Journal of Education, Pedagogy and Teacher Training
Journal of Education, Pedagogy and Teacher Training is a peer-reviewed, on-line academic journal devoted to research in the field of Education, Teaching, and Teacher Training. The journal is published twice a year in May and November. Authors must register to this journal before submitting their work and they must follow the Author Guidelines of the journal. Submissions that do not adhere to the guidelines provided will be REJECTED. Please submit your article through the online submission of this journal. Submitted writing should normally range from 4,000 to 6,000 words, although up to 7,000 words will be accepted under exceptional circumstances. The journals have a policy of “Zero Tolerance on Plagiarism”. We recommend that authors check their articles with plagiarism prevention tools (ithenticate.com, turnitin.com, etc.) before submission.
Articles
26 Documents
<![CDATA[Efforts to Improve Elementary School Students' Learning Outcomes in Islamic Religious Education Learning by Applying the Discovery Learning Model: Classroom Action Research Study ]]>
<![CDATA[Wahyuni, Evi]]>
<![CDATA[ Journal of Education, Pedagogy and Teacher Training Vol. 1 No. 1 (2024): MAY 2024 ]]>
Publisher : <![CDATA[Barkah Publishing ]]>
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<![CDATA[This study aims to improve student learning outcomes in Islamic religious education learning by using Discovery learning model. This study is a classroom action research that uses four steps, namely planning, action, observation and reflection. The subjects of this study were high school students. The data for this study were obtained by test and observation techniques. Tests are used to measure learning outcomes and observations are used to analyze teacher and student learning activities. The data analysis technique used in this study is descriptive statistics by comparing the results obtained with indicators of research success. The results of the study indicate that Discovery learning model can improve student learning outcomes in Islamic religious education learning. This can be seen from the increase in the percentage of student learning completion in each cycle with details of the pre-cycle 48.71%, the first cycle 66.39% and in the second cycle it increased to 89.66%. Thus, the use of Discovery learning model can be used as an alternative to improve student learning outcomes in Islamic religious education learning.]]>
<![CDATA[Discovery Learning Model in Efforts to Improve Elementary School Students' Learning Outcomes in Islamic Religious Education: A Classroom Action Research ]]>
<![CDATA[Yuliana, Ita]]>
<![CDATA[ Journal of Education, Pedagogy and Teacher Training Vol. 1 No. 1 (2024): MAY 2024 ]]>
Publisher : <![CDATA[Barkah Publishing ]]>
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<![CDATA[This study aims to improve student learning outcomes in Islamic religious education learning by using Discovery learning model. This study is a classroom action research that uses four steps, namely planning, action, observation and reflection. The subjects of this study were high school students. The data for this study were obtained by test and observation techniques. Tests are used to measure learning outcomes and observations are used to analyze teacher and student learning activities. The data analysis technique used in this study is descriptive statistics by comparing the results obtained with indicators of research success. The results of the study indicate that Discovery learning model can improve student learning outcomes in Islamic religious education learning. This can be seen from the increase in the percentage of student learning completion in each cycle with details of the pre-cycle 48.71%, the first cycle 66.39% and in the second cycle it increased to 89.66%. Thus, the use of Discovery learning model can be used as an alternative to improve student learning outcomes in Islamic religious education learning.]]>
<![CDATA[Classroom Action Research: Efforts to Improve Students' Conceptual Understanding in Islamic Religious Education Learning with Discovery Learning Model ]]>
<![CDATA[Mutiawati]]>
<![CDATA[ Journal of Education, Pedagogy and Teacher Training Vol. 1 No. 1 (2024): MAY 2024 ]]>
Publisher : <![CDATA[Barkah Publishing ]]>
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<![CDATA[This study aims to improve student learning outcomes in Islamic religious education learning by using Discovery learning model. This study is a classroom action research that uses four steps, namely planning, action, observation and reflection. The subjects of this study were high school students. The data for this study were obtained by test and observation techniques. Tests are used to measure learning outcomes and observations are used to analyze teacher and student learning activities. The data analysis technique used in this study is descriptive statistics by comparing the results obtained with indicators of research success. The results of the study indicate that Discovery learning model can improve student learning outcomes in Islamic religious education learning. This can be seen from the increase in the percentage of student learning completion in each cycle with details of the pre-cycle 48.71%, the first cycle 66.39% and in the second cycle it increased to 89.66%. Thus, the use of Discovery learning model can be used as an alternative to improve student learning outcomes in Islamic religious education learning.]]>
