statistically significant improvements of 1.2 Common European Framework sub-levels in overall communicative competence, with particularly notable gains in fluency, lexical sophistication, and spontaneous use of complex grammatical structures. Qualitative analysis revealed enhanced critical thinking capabilities, increased student motivation, and successful development of transferable professional communication skills, with 78% of participants applying debate-acquired skills in real-world contexts within six months. Student-centered debate techniques offer significant potential for enhancing English instruction in STEM and professional contexts by creating meaningful connections between language learning and students' academic interests, suggesting the need for institutional support, comprehensive teacher training, and curriculum integration to maximize educational outcomes.
Hard work and moral Excellence: The foundation of purposeful teaching Joanna Ngozi Dominion
Journal of Education and Teacher Training Innovation Vol. 3 No. 2 (2025): 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.v3i2.196

Abstract

The study aimed to define these two concepts within an educational context, explore their collective influence on student outcomes (including engagement and character development), and identify gaps in the existing literature. A rigorous systematic review methodology was used. A comprehensive search was conducted across multiple academic databases, including ERIC and JSTOR, with a focus on keywords related to teacher effort and ethics. The review followed a structured process of inclusion and exclusion criteria, data extraction, and a narrative synthesis of findings. The quality of included studies was critically appraised using Critical Appraisal Skills Programme (CASP) checklists. The findings synthesized evidence that demonstrated how a teacher’s commitment to continuous improvement (Hard Work) and their display of integrity, empathy, and equity (Moral Excellence) directly foster a positive, trust-based learning environment and lead to improved academic and developmental outcomes. The study concludes that hard work and moral excellence are essential for purposeful teaching. When properly integrated, these qualities ensure academic rigor and a safe learning environment.

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