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INDONESIA
Journal of Teaching and Education for Scholars
Published by Cendekiawan Indonesia Timur
ISSN : -     EISSN : 28301064     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
The Journal of Teaching and Education for Scholars (JOTES) is a biannual, peer-reviewed, open-access journal published by Yayasan Cendekiawan Indonesia Timur, located in Watampone, Indonesia. JOTES is issued twice a year, in May and November. JOTES focuses on publishing high-quality manuscripts related to education and teaching. The scope of the journal includes, but is not limited to: Educational studies and practices. Teaching and learning processes. Teaching approaches, methods, or strategies. Teaching experiences and reflections. Classroom action research. Other topics across all disciplines, provided they are relevant to education and teaching. JOTES accepts manuscripts in the following forms: Research Articles: Original research based on fieldwork or studies related to education and teaching. Non-Research Articles: Papers including review articles, literature reviews, conceptual ideas, systematic reviews, or discussions on relevant topics not based on field research.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 22 Documents
 1   2   3 
Improving Teaching Quality through Industry Experience and Communication in Maritime Vocational Education Kwartama, Agung
Journal for Teaching and Education for Scholars Vol 2 No 1 (2025): JOTES: May
Publisher : Yayasan Cendekiawan Indonesia Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59065/jotes.v2i1.193

Abstract

This study aims to examine the influence of industry experience and communication on enhancing teaching quality in maritime vocational education at the National Maritime Academy in Jakarta Raya. In today’s increasingly competitive global landscape, the quality of vocational education is critical—particularly in the maritime sector, which demands both hands-on practical skills and comprehensive theoretical knowledge. Employing a quantitative research design, data were collected through questionnaires administered to lecturers and students at the academy. The data were analyzed using descriptive and inferential statistical methods to explore the relationship between industry experience, effective communication, and teaching quality. The findings indicate a significant positive correlation between lecturers’ industry experience and teaching effectiveness. Additionally, effective communication was found to foster improved lecturer–student interaction, contributing to a more conducive and engaging learning environment. The study concludes that incorporating industry experience into academic practice and enhancing communication skills are strategic steps to improve the quality of maritime vocational education.
An Analysis of Determinant Factors Influencing Students’ Anxiety Levels During the Thesis Writing Process Syarif, Naufal Qadri
Journal for Teaching and Education for Scholars Vol 2 No 1 (2025): JOTES: May
Publisher : Yayasan Cendekiawan Indonesia Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59065/jotes.v2i1.202

Abstract

Final-year students of the Primary School Teacher Education (PGSD) program at Universitas Negeri Makassar (UNM) in 2024 face various challenges during the thesis writing process, particularly concerning self-efficacy, coping strategies, and family support, all of which influence their anxiety levels. In Indonesia, the prevalence of anxiety disorders among individuals aged 15 and above increased from 6% in 2013 to 9.8% in 2018. This study aims to analyze the factors associated with anxiety levels among final-year PGSD UNM students during thesis preparation. This research employed an analytical survey design with a cross-sectional approach. The population consisted of 552 undergraduate PGSD students currently writing their theses, with a sample of 123 respondents selected through proportionate stratified random sampling. Data were collected using an online questionnaire via Google Form and analyzed using the Spearman Rank correlation test. Bivariate analysis showed significant correlations between self-efficacy (p = 0.001, ρ = -0.283), coping strategies (p = 0.012, ρ = 0.226), and family support (p = 0.015, ρ = 0.218) with students’ anxiety levels. These findings indicate that self-efficacy, coping strategies, and family support are significantly associated with the level of anxiety among PGSD students. Final-year students are encouraged to maintain strong motivation in completing their theses to obtain their degrees. It is essential to foster high self-efficacy, apply effective coping strategies, and seek family support to reduce anxiety during the thesis writing process.
The Perlocutionary Effect of Teachers’ Oral Corrective Feedback in Multigenerational EFL Classroom Aswati, Dewi; Shalihah, Andi Musfiqah; Amin, Fatimah Hidayahni; Sakkir, Geminastiti
Journal for Teaching and Education for Scholars Vol 2 No 1 (2025): JOTES: May
Publisher : Yayasan Cendekiawan Indonesia Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59065/jotes.v2i1.214

