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INDONESIA
Journal of Teaching and Learning
Published by Pondok pesantren As-salafiyah As-Safi'iyyah
ISSN : -     EISSN : 30900158     DOI : 10.71305
Core Subject : Religion, Economy, Science, Education, Social,
Religion Chemistry Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Social Sciences Other
Focus and Scope The journal addresses a wide range of topics: Teaching and Instructional Strategies: Exploration of innovative, traditional, and blended teaching methodologies to enhance student engagement and achievement. Learning Theories and Student Development: Research on cognitive, social, and emotional processes affecting learning and development across different age groups and educational settings. Curriculum Design and Implementation: Studies on curriculum development, adaptation, and evaluation to meet diverse educational needs and integrate global and multicultural perspectives. Assessment and Evaluation: Investigations into formative and summative assessment practices, their effectiveness, and their role in improving learning outcomes. Technology in Education: Contributions that examine the use of digital tools, e-learning platforms, artificial intelligence, and other emerging technologies in teaching and learning. Inclusive and Multicultural Education: Research on educational approaches that address the needs of diverse learners, including those with disabilities, marginalized groups, and students in multilingual or multicultural settings. Teacher Education and Professional Development: Insights into pre-service and in-service teacher training, pedagogical skill development, and the role of reflective practices in enhancing teaching quality. Educational Leadership and Policy: Analyses of policies, leadership practices, and governance structures that impact educational systems and processes globally and locally. Global Perspectives in Education: Studies that highlight comparative education, cross-cultural practices, and the role of global trends in shaping local educational practices.
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 2 (2026): January 2026" : 5 Documents clear
Collaborative Learning Techniques For Developing Critical Thinking Abilities Maarita Maijatla; Prem Chandu; Cindy E. Hmelo-Silvester; Paul A. Kirscehnera; Sarah J. Howienta; John Swelleretand
Journal of Teaching and Learning Vol. 2 No. 2 (2026): January 2026
Publisher : Ponpes As-Salafiyyah Asy-Syafi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/jtl.v2i2.107

Abstract

Critical thinking skills are essential competencies in addressing the challenges posed by globalization and digitalization in the modern era. This study investigates the application of collaborative learning strategies to foster students' critical thinking abilities. Employing a qualitative research design, the study uses a case study methodology conducted in three middle schools in Helsinki, Finland. Data collection methods include in-depth interviews, participatory observations, and document analysis. The findings demonstrate that collaborative learning, rooted in social constructivism theory, plays a pivotal role in enhancing students' analytical, evaluative, and reflective capabilities. Additionally, the integration of technology, such as digital collaboration tools, has been shown to improve group dynamics and promote active participation among students. Nonetheless, the research highlights significant challenges, including students' reluctance to engage in group work and insufficient facilitation skills among educators. To address these issues, the study provides strategic recommendations, emphasizing the need for teacher training, effective use of technology, and structured learning frameworks. These insights aim to support educators and policymakers in developing effective educational initiatives that equip students with critical thinking skills for the demands of the contemporary era.
Digging Into The Beauty Of Language: Effective Balaghah Learning Strategies In The Digital Age Muhammad Afthon Ulin Nuha; Ubay; Nurul Musyafaah
Journal of Teaching and Learning Vol. 2 No. 2 (2026): January 2026
Publisher : Ponpes As-Salafiyyah Asy-Syafi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/jtl.v2i2.1372

Abstract

This study discusses the impact of digital technology on Balaghah learning among students. Through the implementation of interactive media, educational videos, and gamification elements, the literature indicates potential improvements in students' understanding of Arabic language theories. Digital technology not only enhances engagement and motivation for learning but also provides broader access to information sources, allowing students to explore the material independently. Despite challenges such as student distraction, the advantages of integrating technology appear to outweigh the drawbacks. The study emphasizes the need for effective classroom management approaches to minimize disruptions. By applying innovations in learning, it is hoped that students will gain a deeper understanding of Balaghah theories and appreciate the beauty of the Arabic language. The literature highlights the importance of technology in creating engaging and relevant learning experiences for students in the digital age.
Exploring the Impact of Social-Emotional Learning (SEL) on Cognitive and Emotional Development in Adolescents: A Review of Evidence from Educational Settings Benjamin Cheunge; Kalina Christoeff Hadjiilieva; Anieta DeLongis; James Ennse
Journal of Teaching and Learning Vol. 2 No. 2 (2026): January 2026
Publisher : Ponpes As-Salafiyyah Asy-Syafi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/jtl.v2i2.101

