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JOETAL: Journal of Education, Teaching and Learning
Published by Lembaga Sinar Lima
ISSN : -     EISSN : 30470382     DOI : 10.67045/joetal
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
JOETAL: Journal of Education, Teaching and Learning was published by Sinar Lima. Articles are based on the result of Conceptial research in education field, such as; teaching and learning issues; education teaching development,; instruction; educational projects and innovations; learning methodologies; technologies in education and learning; philosophies of education; pedagogic and educational approaches; learning management; language teaching research; teaching and learning at all levels of schooling and institutions of higher learning; theories of education; educational research; and methodologies and educational psychology
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "volume 3, number 2, agustus 2026" : 5 Documents clear
STRENGTHENING STUDENTS’ RELIGIOUS CHARACTER THROUGH RELIGIOUS ACTIVITIES AT MI SIRAJUL ULUM REAK CENTRAL LOMBOKMBOK Uli Almihatin
JOETAL: Journal of Education, Teaching and Learning Volume 3, Number 2, Agustus 2026
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joetal.vi.144

Abstract

Religious character is an important component of students’ character development in Islamic educational institutions and can be strengthened through consistent religious habituation. This study aimed to describe the strengthening of students’ religious character through Juz Amma memorization, Qur’anic Qiro’ah, and congregational Dhuha prayer at MI Sirajul Ulum Reak, Central Lombok, and to identify the obstacles encountered by teachers and the strategies used to address them. The study employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation involving teachers and students and were analyzed using the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing. The findings indicate that religious character strengthening was implemented through three main activities. Juz Amma memorization was conducted before lessons through repeated recitation and the talqin method. Qur’anic Qiro’ah was implemented to develop students’ ability to read the Qur’an correctly according to tajwid and proper articulation. Congregational Dhuha prayer was conducted regularly to develop discipline, obedience, and responsibility in worship. The main obstacles included students’ limited concentration, difficulties in recognizing hijaiyyah letters and applying tajwid, late arrival, and disruptive behavior during prayer. Teachers addressed these challenges through continuous guidance, motivation, habituation, modeling, and encouragement to practice religious activities at home. Overall, the findings suggest that consistent religious habituation supported by teacher guidance and modeling can strengthen students’ religious character within the madrasah context.
IMPLEMENTATION OF THE PROJECT FOR STRENGTHENING THE PANCASILA STUDENT PROFILE (P5) IN PREVENTING BULLYING AT MIN 2 LOMBOK BARAT Rismah Neliyana
JOETAL: Journal of Education, Teaching and Learning Volume 3, Number 2, Agustus 2026
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joetal.vi.145

Abstract

This study aimed to describe the implementation of the Project for Strengthening the Pancasila Student Profile (P5) in supporting bullying prevention at MIN 2 West Lombok during the 2023/2024 academic year. The study employed a descriptive qualitative approach. The data sources included the principal, teachers, and students. Data were collected through observation, interviews, and documentation and analyzed through data condensation, data display, and conclusion drawing. Data validity was established through source and technique triangulation. The findings indicate that P5 implementation consisted of three main stages: planning, implementation, and evaluation. The planning stage included establishing a facilitator team, identifying school readiness, determining project dimensions, themes, and time allocation, developing project modules, and preparing reporting strategies. The implementation stage involved introduction, contextualization, real action, reflection, and follow-up activities. Evaluation focused on students’ participation and behavior throughout the project rather than solely on the final products. P5 activities supported the development of behaviors related to mutual respect, cooperation, responsibility, and positive social interaction, which are relevant to bullying prevention. Supporting factors included human resources, school facilities, the surrounding environment, and support from internal and external stakeholders. The main challenges involved selecting appropriate project topics for first-grade students, preparing materials and equipment, monitoring students during activities, and managing time allocation. Overall, P5 implementation supported the school’s efforts to strengthen students’ character and promote a school environment conducive to bullying prevention.
IMPROVING FIFTH-GRADE STUDENTS’ SCIENCE LEARNING OUTCOMES ON THE TOPIC OF ECOSYSTEMS THROUGH THE PREDICT–OBSERVE–EXPLAIN (POE) MODEL AT MI NW PESENG Sari Qurrata A'yunin Putri
JOETAL: Journal of Education, Teaching and Learning Volume 3, Number 2, Agustus 2026
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joetal.vi.146

