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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 29 Documents
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Unlocking Learner Potential Through Well-being: A Conceptual Framework for Integrating Positive Psychology to Foster Deep English Language Learning Nur, Sahril; Sakkir, Geminastiti; Nurfadhilah, Auliyanti Sahril
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.v2i2.244

Abstract

Second language (L2) learning is often undermined by significant psychological barriers like anxiety and fragile motivation, trapping students in surface-level memorization. This conceptual paper proposes a fundamental paradigm shift from a deficit-remediation model to one centered on fostering learner well-being. Drawing on a systematic literature review, we introduce 'Positive Language Pedagogy,' a framework integrating the five pillars of positive psychology's PERMA model (Positive Emotions, Engagement, Relationships, Meaning, Accomplishment). We argue that this systematic integration proactively dismantles affective filters, cultivates intrinsic motivation, and builds psychological resources essential for deep learning. The result is a pathway toward not only linguistic competence but also the development of resilient, autonomous, and confident language learners.
Students’ Learning Styles and Their Speaking Proficiency: Evidence from MAN 1 Makassar L, Sulfitriani; Korompot, Chairil Anwar; Sakkir, Geminastiti
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.v2i2.245

Abstract

This study investigates how different learning styles—visual, auditory, and kinesthetic—influence students’ English-speaking performance. Speaking is widely recognized as the most challenging language skill, and students’ preferred modes of learning are believed to shape how effectively they develop oral proficiency. Using a descriptive quantitative design, data were collected from eleventh-grade students at MAN 1 Makassar through a learning style questionnaire adapted from the VAK model and a speaking performance test assessed using Heaton’s criteria of accuracy, fluency, and comprehensibility. The results reveal clear performance differences across learning style categories. Auditory learners achieved the highest mean score, classified as Very Good, demonstrating strong fluency and clear comprehensibility with only minor pronunciation or grammatical issues. Visual learners obtained a Good classification; they performed well overall but showed noticeable limitations in grammatical accuracy. Kinesthetic learners received a Fairly Good classification, exhibiting moderate ability and particular challenges in fluency, as their speech tended to be fragmented and required more processing time. These findings indicate that students' learning styles are meaningfully associated with their speaking performance, with auditory learners showing the greatest advantage—likely due to their preference for processing spoken input and verbal explanations. Meanwhile, kinesthetic learners may require more interactive, movement-based activities to support their oral production. The study underscores the importance of incorporating varied instructional strategies that align with different learning preferences. Teachers are encouraged to design multimodal speaking activities to ensure equitable support for all learner types and to maximize students’ opportunities for successful oral communication.
Investigating Student Empowerment and Social Involvement: The Case of a Moroccan University El Guermat, Abdel Moula
Journal for Teaching and Education for Scholars Vol 3 No 1 (2026): JOTES: May
Publisher : Yayasan Cendekiawan Indonesia Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59065/jotes.v3i1.248

Abstract

The voices of students in Moroccan universities are often being underrepresented,  that they often feel left out of decision-making processes related to their learning environment. This study attempts to highlight this problem by examining the relationship between student empowerment and social involvement among MA students at Mohammed I University in Oujda. To achieve this aim, the study adopts an exploratory sequential mixed-methods design, grounded in well-established frameworks such as Zimmerman’s Psychological Empowerment Theory; this latter is of utmost importance in understanding how an individual establishes a sense of empowerment within his environment, as well as that of Astin’s student involvement theory. The objective is to investigate students’ institutional voices and see how far they feel able to take part in university life and decision-making. Essentially, the study seeks to uncover critical factors that influence student agency and participation, with real-world implications for promoting more student-centered and inclusive learning environments. The findings are expected to support ongoing reforms in Moroccan universities that prioritize active learning and democratic student engagement.
The Use of Translanguaging in Bilingual Class: A Study of Perception on the Students at An Islamic Junior High School Antika, Rindi; Jabu, Baso; Sakkir, Geminastiti
Journal for Teaching and Education for Scholars Vol 3 No 1 (2026): JOTES: May
Publisher : Yayasan Cendekiawan Indonesia Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59065/jotes.v3i1.270