<![CDATA[Cooperative Model of Team Games Tournament Type: Efforts to Improve Student Learning Activities in Islamic Religious Education Learning ]]>
<![CDATA[Nazariani]]>
<![CDATA[ Journal of Education, Pedagogy and Teacher Training Vol. 1 No. 1 (2024): MAY 2024 ]]>
Publisher : <![CDATA[Barkah Publishing ]]>
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<![CDATA[This study aims to improve student learning outcomes in Islamic religious education learning by using Team games tournament model. This study is a classroom action research that uses four steps, namely planning, action, observation and reflection. The subjects of this study were high school students. The data for this study were obtained by test and observation techniques. Tests are used to measure learning outcomes and observations are used to analyze teacher and student learning activities. The data analysis technique used in this study is descriptive statistics by comparing the results obtained with indicators of research success. The results of the study indicate that Team games tournament model can improve student learning outcomes in Islamic religious education learning. This can be seen from the increase in the percentage of student learning completion in each cycle with details of the pre-cycle 48.71%, the first cycle 66.39% and in the second cycle it increased to 89.66%. Thus, the use of Team games tournament model can be used as an alternative to improve student learning outcomes in Islamic religious education learning.]]>
<![CDATA[Implementation of the Cooperative Model with the Jigsaw Type as an Effort to Improve Student Learning Outcomes in Islamic Religious Education Learning ]]>
<![CDATA[Ramdani, Laily]]>
<![CDATA[ Journal of Education, Pedagogy and Teacher Training Vol. 1 No. 2 (2024): November 2024 ]]>
Publisher : <![CDATA[Barkah Publishing ]]>
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<![CDATA[This study aims to improve student learning outcomes in Islamic religious education learning by using Cooperative model with the jigsaw type. This study is a classroom action research that uses four steps, namely planning, action, observation and reflection. The subjects of this study were elementary school students. The data for this study were obtained by test and observation techniques. Tests are used to measure learning outcomes and observations are used to analyze teacher and student learning activities. The data analysis technique used in this study is descriptive statistics by comparing the results obtained with indicators of research success. The results of the study indicate that Cooperative model with the jigsaw type can improve student learning outcomes in Islamic religious education learning. This can be seen from the increase in the percentage of student learning completion in each cycle with details of the pre-cycle 48.71%, the first cycle 66.39% and in the second cycle it increased to 89.66%. Thus, the use of Cooperative model with the jigsaw type can be used as an alternative to improve student learning outcomes in Islamic religious education learning.]]>
<![CDATA[Picture and Picture Type Cooperative Model: Efforts to Improve Student Learning Outcomes in Islamic Religious Education Learning ]]>
<![CDATA[Elviana]]>
<![CDATA[ Journal of Education, Pedagogy and Teacher Training Vol. 1 No. 2 (2024): November 2024 ]]>
Publisher : <![CDATA[Barkah Publishing ]]>
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<![CDATA[This study aims to improve student learning outcomes in Islamic religious education learning by using Picture and picture type cooperative model. This study is a classroom action research that uses four steps, namely planning, action, observation and reflection. The subjects of this study were elementary school students. The data for this study were obtained by test and observation techniques. Tests are used to measure learning outcomes and observations are used to analyze teacher and student learning activities. The data analysis technique used in this study is descriptive statistics by comparing the results obtained with indicators of research success. The results of the study indicate that Picture and picture type cooperative model can improve student learning outcomes in Islamic religious education learning. This can be seen from the increase in the percentage of student learning completion in each cycle with details of the pre-cycle 48.71%, the first cycle 66.39% and in the second cycle it increased to 89.66%. Thus, the use of Picture and picture type cooperative model can be used as an alternative to improve student learning outcomes in Islamic religious education learning.]]>
<![CDATA[Everyone is a Teacher Method as a Solution to the Problem of Low Student Learning Outcomes in Islamic Cultural History Learning ]]>
<![CDATA[Zulcharnain, Widi]]>
<![CDATA[ Journal of Education, Pedagogy and Teacher Training Vol. 1 No. 2 (2024): November 2024 ]]>
Publisher : <![CDATA[Barkah Publishing ]]>
