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Journal of Educational Teaching and Trends
Published by CV Berkah Syahdin Trust
ISSN : 31095127     EISSN : 31092268     DOI : 10.64840/jett
Core Subject : Education, Social,
Social Sciences Other
The Journal of Educational Teaching and Trends (JETT) aims to provide a platform for researchers, educators, and practitioners to share and discuss advancements, innovations, and trends in the field of education. The journal focuses on a wide range of topics related to teaching methodologies, educational practices, curriculum development, and educational technologies. JETT welcomes both theoretical and empirical research articles, case studies, and reviews that contribute to the understanding and improvement of educational processes and outcomes.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Revolutionizing Education: 10 Innovative Teaching Strategies for the 21st-Century Classroom Sabrifha, Eli; Wasari, Retno; Mokoena, Thabo
Journal of Educational Teaching and Trends Vol. 1 No. 1 (2025)
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jett.v1i1.19

Abstract

The rapid evolution of technology and shifting educational demands necessitate transformative teaching strategies to enhance student engagement, critical thinking, and lifelong learning in 21st-century classrooms. Traditional pedagogical approaches often fail to address diverse learning needs, calling for innovative solutions. This study identifies and evaluates 10 innovative teaching strategies designed to modernize education, focusing on their applicability, effectiveness, and impact on student outcomes. A systematic literature review was conducted, analyzing peer-reviewed articles (2015–2024) from Scopus and Web of Science databases. Data were synthesized to compare strategies like flipped classrooms, gamification, project-based learning (PBL), and microlearning, with empirical evidence from global case studies. The findings reveal that strategies such as blended learning, inquiry-based learning, and design thinking significantly improve student motivation, collaboration, and problem-solving skills. Technology-integrated methods (e.g., AI tools, VR) show promise but require infrastructure and teacher training. Contextual adaptability and teacher readiness emerged as critical success factors. To revolutionize education, educators must adopt flexible, student-centered strategies while addressing implementation barriers. Policymakers should support professional development and resource allocation to sustain these innovations.
From Theory to Practise: Applying Constructivism, Behaviorism, and UDL in Diverse Classrooms Salmiah, Salmiah; Nabila, Nabila; Sok, Vann
Journal of Educational Teaching and Trends Vol. 1 No. 1 (2025)
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jett.v1i1.20

Abstract

Contemporary classrooms face increasing diversity in student needs, learning styles, and cultural backgrounds, necessitating pedagogical approaches that bridge theoretical foundations with practical implementation. While constructivism, behaviorism, and Universal Design for Learning (UDL) are widely studied, their synergistic application in real-world settings remains underexplored, particularly in resource-constrained environments. This study examines how these three theoretical frameworks can be integrated to create inclusive, adaptive learning environments. It evaluates their combined impact on student engagement, knowledge retention, and equity across diverse classroom contexts. A mixed-methods approach was employed, analyzing 35 peer-reviewed studies (2015–2023) from Scopus and ERIC databases, alongside case studies of 12 schools in Indonesia, Finland, and South Africa. Data were triangulated through classroom observations, teacher interviews, and pre/post-intervention assessments. UDL-enhanced constructivist strategies increased participation by 40% in heterogeneous classrooms, while behaviorist techniques improved skill mastery in structured settings. Key success factors included teacher training (p<0.01) and flexible curriculum design. Rural schools achieved 28% higher outcomes by localizing UDL principles despite technological limitations. The deliberate integration of these theories addresses the “one-size-fits-all” dilemma, proving that contextually adapted blends outperform isolated approaches. Policymakers should prioritize teacher capacity-building to scale this model.
Effective Classroom Management: Proven Techniques to Fostr Engagement and Minimize Discruptions Iskandar, Edi; Irawati, Irawati; Chai, Nong
Journal of Educational Teaching and Trends Vol. 1 No. 1 (2025)
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jett.v1i1.21

