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Azmil Hasan Lubis
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Journal of Education, Pedagogy and Teacher Training
Published by Barkah Publishing
ISSN : -     EISSN : 30896207     DOI : https://doi.org/10.63228/jeptt
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "vol. 3 no. 1 (2026): may 2026" : 5 Documents clear
Implementation of Arabic Language Learning Media Using the Canva Application to Enhance Teachers’ Skills Rizaldi, Dedy; Hilmi
Journal of Education, Pedagogy and Teacher Training Vol. 3 No. 1 (2026): MAY 2026
Publisher : Barkah Publishing

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Abstract

Arabic language learning in various educational institutions still faces challenges, particularly in terms of low instructional attractiveness and limited teacher skills in developing innovative learning media. Therefore, the use of digital technology is needed as a solution to improve the quality of learning. This study aims to analyze the implementation of the Canva application as a learning medium in improving teachers’ skills in Arabic language instruction. The method used is library research by reviewing various relevant scientific sources such as journals, books, and proceedings related to the research topic. The data analysis technique is conducted using a descriptive-analytical approach by synthesizing findings from previous studies. The results of the study indicate that the use of the Canva application contributes positively to improving teachers’ skills, especially in designing attractive, creative, and interactive learning media. In addition, Canva has also been proven to enhance students’ learning motivation through the presentation of more communicative visual-based materials. Thus, the implementation of Canva in Arabic language learning is an effective alternative in supporting technology-based learning in accordance with the demands of the digital era.
Gamified Vocabulary Learning in Vocational EFL Contexts: A Longitudinal Mixed-Methods Study of Motivation, Anxiety, and Lexical Gains Turki Alsolami
Journal of Education, Pedagogy and Teacher Training Vol. 3 No. 1 (2026): MAY 2026
Publisher : Barkah Publishing

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Abstract

Gamification has attracted sustained interest in EFL pedagogy as a strategy for increasing learner engagement and reducing the affective barriers that often accompany vocabulary learning. Yet most studies have examined gamified vocabulary instruction in general secondary or university settings, leaving vocational EFL contexts where learners typically have specific occupational language goals, constrained instructional time, and varied prior exposure to English underrepresented in the research. This study investigates the effects of gamified vocabulary learning on motivation, foreign language anxiety, and lexical gains among vocational high school students in Aceh, Indonesia, over fourteen weeks. Using a mixed-methods sequential explanatory design, the study combines pre- and post-test vocabulary measures, Foreign Language Anxiety Scale scores, and Intrinsic Motivation Inventory ratings with qualitative data from semi-structured interviews and classroom observations. Findings indicate significant gains in vocabulary breadth and retention for the gamified group compared to a control group receiving conventional instruction, alongside reductions in anxiety and increases in intrinsic motivation. Qualitative data complicate this broadly positive picture, however, revealing that gamification's motivational effects were uneven: competitive elements energised high-achieving students while quietly increasing the anxiety of lower-confidence learners. The study draws on Self-Determination Theory (Deci & Ryan, 2000; Ryan & Deci, 2020) and Complexity Theory perspectives on language learning (Larsen-Freeman & Cameron, 2008) to argue that effective gamified vocabulary instruction in vocational EFL contexts requires careful attention to how competition, collaboration, and learner identity intersect in the specific cultural and institutional conditions of each classroom.
Conversational AI as a Low-Stakes Speaking Partner: A Quasi-Experimental Study of Chatbot-Mediated Oral Practice in EFL Microteaching Jati Suryanto
Journal of Education, Pedagogy and Teacher Training Vol. 3 No. 1 (2026): MAY 2026
Publisher : Barkah Publishing