Abstract

This study investigated the emotional responses of EFL learners from different generational cohorts- Generation Z, Millenial, and Generation X- toward oral corrective feedback (OFC) provided by a Millennial lecturer in an online classroom.  Rooted in speech act theory, particularly the concept of perlocutionary acts, the research explores how teachers’ feedback is emotionally received, interpreted, and responded to by learners of varying age groups. A qualitative approach was employed, involving observation of a Zoom-based English class and in-depth semi-structured interviews with nine selected students representing the three generations. Data were analyzed thematically using Miles and Huberman’s framework. The findings reveal five primary emotional responses to OFC: anxiety, embarrassment,  motivation, appreciation, and discomfort. While Generation Z expressed higher sensitivity and nervousness, especially in response to public or explicit correction, millennials generally viewed direct feedback as constructive. Generation X preferred reflective feedback forms such as elicitation. These varied emotional reactions demonstrate that the perlocutionary effects of OFC differ based on generational identity, learner preferences, and the classroom setting. This study highlights the importance of generation-aware and emotionally responsive feedback practices in EFL instruction, particularly in online learning environments with limited non-verbal communication. It contributes to the affective dimension of corrective feedback research by emphasizing how feedback not only corrects linguistic errors but also impacts learner emotion, engagement, and motivation.
Seventeen Group Music and Indomilk: A Critical Discourse Analysis of Language and Power in Celebrity Endorsement Fortuna, Nurkhaira Ariendita; Athyah, Andi Ummy; Amin, Fatimah Hidayahni; Sunusi, Seny Luhriyani; Hanafie, Nurharsya Khaer
Journal for Teaching and Education for Scholars Vol 2 No 1 (2025): JOTES: May
Publisher : Yayasan Cendekiawan Indonesia Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59065/jotes.v2i1.215

Abstract

This study analyzes language and power relations in celebrity endorsement through the lens of SEVENTEEN’s advertisement for Indomilk. Although celebrity endorsements are known to influence purchasing decisions, there is scant focus on the discourse celebrities strategically employ, especially in the context of K-pop. Fairclough’s three-dimensional Critical Discourse Analysis (CDA) was used in this research to capture how SEVENTEEN’s language choices in their endorsement critically constrain or reproduce the power dynamics relations of the brand, the celebrities, and the consumers. Headed from June 2024 to March 2025, the study collected television and social media ads targeting specific audiences, alongside numerous other pieces of marketed dialogue and visuals. The data were examined at multi-levels: textual, discursive, and social practice. The results indicate that the primary narrative of the ads was to promote Indomilk not simply as a drink but as a vessel of joy, vigor, and global citizenship visually and textually via relatable marketing image and emotionally resonant vernacular. Culturally, the endorsement is framed in Korean with outlandish and groundless suggestions to defy any local inklings of identity which simultaneously aids the brand’s appeal among young local audiences amplifying brand loyalty. The research also notes the portrayals change when it comes to male idols as they perform emotive expressiveness and soft masculinity, which contributes to changing cultural traditions. The results of this study highlight how celebrity discourse operates as a site of socio-cultural and business appropriation, affixing brand power and molding identity of clientele. 
The Role of Teachers in Developing Character Education in Elementary Schools: Literature Review Syarif, Naufal Qadri
Journal for Teaching and Education for Scholars Vol 2 No 2 (2025): JOTES: November (2025)
Publisher : Yayasan Cendekiawan Indonesia Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59065/jotes.v2i2.203

