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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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Social Belonging and Peer Acceptance in Children with Autism in Elementary School Inclusion Classes Sifa Fauziah; Edora Edora
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/paezg359

Abstract

Despite the growing implementation of inclusive education, many autistic students continue to experience difficulties in achieving meaningful social participation within mainstream classrooms. While schools increasingly provide physical access to inclusive settings, challenges related to peer acceptance, social belonging, and participation in everyday social interactions remain prevalent. Limited social inclusion may hinder autistic students’ opportunities to develop friendships, engage in collaborative activities, and establish a sense of belonging within the school community. Therefore, understanding their lived social experiences is essential for strengthening inclusive educational practices. This study aimed to examine the social experiences of an autistic student in an inclusive elementary school, focusing on peer acceptance, social belonging, and the role of teachers in fostering an inclusive social environment. The research employed a qualitative approach using a single case study design. The participant was one autistic student enrolled in an inclusive elementary school and selected through purposive sampling based on active involvement in classroom social interactions. Data were collected through participant observation, in-depth interviews, and document analysis. The data were analyzed using thematic analysis supported by NVivo 14 software. The findings revealed that peer acceptance was often conditional and situational. Although classmates generally accepted the student during structured classroom activities, social interaction outside academic contexts remained limited. The participant experienced difficulties in developing reciprocal friendships and participating in spontaneous peer activities. Nevertheless, teacher interventions, peer empathy, and collaborative learning activities contributed positively to social engagement and participation. Teachers served as key social mediators by facilitating interaction opportunities, encouraging collaboration, and promoting an inclusive classroom climate. The findings suggest that successful inclusion extends beyond physical placement and academic participation. Meaningful inclusion requires supportive social environments that foster peer acceptance, social belonging, and active participation. The study highlights the importance of teacher-mediated strategies in promoting positive social experiences for autistic students in inclusive elementary schools.
DISHCODE: Design of an Educational Game for Computational Thinking Using the Game Development Life Cycle Model Alissa Isni Silviani Sutadi; Eka Fitrajaya Rahman; Erna Piantari
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: 10.61227/6kjwez29

Abstract

The low level of computational thinking (CT) ability among Grade X Vocational School students in branching material is the primary problem underlying this research. This study aims to design an educational game named DISHCODE that systematically develops CT skills through structured branching programming material. The game targets Grade X PPLG students at SMKN 1 Sumedang, West Java, Indonesia. DISHCODE is developed as an extension of Kitchen Chaos, an open-source educational game developed by CodeMonkey, by adapting its culinary world theme and integrating branching code input as the core mechanic. The research employs a Research and Development (R&D) approach using the Game Development Life Cycle (GDLC) model, limited to the pre-production phase. The GDLC process produced five primary design artefacts, namely game mechanics and learning mechanics mapping, a Game Design Document (GDD), use case and activity diagrams, level mapping aligned with CT indicators, and a storyboard. The game comprises four levels of progressively increasing difficulty that map branching sub-topics, starting from single IF, sequential if-then, if-else, and nested if, onto four CT indicators covering decomposition, pattern recognition, abstraction, and algorithm design. Each level employs a distinct input mechanism calibrated to the cognitive demands of its target indicator. The design results indicate that the GDLC framework provides a systematic structure for translating CT-based learning objectives into coherent game design artefacts, and that DISHCODE's mechanic-indicator alignment positions it as a prospective structured medium for developing and reflecting students CT competency through gameplay, pending empirical validation in future implementation stages. These findings suggest that DISHCODE has the potential to offer teachers a ready-to-use game-based learning instrument that maps branching sub-topics directly onto CT indicators, enabling more structured and measurable CT instruction within vocational programming classes, and to provide learners with a progressively scaffolded gameplay experience that trains decomposition, pattern recognition, abstraction, and algorithm design through contextual branching problem-solving.
Pengaruh Kompetensi Guru Al Quran Hadis terhadap Hasil Belajar Peserta Didik di MTsS Madinatun Najah Rengat Hawa Reskia; Risnawati Risnawati
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/c5gqej88