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Abstract

Speaking anxiety and limited opportunities for authentic oral practice are among the most persistent barriers to spoken English development in EFL microteaching programmes. This study examines whether conversational AI chatbots can function as low-stakes speaking partners that reduce anxiety and improve oral performance readiness for pre-service EFL teachers before microteaching delivery. Using a quasi-experimental design with pre- and post-test oral performance assessments, Foreign Language Speaking Anxiety Scale scores, and qualitative data from reflective journals and post-study interviews, the study compared two groups of pre-service EFL teachers at a public Islamic university in Yogyakarta, Indonesia: one group engaging in structured chatbot-mediated oral practice sessions twice weekly for eight weeks before microteaching, and a control group receiving conventional preparation support only. Findings indicate significantly reduced speaking anxiety and improved oral fluency, pronunciation accuracy, and interactional competence scores in the chatbot group, with qualitative data revealing that the low-stakes, non-judgemental character of chatbot interaction was the most consistently valued feature—particularly for participants with high baseline anxiety. However, the study also identifies a transfer gap: the communicative behaviours practised with chatbots did not automatically transfer to human-audience microteaching contexts, and several participants reported that the emotional experience of a chatbot interaction and a live teaching performance remained categorically different. The study draws on Willingness to Communicate theory (MacIntyre et al., 2024) and Vygotskian scaffolding frameworks to argue that chatbot-mediated oral practice is a valuable but insufficient preparation for microteaching—most effective when embedded in a broader pedagogical sequence that explicitly bridges from low-stakes AI interaction to high-stakes human performance.
Building AI Literacy Through Professional Development: A Framework Study of In-Service Teachers‘ Competencies and Training Needs Effendi Limbong
Journal of Education, Pedagogy and Teacher Training Vol. 3 No. 1 (2026): MAY 2026
Publisher : Barkah Publishing

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Abstract

The rapid proliferation of generative artificial intelligence (GenAI) across educational settings has created an urgent and unprecedented demand for structured teacher professional development (PD) in AI literacy. Despite growing recognition that educators require specialized competencies to navigate AI-rich classrooms, the field remains theoretically fragmented, with limited consensus on the core dimensions of AI literacy that ought to anchor teacher PD programmes. This study addresses this gap by developing and validating the AI Literacy for Teachers (ALT) framework—an empirically grounded, multi-dimensional competency model tailored specifically to the professional learning needs of in-service teachers. We employed a three‑round modified Delphi methodology with a panel of 22 experts (teacher educators, EdTech specialists, and curriculum designers). Panel members rated and refined an initial set of 47 competency items derived from an extensive literature review and four established frameworks (Long & Magerko, 2020; Ng et al., 2021; T‑GAIC; UNESCO AI CFT). Consensus was assessed using the content validity ratio (CVR ≥ 0.75) and interquartile range (IQR ≤ 1). By round three, consensus had been achieved on 36 items organised across five core dimensions: (1) Foundational AI Knowledge; (2) AI‑Enhanced Pedagogical Practice; (3) Ethical and Human‑Centred AI Use; (4) Assessment and Evaluation with AI; and (5) Professional Growth and AI Agency. Kendall’s W rose from 0.57 (round two) to 0.73 (round three), indicating strong expert agreement. The ALT framework makes three primary contributions: it clarifies the often conflated relationship between technical operation and critical‑ethical engagement with AI; it provides a structured blueprint for designing tiered, role‑sensitive PD curricula; and it establishes a validated foundation for subsequent instrument development and impact studies. Implications for teacher education, school leadership, and educational policy are discussed.
TPACK Development in Preservice Teacher Education: How Course Design and Self-Efficacy Beliefs Shape Technology Integration Muhammad Nasheh Ulwan
Journal of Education, Pedagogy and Teacher Training Vol. 3 No. 1 (2026): MAY 2026
Publisher : Barkah Publishing

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Abstract

Preservice programs still struggle to prepare teachers who can integrate technology into subject-matter instruction with any real sophistication. TPACK provides a useful lens for understanding why this happens, yet we know surprisingly little about how specific course design choices influence TPACK growth, or how self-efficacy interacts with that process over a full semester. We tracked 55 preservice teachers through a 14-week technology integration course built around extended duration, active learning, collaboration, reflection, and disciplinary grounding. Using an adapted Schmidt et al. TPACK survey and the TISE scale at three time points, we found significant gains across every subdomain. The largest shifts occurred in integrated TPACK (d = 1.61), TPK (d = 1.50), and technology integration self-efficacy (d = 1.53). Open-ended responses clustered around four ideas: practical relevance, collaborative inquiry, reflective growth, and disciplinary grounding. Courses that embed technology work inside authentic disciplinary tasks not as an add on produce measurable, practically meaningful change in both knowledge and confidence. We discuss what this means for program structure.

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