Abstract

Teachers, as educators, are not only responsible for teaching academic material but also serve as role models, mentors, demonstrators, and motivators in shaping students' character. This study aims to analyze the role of teachers in developing character education in elementary schools. The main focus of this research is to understand how teachers act as educators, role models, and motivators in character formation. This study employs a qualitative descriptive method using a literature review technique to collect data from various sources such as journals, books, and related scientific articles. The findings reveal that teachers play a strategic role in instilling character values such as discipline, responsibility, and honesty through interactive teaching methods and a supportive learning environment. Teachers also contribute to building a school culture that supports character development by appreciating good behavior, guiding students in both academic and non-academic activities, and creating an enjoyable learning atmosphere. The conclusion of this study emphasizes that character education must become an integral part of school culture and be supported by the synergy between schools, parents, and the wider community
21st-Century Educational Leadership: A Review of Core Theories, Managerial Perspectives, and Emerging Trends Bahtiar, Hikmanisa; Muhammad Kholidinna Qasabandiyah
Journal for Teaching and Education for Scholars Vol 2 No 2 (2025): JOTES: November (2025)
Publisher : Yayasan Cendekiawan Indonesia Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59065/jotes.v2i2.236

Abstract

Educational leadership is a key factor in improving the quality of learning, teacher professionalism, and the effectiveness of school and university organizations. This article aims to review the development of core educational leadership theory, the integration of management and business perspectives, and contemporary trends that shape 21st-century leadership. Using a scoping review approach, this study analyzes 30 selected articles published between 2019 and 2024, sourced from international databases (Scopus, Web of Science, Springer, Taylor & Francis, Sage, and ERIC). The articles were categorized into three groups: (1) core models of educational leadership such as instructional, strategic, spiritual, and emotional leadership; (2) interdisciplinary perspectives linking education with management theory, including governance, resource management, and empowerment leadership; and (3) contemporary trends in digital, global, innovative, and character-based leadership. The results of the review show that instructional and strategic leadership remain the main foundation, but are increasingly reinforced by organizational management theory and business innovation. In addition, the demands of globalization, digitalization, and social change have led to the emergence of new leadership models that are more collaborative, adaptive, and value-oriented. The implications of this study emphasize the importance of integrating classical theory, managerial insights, and contemporary trends to shape educational leaders who are capable of responding to the complexities of the modern era while preparing the research agenda for the future.
Descriptive Study of The Application of The Mind Mapping Method in Learning Islamic Civilization History Courses Arditya Prayogi; Riki Nasrullah; Novianto Ade Wahyudi
Journal for Teaching and Education for Scholars Vol 2 No 2 (2025): JOTES: November (2025)
Publisher : Yayasan Cendekiawan Indonesia Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59065/jotes.v2i2.223

Abstract

This study addresses the monotonous use of lecture-based methods in teaching the History of Islamic Civilization (SPI) at the Faculty of Tarbiyah and Teacher Training, UIN KH Abdurrahman Wahid Pekalongan. It aims to examine the implementation of the mind mapping method as an innovative alternative to enhance student engagement and comprehension. Employing a qualitative descriptive approach within a case study design, data were collected through interviews, observations, and documentation. The findings reveal that the integration of the mind mapping method in SPI learning occurs through several key stages: establishing learning contracts, deepening conceptual understanding, creating and presenting mind maps, delivering material using mind mapping, and conducting interactive discussions. The study identifies both supporting and inhibiting factors influencing the implementation process. Supporting factors include students’ enthusiasm, collaborative learning, and the flexibility of online learning platforms, while inhibiting factors relate to limited digital skills and time constraints. Overall, the application of the mind mapping method fosters creativity, strengthens analytical thinking, enhances comprehension of historical materials, and provides a reference for developing more interactive learning models. The findings imply that adopting mind mapping in higher education, particularly in historical studies, can transform traditional pedagogical practices into more participatory and student-centered learning experiences.
Uncovering Lecturers' Perceptions of the Contextual Teaching and Learning (CTL) Approach for Teaching Reading in Two Different Institution Contexts Samsudin, Samsudin
Journal for Teaching and Education for Scholars Vol 2 No 2 (2025): JOTES: November (2025)
Publisher : Yayasan Cendekiawan Indonesia Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59065/jotes.v2i2.241