Abstract

While translanguaging is increasingly recognized as a pedagogical tool, its implementation in the specific context of Islamic bilingual junior high schools remains under-explored, particularly from the students' perspective. This study investigates how students at SMP IT Al-Biruni Mandiri Jipang perceive and interpret translanguaging in their bilingual classrooms. Using a descriptive qualitative approach, data were gathered through three days of classroom observations and in-depth interviews with six seventh-grade students, then analyzed using the interactive model of Miles and Huberman (1994). The findings reveal that students perceive translanguaging as a vital "cognitive bridge" that facilitates the understanding of complex material, reduces foreign language anxiety, and promotes active participation. Specifically, students identified a preference for strategic language switching that differentiates between social interaction and formal teacher-led instruction . Although students acknowledge the pedagogical benefits of L1 support, they also emphasize the need for judicious implementation to prevent over-reliance and maintain sufficient English exposure. These findings highlight the importance of designing responsive bilingual teaching strategies that incorporate student voices to optimize foreign language acquisition.
The Impact of Mother Tongue on Students’ Speaking Skills Parawansyah, Azzahra Ellyasari; Sakkir, Geminastiti; Fauzan, Muhammad Miftah
Journal for Teaching and Education for Scholars Vol 3 No 1 (2026): JOTES: May
Publisher : Yayasan Cendekiawan Indonesia Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59065/jotes.v3i1.271

Abstract

This study aims to describe the impact of mother tongue use on students' English-speaking skills in terms of fluency, accuracy, confidence, expression, and response. This study uses a descriptive qualitative approach and was conducted at SMP Negeri 7 Mappakasunggu, Takalar Regency, South Sulawesi. The research subjects consisted of six eighth-grade students selected through purposive sampling based on their tendency to use their mother tongue in English-speaking activities. Data were collected through classroom observation and semi-structured interviews, then analyzed using the interactive analysis model of Miles, Huberman, and Saldana. The results showed that excessive use of the mother tongue had an impact on low fluency, grammatical errors, limited vocabulary, underdeveloped expression, and slow and brief responses. However, this study also found that the mother tongue has a positive and constructive role, particularly in helping students understand the material, formulate ideas before speaking, and increase their sense of security and courage through translanguaging practices. Thus, the mother tongue does not only function as an obstacle, but can also be a source of support for learning to speak English when used in a targeted manner.
To What Extent is Demonstration-Based Instruction Effective in Music Education? Sembiring, Piter
Journal for Teaching and Education for Scholars Vol 3 No 1 (2026): JOTES: May
Publisher : Yayasan Cendekiawan Indonesia Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59065/jotes.v3i1.272

Abstract

This study analyzes demonstration-based instruction in music education through an integrative review of twenty peer-reviewed studies published between 2019 and 2026. The review employs an integrative synthesis approach involving systematic literature search across Google Scholar, SINTA, and Scopus, followed by screening based on predefined inclusion and exclusion criteria and thematic comparative analysis of quantitative, qualitative, and mixed-methods studies. The synthesis shows that demonstration supports learning outcomes, including psychomotor development, technical proficiency, coordination, musical literacy, and interpretative performance across instrumental and vocal contexts. However, its effectiveness varies depending on instructional design and is significantly strengthened when combined with active learning strategies, goal-oriented instruction, and performance-based assessment. The study proposes an integrative pedagogical framework that positions demonstration as foundational modeling within a structured sequence of exploration and evaluation. Rather than functioning as an isolated practice, demonstration is conceptualized as a core component within a coherent instructional system. This study contributes to the literature by synthesizing fragmented findings into a unified analytical perspective that clarifies the conditions under which demonstration-based instruction is most effective in music education.
Design and evaluation of a digital learning environment for computer architecture education: A mixed methods case study Janvier, Ngnoulaye
Journal for Teaching and Education for Scholars Vol 3 No 1 (2026): JOTES: May
Publisher : Yayasan Cendekiawan Indonesia Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59065/jotes.v3i1.274