Abstract

This study examines the influence of Al Quran Hadis teacher competence on student learning outcomes at MTsS Madinatun Najah Rengat. Teacher competence is treated as a professional capacity that includes pedagogical, professional, social, and personal dimensions. The study used a quantitative correlational design with simple linear regression. The research participants were 30 students selected through purposive sampling. Data were collected through questionnaires, documentation of Al Quran Hadis scores, and classroom observation. Descriptive statistics, normality testing, linearity testing, Pearson correlation, ANOVA, t testing, and coefficient of determination were used to analyze the data. The normality test showed that the data were normally distributed, and the linearity test confirmed a linear relationship between teacher competence and student learning outcomes. The Pearson correlation value was 0.440 with a significance value of 0.015, indicating a moderate positive relationship. The regression model produced the equation Y = 55.280 + 0.646X. The R Square value was 0.194, meaning that teacher competence explained 19.4 percent of the variation in student learning outcomes. These findings show that Al Quran Hadis teacher competence has a positive and significant effect on learning outcomes, while other learning factors remain important for further study.
Quizizz as a Digital Formative Assessment and its Contribution to the Fiqh Learning Outcomes of Madrasah Students Halimah Sari; Risnawati Risnawati
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/k6qxam90

Abstract

Digital learning media are increasingly needed in madrasah classrooms because students are already familiar with interactive online environments while teachers are required to provide learning experiences that are measurable, engaging, and responsive. This study aims to examine the effect of Quizizz learning media on students' Fiqh learning outcomes at MTsS Madinatun Najah Rengat. The study was conducted during the odd semester of the 2025/2026 academic year and used a quantitative correlational design with simple linear regression. The sample consisted of 30 students who had participated in Fiqh learning supported by Quizizz. Data were collected through a Quizizz learning media questionnaire and documentation of students' Fiqh learning outcomes. The data were analyzed using validity and reliability testing, Shapiro-Wilk normality testing, linearity testing, simple linear regression, the t test, the F test, and coefficient of determination with SPSS 24. The normality test showed that the Quizizz media variable and learning outcome variable were normally distributed, with significance values of .370 and .055. The linearity test showed that the relationship between variables was linear, with a deviation from linearity value of .096. The regression results showed a strong positive relationship between Quizizz and learning outcomes, with R = .786 and R square = .617. The regression model was significant, F = 45.150, p < .001, and the Quizizz media coefficient was positive and significant, B = 1.162, t = 6.719, p < .001. These findings indicate that Quizizz contributes 61.7% to the variation in students' Fiqh learning outcomes. Quizizz can therefore be used as an effective digital learning and assessment medium in madrasah when it is aligned with learning objectives, followed by feedback, and supported by teacher facilitation.
Religious Education via Social Media to Improve Literacy and Interest Among Umrah Pilgrims in Palembang Ardiansyah Ardiansyah; Annisa Astrid; Muhammad Abdillah Asmara
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/b428p963

Abstract

The development of social media has transformed the patterns of information dissemination and religious learning in society, including in Umrah education. This study aims to analyze the utilization of social media as a medium for religious education in enhancing the literacy and interest of prospective Umrah pilgrims in Palembang City. The study employs a qualitative approach using a case study method across three Umrah travel agencies: PT Payung Madinah, PT Fatih Muliya Bersama, and PT Baitussalam Sako Mandiri. The research was conducted in Palembang City, with data collection taking place from January to April 2026. Research informants were selected using purposive sampling and included 12 participants comprising umrah travel agency managers, social media administrators, as well as prospective and current umrah pilgrims who actively obtain information through social media. Data was obtained through in-depth interviews, observation, and documentation, then analyzed using data reduction, data presentation, and conclusion-drawing techniques. The results of the study indicate that social media serves not only as a promotional medium but also as a tool for religious education through the dissemination of information regarding the procedures for performing the Umrah pilgrimage, manasik (ritual practices), religious tourism, pilgrim testimonials, and relevant Islamic content. The use of digital platforms such as Instagram, Facebook, WhatsApp, and YouTube can improve access to information, strengthen prospective pilgrims’ Umrah literacy, and build public trust and interest in performing the Umrah pilgrimage. However, the effectiveness of social media utilization is still influenced by the quality of educational content, the consistency of digital platform management, and the digital literacy skills of travel agency managers. The contribution of this research lies in the development of a social media-based religious education perspective as a form of non-formal religious learning that can improve the public’s literacy and interest in the Umrah pilgrimage, while also expanding the study of digital technology utilization in religious education in the era of digital transformation.
Epistemic Transformation: Implications and Implementation of Islamic Character Education in the Era of Artificial Intelligence Ahmad Fauzi Zakaria; Nurhasan Nurhasan; Yanti Amali Afifah; Aan Hasanah; Bambang Samsul Arifin
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/n5hk2j56