Abstract

This study aims to explore the impact of Social-Emotional Learning (SEL) on the cognitive and emotional development of adolescents. The primary focus is to examine how SEL implementation in educational settings can enhance students' critical thinking, problem-solving skills, and emotional regulation. Using a literature review methodology, this research synthesizes findings from peer-reviewed journal articles, books, research reports, and other relevant publications. The results reveal that SEL significantly improves students' cognitive abilities, including academic performance and collaboration skills, and promotes emotional regulation, fostering healthier social relationships. Furthermore, the study identifies key challenges in SEL implementation, such as inadequate teacher training, limited school resources, and insufficient parental involvement. In conclusion, while various obstacles hinder the successful implementation of SEL, the program has been proven effective in supporting the holistic development of students—both cognitively and emotionally. Addressing these challenges through targeted training and collaborative support from all stakeholders is crucial for maximizing SEL's benefits.
Innovative Teaching Methodologies For Improving Student Learning Outcomes In Contemporary Education Muh Habibulloh
Journal of Teaching and Learning Vol. 2 No. 2 (2026): January 2026
Publisher : Ponpes As-Salafiyyah Asy-Syafi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/jtl.v2i2.118

Abstract

This study examines how innovative teaching methodologies improve student learning outcomes in contemporary education through active learning, technology-supported instruction, and formative assessment. A qualitative descriptive design was used to explore classroom practices and participant perspectives in three secondary school classrooms involving six teachers and eighteen students. Data were collected through classroom observations, semi-structured interviews, and document analysis, then analyzed using thematic analysis. The findings show that active learning strategies increased student engagement by encouraging participation, collaboration, and purposeful interaction. Technology-supported instruction strengthened conceptual understanding by presenting ideas through visual, interactive, and contextual learning resources that made abstract content easier to understand. Formative assessment practices improved learning outcomes by creating feedback-rich environments that supported reflection, revision, and ongoing instructional adjustment. The discussion indicates that innovative teaching methodologies function effectively when they are aligned with pedagogical goals, student needs, and teacher competence. The study concludes that the integration of active learning, technology-supported instruction, and formative assessment offers a practical framework for improving student learning outcomes and fostering more responsive, student-centered classroom environments in contemporary education.development and institutional support to implement innovative pedagogy effectively.
Technology Integration And Student Engagement In Teaching And Learning Contexts Nur 'azah
Journal of Teaching and Learning Vol. 2 No. 2 (2026): January 2026
Publisher : Ponpes As-Salafiyyah Asy-Syafi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/jtl.v2i2.1274

Abstract

This article examines how technology integration influences student engagement in teaching and learning contexts. The study addresses three dimensions of engagement, namely behavioral, emotional, and cognitive engagement, in order to understand how digital tools shape students’ participation, feelings, and mental investment in learning. A qualitative design using library research was employed. Relevant journal articles, books, and academic publications on educational technology, digital learning, and student engagement were identified, selected, and analyzed through a thematic interpretive process. The findings show that technology integration strengthens behavioral engagement through interactive participation, flexible access, and continuous involvement in learning tasks. It also supports emotional engagement by increasing interest, confidence, enjoyment, and a sense of belonging through dynamic and inclusive learning experiences. Cognitive engagement is enhanced through inquiry-based activities, self-paced learning, reflective processes, and collaborative knowledge construction. The study concludes that technology becomes educationally meaningful when it is aligned with learning objectives, supported by purposeful instructional design, and used to create active, inclusive, and intellectually rich learning environments for students.

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