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<![CDATA[This study aims to improve student learning outcomes in Islamic religious education learning by using Everyone is a teacher method. This study is a classroom action research that uses four steps, namely planning, action, observation and reflection. The subjects of this study were junior high school students. The data for this study were obtained by test and observation techniques. Tests are used to measure learning outcomes and observations are used to analyze teacher and student learning activities. The data analysis technique used in this study is descriptive statistics by comparing the results obtained with indicators of research success. The results of the study indicate that Everyone is a teacher method can improve student learning outcomes in Islamic religious education learning. This can be seen from the increase in the percentage of student learning completion in each cycle with details of the pre-cycle 48.71%, the first cycle 66.39% and in the second cycle it increased to 89.66%. Thus, the use of Everyone is a teacher method media can be used as an alternative to improve student learning outcomes in Islamic religious education learning.]]>
<![CDATA[Improving Elementary School Students' Learning Outcomes by Applying Audio Visual Media in Islamic Religious Education Learning: Classroom Action Research at SD Negeri 1 Karyasakti ]]>
<![CDATA[Sundari]]>
<![CDATA[ Journal of Education, Pedagogy and Teacher Training Vol. 1 No. 2 (2024): November 2024 ]]>
Publisher : <![CDATA[Barkah Publishing ]]>
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<![CDATA[This study aims to improve student learning outcomes in Islamic religious education learning by using Audio visual media. This study is a classroom action research that uses four steps, namely planning, action, observation and reflection. The subjects of this study were elementary school students. The data for this study were obtained by test and observation techniques. Tests are used to measure learning outcomes and observations are used to analyze teacher and student learning activities. The data analysis technique used in this study is descriptive statistics by comparing the results obtained with indicators of research success. The results of the study indicate that Audio visual media can improve student learning outcomes in Islamic religious education learning. This can be seen from the increase in the percentage of student learning completion in each cycle with details of the pre-cycle 48.71%, the first cycle 66.39% and in the second cycle it increased to 89.66%. Thus, the use of Audio visual media can be used as an alternative to improve student learning outcomes in Islamic religious education learning.]]>
<![CDATA[Improving Early Childhood Visual-Spatial Intelligence with Block Media: A Classroom Action Research ]]>
<![CDATA[Indun, Liana]]>
<![CDATA[ Journal of Education, Pedagogy and Teacher Training Vol. 1 No. 2 (2024): November 2024 ]]>
Publisher : <![CDATA[Barkah Publishing ]]>
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<![CDATA[This study aims to improve student learning outcomes in Islamic religious education learning by using Visual-spatial intelligence. This study is a classroom action research that uses four steps, namely planning, action, observation and reflection. The subjects of this study were high school students. The data for this study were obtained by test and observation techniques. Tests are used to measure learning outcomes and observations are used to analyze teacher and student learning activities. The data analysis technique used in this study is descriptive statistics by comparing the results obtained with indicators of research success. The results of the study indicate that Visual-spatial intelligence can improve student learning outcomes in Islamic religious education learning. This can be seen from the increase in the percentage of student learning completion in each cycle with details of the pre-cycle 48.71%, the first cycle 66.39% and in the second cycle it increased to 89.66%. Thus, the use of Visual-spatial intelligence can be used as an alternative to improve student learning outcomes in Islamic religious education learning.]]>
<![CDATA[Integrating Islamic Values into English Curriculum Development: A Descriptive Qualitative Literature Review in State Islamic Higher Education ]]>
<![CDATA[Chamisah]]>
<![CDATA[ Journal of Education, Pedagogy and Teacher Training Vol. 2 No. 1 (2025): Journal of Education, Pedagogy and Teacher Training ]]>
Publisher : <![CDATA[Barkah Publishing ]]>
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<![CDATA[This systematic literature review explores the integration of Islamic values into English Language Teaching (ELT) at Islamic Higher Education Institutions (SIHE) in Indonesia. The study synthesizes findings from various academic sources to understand how Islamic principles such as trustworthiness, compassion, justice, and the oneness of God—are embedded into ELT curricula. Results indicate that while some SIHE have successfully implemented value-based language instruction through culturally relevant materials, classroom strategies, and teacher efforts, the overall integration remains inconsistent due to challenges such as limited teacher training, lack of instructional resources, and inadequate policy frameworks. The review concludes that a structured, collaborative approach is required to strengthen the integration process and recommends further empirical research to develop effective pedagogical models.]]>