Abstract

The rapid development of Artificial Intelligence (AI) has created new challenges and opportunities for character education within Islamic educational institutions. This study aims to analyze the implications and implementation of character education in Islamic education in the AI era and to formulate a conceptual model that integrates theological values with technological advancement. This research employed a qualitative approach using library research methods. Data were collected from reputable international and national journal articles indexed in Scopus and accredited databases published between 2021 and 2026. Data analysis was conducted through comparative and critical content analysis. The findings reveal four major themes. First, character education in Islamic education has undergone a conceptual transformation from universal character values toward transcendental akhlaq rooted in tawhid, faith, and spiritual consciousness. Second, its implementation faces significant challenges, particularly excessive administrative burdens that weaken teachers' role-modeling function (uswah hasanah). Third, the emergence of AI encourages the development of an "automation for re-humanization" strategy, where technology is utilized to reduce administrative workloads and strengthen teachers' roles as murabbi, mentors, and character architects. Fourth, the Faith-Based Algorithmics model offers a future framework integrating theology, ethics, and algorithmic thinking in educational practice. The study concludes that successful character education in the digital era depends on harmonizing technological sophistication with spiritual depth to develop digitally competent, morally responsible, and spiritually grounded generations.
From Meaningful Learning to Behavioral Change: The Implementation of Deep Learning in Religious Ethics to Prevent Student Delinquency Rudi Hamsyah; Abdurrahmansyah Abdurrahmansyah; Muhammad Abdillah Asmara
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: 10.61227/2r2dtx44

Abstract

The Deep Learning approach is one of the educational innovations developed to foster meaningful, reflective, and transformative learning. In the context of Islamic Religious Education, Akidah Akhlak instruction is not only intended to enhance students’ conceptual understanding but also to shape character and foster positive behavioral change. This study aims to analyze the implementation of the Deep Learning approach in Akidah Akhlak instruction and its contribution to preventing student delinquency in madrasahs. The study employed a qualitative approach using a case study method at MTs Negeri 1 Musi Banyuasin from November 2025 to April 2026. Research informants included the madrasah principal, Akidah Akhlak teachers, the vice principal for student affairs, guidance counselors, and students selected using purposive sampling. Data were collected through in-depth interviews, observations, and documentation, then analyzed using the Miles, Huberman, and Saldaña interactive model, which includes data reduction, data presentation, and drawing conclusions. The research results indicate that the implementation of Deep Learning in Akidah Akhlak instruction is carried out through contextual learning, reflection on experiences, critical discussion, collaborative learning, and authentic assessment, which encourage students to understand and internalize Islamic values in their daily lives. This meaningful learning process contributes to strengthening moral awareness, self-control, social responsibility, and reducing tendencies toward delinquent behavior such as violations of school rules, bullying, and undisciplined behavior. The research findings produced a conceptual model of behavioral change indicating that meaningful learning through Deep Learning fosters the internalization of values, character development, and behavioral transformation among students. The contribution of this research lies in the development of a Deep Learning perspective in Islamic Education that is not only oriented toward academic achievement but also toward behavioral change and the prevention of student delinquency as part of the goals of character education in the era of educational transformation.
Islamic Religious Education in the Construction of a Multicultural Society: Negotiating Theological Exclusivity and Social Inclusivity Selvia Yolanda; Mahmud Arif
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/edxzhy08