Abstract

This study investigates the perceptions and experiences of educators regarding the implementation of Contextual Teaching and Learning (CTL) in reading instruction across diverse educational contexts. Utilizing a qualitative research design, including multiple case studies, data were collected through interviews with three experienced lecturers. Thematic analysis revealed insights into lecturers' interpretations of CTL, their experiences in its implementation, approaches to selecting teaching materials, challenges encountered, and perceived benefits. Findings indicate varying interpretations of CTL, emphasizing the importance of tailoring lessons to students' interests and backgrounds. Lecturers demonstrated how CTL fosters active participation and engagement, particularly using culturally relevant materials. Challenges such as limited resources and low English proficiency required multifaceted solutions. Nevertheless, lecturers unanimously recognized CTL's effectiveness in enhancing student learning outcomes and fostering meaningful learning experiences. This study advances knowledge about the potential of CTL to strengthen reading instruction and guides curriculum writers, educators
The Role of Religious Moderation in ELT: A Systematic Literature Review on Language, Identity, and Intercultural Understanding Rasmin, La Ode; Pelu, Hanafi
Journal for Teaching and Education for Scholars Vol 2 No 2 (2025): JOTES: November (2025)
Publisher : Yayasan Cendekiawan Indonesia Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59065/jotes.v2i2.242

Abstract

This literature review evaluates the impact of religious moderation on English Language Teaching (ELT) in terms of its effects on language acquisition, identity change, and intercultural relations. Despite the growing attention to religious moderation in education, there remains a glaring gap in the literature regarding its application in ELT contexts. The analysis was conducted on published peer-reviewed articles, book chapters, and conference papers from major Scopus, Web of Science, ERIC, and Google Scholar databases within the past ten years. The review employed thematic analysis to identify patterns and trends in the moderation of religion in teaching English as a foreign language. The research results demonstrate three notable features. Firstly, religious moderation in pedagogy in ELT enhances religious student engagement through intercultural communicative competence pedagogy. Secondly, students attending ELT classes with a moderate religious atmosphere show greater positive outcomes in identity change, including increased motivation to learn English. These results highlight how religious moderation can foster tolerant, inclusive, and culturally sensitive ELT practices that promote social harmony worldwide. The review, however, admits many limitations, such as its regional scope and the paucity of empirical investigations. The educational effects of religious moderation in ELT should be assessed through classroom-based and longitudinal studies in the future, especially in a variety of institutional and cultural contexts.
Voices from the Virtual Classroom: Experiences of English for Nursing Lecturers in Online Teaching Syauqiyah Awaliyah Alfiani Nur; Mandarsari, Pujalinda; Asjuh, Nurfiaeni; Nurchintyawati, Insani; Ilmi HL, Siti Nurul
Journal for Teaching and Education for Scholars Vol 2 No 2 (2025): JOTES: November (2025)
Publisher : Yayasan Cendekiawan Indonesia Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59065/jotes.v2i2.243

Abstract

This study explores how English for Nursing (EfN) lecturers experienced, adapted to, and reflected on online teaching practices during and after the COVID-19 pandemic. Using a qualitative design, data were collected through semi-structured interviews with EfN lecturers from higher education institutions. The findings revealed four major themes: (1) General Background, which highlighted lecturers’ diverse experiences and gradual adaptation to online instruction; (2) Teaching Practices and Strategies, showing that interactive and case-based learning were considered the most effective methods to engage nursing students virtually; (3) Challenges and Adaptation, which included issues such as limited digital access, low student participation, and difficulties in evaluating clinical communication skills; and (4) Reflection and Professional Insights, where lecturers reported personal and professional growth, emphasizing empathy, creativity, and flexibility as essential teaching qualities. The study concludes that online teaching not only transformed pedagogical practices but also redefined lecturers’ professional identities in English for Specific Purposes (ESP) contexts.

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