Abstract

Teaching computer science to secondary school students in Cameroon presents significant pedagogical challenges due to insufficient teaching resources and a shortage of qualified teachers. This study presents the design, development, and evaluation of an educational software environment - SimuArch - specifically adapted for teaching computer architecture in class (Year 3 of lower secondary school) in Cameroon. Using a mixed-methods research design, this study combines a quantitative quasi-experimental approach with qualitative inquiry. An experimental evaluation involving 115 students - divided into an experimental group (n = 58) using SimuArch and a control group (n = 57) following standard instruction - was conducted over an 8-week period. Quantitative data were analysed using repeated-measures analysis of variance (ANOVA) and independent-samples t-tests; qualitative data were subjected to inductive thematic analysis. Results showed a statistically significant Group × Time interaction (F(1,113) = 24.8, p < 0.001, η² = 0.18; Cohen's d = 1.21), with an average performance gain of 75% in the experimental group compared to 35% in the control group. Qualitative analysis revealed a marked increase in student motivation and engagement. These findings suggest that integrating a contextually appropriate digital learning environment can significantly improve the teaching and learning of computer architecture at the secondary level in Cameroon, with potential implications for other sub-Saharan African educational contexts.
Governing Artificial Intelligence for Educational Justice: A Critical Pedagogy and Policy Analysis in the Philippine Context Saldivar, John Mark Navarette
Journal for Teaching and Education for Scholars Vol 3 No 1 (2026): JOTES: May
Publisher : Yayasan Cendekiawan Indonesia Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59065/jotes.v3i1.280

Abstract

This study examines how artificial intelligence (AI) is framed and governed within Philippine educational policy, considering its implications for equity, teacher autonomy, and learner agency. The objective is to understand the power dynamics and ideological presuppositions that inform AI-centric reforms. This research employs an integrative analytical methodology that incorporates critical policy analysis, discourse tracing, thematic coding, and ideological critique. Methodological integrity is established through rigorous inclusion and exclusion criteria, adherence to the PRISMA protocol for systematic document review, and the application of the CASP Checklist to assess the credibility and pertinence of 21 significant policy documents published between 2021 and 2025. The findings reveal that prevailing policies primarily depict AI as a tool for modernization, operational efficiency, and data-driven governance. At the same time, critical concerns regarding ethics, human rights, and democratic participation remain insufficiently addressed. These accounts pose a substantial risk of exacerbating existing inequalities between well-resourced and under-resourced educational institutions. In response, the study advocates for the ARISE Framework (AI Rights-based Inclusive Systems for Education). This nascent governance model prioritizes structural preparedness, pedagogical agency, critical scrutiny of AI discourses, and rights-centric oversight. The study emphasizes the imperative of equity impact assessments, transparency requirements, accountability systems, and the continuous development of critical AI literacy among educators and students. These initiatives ensure that AI integration aligns with Sustainable Development Goal 4, thereby reinforcing rather than undermining equitable and inclusive educational opportunities.
Integrating Prophetic Teaching Methods into 21st-Century Islamic Education: A Systematic Review of Pedagogical Practices from Sirah Nabawiyah Rafiq-uz-Zaman, Muhammad; Nadeem, Muhammad Asif
Journal for Teaching and Education for Scholars Vol 3 No 1 (2026): JOTES: May
Publisher : Yayasan Cendekiawan Indonesia Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59065/jotes.v3i1.279

Abstract

This review study focuses on the prophetic pedagogical approaches based on the Sirah Nabawiyah and its modern use in Islamic studies. This review summarizes the findings of 50 peer-reviewed studies (including those across different geographic settings) and systematically organizes 4 main areas of prophetic pedagogical practice: verbal/cognitive methods (questioning, storytelling, parables), demonstrative methods (role modeling, hands-on practice), affective/motivational methods (encouragement, emotional support), and evaluative methods (feedback, holistic Modern findings have also revealed that these pedagogical methods which have their origins in history continue to be incredibly effective in addressing challenges of the 21st century. The approaches are effectively used in curriculum design, character education, information technology integration, and teacher training among students in traditional Pesantren, integrated Islamic, and international academic institutions. This pedagogical system is an integrative, prophetic approach to human development, which focuses on the spiritual, moral, intellectual, and social aspects of human development and offers an alternative, theoretically consistent approach to education, rather than the secular models of education. Limited capacity of the teachers, infrastructural limitations, and the need to balance the traditional Islamic values with the competencies of the 21st century are among the most challenging problems. Theoretically, this review helps conceptualize prophetic pedagogy as a unique paradigm of education, practically to the structure of implementation in institutions and educational leaders and policy-wise to the advice on evidence-based recommendations on Islamic educational leaders. New studies will involve intensive empirical studies, cross-cultural comparative study, and systematic exploration of technology adoption and still maintain the originality of Islamic education.

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