Abstract

This study aimed to improve fifth-grade students’ Science learning outcomes on the topic of ecosystems through the implementation of the Predict–Observe–Explain (POE) learning model at MI NW Peseng, Kopang District. The study was motivated by students’ low achievement in Science, with several students obtaining scores below the Minimum Mastery Criterion (KKM) of 65. This study employed Classroom Action Research (CAR) conducted in two cycles, with each cycle consisting of two meetings and four stages: planning, action, observation, and reflection. The participants were 18 fifth-grade students. Data were collected through learning achievement tests, observations, and documentation and analyzed descriptively by comparing students’ mean scores and classical mastery percentages across the pre-cycle, Cycle I, and Cycle II. The results showed a gradual improvement in students’ learning outcomes. In the pre-cycle, the mean score was 59.88, with 44% classical mastery. Following the implementation of the POE model, the mean score increased to 67.72 with 67% mastery in Cycle I and further increased to 78.77 with 89% mastery in Cycle II. The Cycle II achievement exceeded the predetermined success criterion of 85%. During the POE activities, students were encouraged to predict outcomes, observe phenomena, discuss their findings, and explain their understanding of ecosystem concepts. These findings indicate that the POE model contributed to improved Science learning outcomes and student engagement within the context of this classroom action research. Therefore, POE shows potential as an alternative approach for teaching ecosystem concepts at the elementary-school level
IMPLEMENTING THE QUESTION-AND-ANSWER METHOD TO IMPROVE STUDENTS’ LEARNING OUTCOMES IN ISLAMIC RELIGIOUS EDUCATION AT SD ISLAM SA’ADATUDDARAIN PRAYA Abdul Majid
JOETAL: Journal of Education, Teaching and Learning Volume 3, Number 2, Agustus 2026
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joetal.vi.147

Abstract

This study aimed to improve students’ learning outcomes in Islamic Religious Education (IRE) through the implementation of the question-and-answer method among fourth-grade students at SD Islam Sa’adatuddarain, Praya, Central Lombok, during the 2023/2024 academic year. The study was motivated by low student participation and learning achievement, as preliminary observations indicated that many students were passive during lessons, paid insufficient attention to the teacher, talked with classmates, and were reluctant to respond to questions. This study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection. The research was conducted in two cycles, with two instructional meetings in each cycle, and involved 30 fourth-grade students. Data were collected through observations, oral achievement tests, and documentation, and were analyzed using descriptive percentage analysis. The findings showed an improvement in students’ learning outcomes and classroom participation. In Cycle I, 18 of 30 students (60.00%) achieved the minimum mastery criterion (KKM) of 70. Following reflection and improvements to the learning process, 29 of 30 students (96.67%) achieved the KKM in Cycle II, representing an increase of 36.67 percentage points. Teacher activity also increased from 63.15% in Cycle I to 89.47% in Cycle II. These findings indicate that the implementation of the question-and-answer method contributed to more active classroom participation and improved students’ learning outcomes in Islamic Religious Education within the context of this classroom action research. The method therefore shows potential as an alternative instructional approach for elementary-level IRE learning.
IMPLEMENTING TEAMS GAMES TOURNAMENT (TGT) ASSISTED BY DICE MEDIA TO IMPROVE THIRD-GRADE STUDENTS’ MATHEMATICS LEARNING OUTCOMES AT MI AL-MADANIYAH MATARAM Aisha Umul Rauhun
JOETAL: Journal of Education, Teaching and Learning Volume 3, Number 2, Agustus 2026
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joetal.vi.148

Abstract

This study was conducted to improve the mathematics learning outcomes of third-grade students at MI Al-Madaniyah Mataram, where mathematics instruction was predominantly teacher-centered and resulted in low student engagement and achievement. The study aimed to improve students’ mathematics learning outcomes through the implementation of the Teams Games Tournament (TGT) cooperative learning model assisted by dice media. This study employed Classroom Action Research (CAR) based on Kurt Lewin’s model, consisting of four stages: planning, action, observation, and reflection. The participants were 23 third-grade students, comprising 13 male and 10 female students. Data were collected through mathematics achievement tests and observation sheets of teacher and student activities. The research was conducted in two cycles, with each cycle consisting of two meetings. The findings showed an improvement in students’ mathematics learning outcomes, with the classical mastery rate increasing from 43.47% in Cycle I to 86.95% in Cycle II, representing an increase of 43.48 percentage points. Teacher activity increased from 77% to 91.5%, while student activity increased from 52% to 91.5%. Since the classical mastery rate in Cycle II exceeded the predetermined success criterion of 85%, the research was concluded at this stage. The findings indicate that the implementation of TGT assisted by dice media supported more active and collaborative participation in mathematics learning and contributed to improved learning outcomes. Thus, this approach shows potential as an alternative cooperative learning strategy for mathematics instruction in similar elementary school contexts.

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