Abstract

The increasing intensity of social interaction in multicultural societies has intensified encounters between theological truth claims and demands for social openness, which, within Islamic religiosity grounded in Islamic creed (ʿaqīdah), is often perceived as a conceptual tension. This study aims to identify the ideal pattern of the relationship between theological exclusivity and social inclusivity from the perspective of Islamic religiosity grounded in Islamic creed (ʿaqīdah) and to examine its implications for Islamic Religious Education (IRE), as well as to explain its relevance to strengthening religious moderation in multicultural societies. This qualitative study takes the form of a literature review using a descriptive analytical approach. Data were obtained through documentation by examining normative Islamic sources as well as various scholarly literature relevant to the subject matter. The findings of this study show that theological exclusivity constitutes the epistemic dimension of Islamic religiosity, affirming commitment to revealed truth and preserving religious identity, while social inclusivity functions as an ethical orientation that enables just, balanced, and harmonious engagement with diversity. The apparent tension between the two does not stem from their substantive nature, but rather from a reductionist understanding that fails to distinguish between theological and social domains. Within a proportional framework, these dimensions are not mutually exclusive but mutually reinforcing. Furthermore, Islamic Religious Education serves as a strategic medium for integrating firm theological commitment with inclusive social values, enabling Muslims to engage constructively with multicultural realities without compromising the integrity of faith. The contribution of this study confirms that religious moderation can be strengthened through a clear conceptual distinction between belief and social relations, allowing both to operate within their respective domains without contradiction. In addition, this study contributes to the development of a conceptual framework for Islamic Religious Education that balances theological exclusivity and social inclusivity in multicultural societies.
An Integrated Principal Leadership Model for Building a Character-Based School Climate in Elementary Schools Anto Akbar; Bunyamin Maftuh; Warlim Warlim; Tedi Supriyadi; Saepul Anwar
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/fs4xsq62

Abstract

The success of character development among elementary school students is greatly influenced by the creation of a supportive school environment and effective principal leadership. This study aims to describe and analyze the principal’s leadership model in fostering a character-based school climate in elementary schools. The research was conducted from February to May 2026 using a qualitative approach and case study method at SDN 201 Sukaluyu, Bandung. The research participants consisted of one principal, five teachers, two parents, and one school committee member selected through purposive sampling. Data were collected through semi-structured interviews, observations, and document analysis, then analyzed using the Miles, Huberman, and Saldaña interactive model, which includes data condensation, data presentation, and the drawing and verification of conclusions. The credibility of the findings was strengthened through source triangulation and methodological triangulation. The research results indicate that the principal’s leadership plays a strategic role in fostering a character-based school climate through six mutually integrated components: a character vision grounded in discipline and independence; the principal’s exemplary leadership; an integrated character education program; collaboration among the school, parents, and the school committee; continuous monitoring; and the establishment of a school climate characterized by religiosity, discipline, independence, environmental care, and collaboration. Character education is implemented through various integrated programs, including religious activities, the Adiwiyata Program, the Environment-Based School Program, literacy activities, the Pancasila Student Profile Strengthening Project (P5), and the Pancawaluya Task Force. This study produced a model of school principal leadership that integrates a character-based vision, exemplary leadership, character-based programs, school-community collaboration, and continuous monitoring in building a character-based school climate. The findings of this study contribute to the development of research on educational leadership and character education and provide practical implications for elementary schools in strengthening student character development through a sustainable school climate.  
Critical Pedagogy and Ta'dib: Towards an Emancipatory-Islamic Education Paradigm Ruslan Ruslan; Luthfiyah Luthfiyah
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/qgppfc73

Abstract

This study examines the possibility of integrating Paulo Freire’s critical pedagogy and Syed Muhammad Naquib al-Attas’ concept of ta'dib to formulate a new paradigm of Islamic-emancipatory education. Employing a qualitative library research design, the study analyzes primary texts, including Freire’s Pedagogy of the Oppressed and Al-Attas’ major works on Islamic education, complemented by relevant scholarly literature. Data were collected through document analysis and examined using Gadamerian hermeneutic interpretation, comparative analysis, and conceptual synthesis. The analytical process involved identifying the philosophical foundations, educational objectives, epistemological assumptions, and pedagogical implications of both frameworks, followed by the construction of an integrative theoretical model. The findings reveal that Freire’s critical pedagogy emphasizes liberation through critical consciousness, dialogical engagement, and transformative praxis, whereas Al-Attas’ concept of ta'dib focuses on moral discipline, recognition of the hierarchy of knowledge, and the cultivation of adab grounded in the Islamic worldview. Despite their differing epistemological foundations, both perspectives converge in their critique of dehumanizing educational practices and their commitment to human transformation. The novelty of this study lies in the formulation of an Islamic-emancipatory educational paradigm that systematically integrates Freirean critical consciousness with the ethical-spiritual framework of ta'dib. This synthesis offers a theoretical alternative to the dichotomy between secular emancipatory education and traditional Islamic education by positioning education as a process of intellectual liberation, moral refinement, and holistic human development. The proposed paradigm contributes to contemporary debates on Islamic educational reform by providing a framework that is simultaneously critical, ethical, and transformative.

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