Abstract

Maintaining classroom discipline poses significant challenges in today’s educational landscape, as UNESCO data indicates a global loss of 25% of teaching time due to disruptions. Growing student diversity and post-pandemic behavioral concerns have intensified these issues, necessitating research-backed approaches that foster engagement while minimizing distractions. Although various management strategies exist, their efficacy differs substantially depending on cultural and developmental contexts, often leaving educators uncertain about best practices.  This research assesses universally effective classroom management methods, analyzing their influence on student participation, academic performance, and behavioral incidents. Utilizing a mixed-methods design, the study examined 120 peer-reviewed articles (2015–2023) from Scopus and ERIC, alongside observational data from 15 countries. Findings revealed that proactive measures-such as structured routines and positive reinforcement-curbed disruptions by 40-65%, surpassing reactive interventions. The most successful strategies emphasized consistency, student independence, and cultural relevance. Notably, digital tools (e.g., token economies) improved adolescent compliance by 28% compared to traditional systems.  The study concludes that flexible, culturally adaptive frameworks-not rigid protocols-are key to effective management. To enhance learning environments globally, policymakers must invest in teacher training focused on proactive, inclusive techniques. 
Blending Pendagogy and Technology: How Digital Tools Enhance Teaching and Learning Outcomes Sari, Wardani Purnama; Putra, Febi Nuris; Razak, Faisal
Journal of Educational Teaching and Trends Vol. 1 No. 1 (2025)
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jett.v1i1.22

Abstract

The increasing use of digital tools in education has revolutionized teaching practices, yet comprehensive evidence of their educational impact remains limited. A 2023 UNESCO report reveals that while 78% of classrooms now employ educational technology, only 32% of educators receive sufficient training to implement these tools effectively. This discrepancy emphasizes the importance of examining how technology can truly enhance learning when properly integrated with pedagogical methods. This study investigates the effects of pedagogically-informed technology use on student achievement, identifying the most effective combinations of digital resources and teaching approaches across various educational settings. Employing a mixed-methods design, the research analyzed 185 studies (2018-2023) from major databases, along with classroom observations across 15 nations. Qualitative insights from 250 educators revealed implementation challenges. Three key factors emerged as crucial for success: teacher expertise in technology-enhanced pedagogy (β=0.63), curriculum integration (β=0.57), and student digital competence (β=0.49). The results underscore that meaningful educational technology integration requires deliberate pedagogical design, not merely technological access, highlighting the critical need for professional development focused on pedagogical-technological knowledge.
Beyond Exams: Alternative Assessment Methods for Holistic Student Evaluation Ristiliana, Ristiliana; Husniati, Lisanul; Zaki, Amir
Journal of Educational Teaching and Trends Vol. 1 No. 1 (2025)
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jett.v1i1.23

Abstract

Conventional exam-focused evaluation systems are becoming less effective in assessing the diverse skills needed in modern education. According to the OECD’s 2023 findings, 72% of teachers agree that standardized tests fall short in evaluating essential abilities like critical thinking, creativity, and teamwork. As workplace needs and student diversity grow, there is a pressing demand for assessment reforms that reflect real-world challenges and cater to different learning styles. This research investigates the efficacy of alternative evaluation approaches in measuring comprehensive student growth, comparing their influence on academic results, motivation, and skill development with traditional testing. Using a mixed-methods approach, the study analyzed 150 peer-reviewed articles (2018–2023) from Scopus and ERIC, along with case studies from 20 institutions in 10 countries employing portfolios, project-based evaluations, and peer reviews. Results showed that alternative methods improved skill retention by 35% (p<0.01), with project-based assessments closely linked to real-world competence (r=0.68). Portfolios boosted engagement by 42%, while peer feedback strengthened metacognitive skills. Successful implementation relied on clear rubrics (β=0.57) and teacher training (β=0.49). The study concludes that holistic assessments surpass traditional exams in fostering key competencies, emphasizing the need for teacher development and systemic support.
Digital Citizenship Education as a Pathway to SDG Alignment (4, 10, and 16): A Qualitative Study of Indonesian Elementary Education Damanik, Prince Clinton Immanuel Christian; Lie, Catherine
Journal of Educational Teaching and Trends Vol. 1 No. 2 (2025)
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jett.v1i2.58

Abstract

This study explores the implementation of digital citizenship education in Indonesian elementary schools as a pathway to achieving the Sustainable Development Goals (SDGs) 4 (Quality Education), 10 (Reduced Inequalities), and 16 (Peace, Justice, and Strong Institutions). Using a qualitative descriptive design and thematic analysis, the research examines national policies, academic literature, and school-based initiatives related to the Kurikulum Merdeka, Profil Pelajar Pancasila, and Adiwiyata (Green School) programs. Findings reveal that digital citizenship education is increasingly integrated through projects, digital storytelling, and ethical online engagement that nurture students’ critical thinking and civic responsibility. However, challenges such as limited teacher competence, uneven digital infrastructure, and the absence of localized ethical frameworks persist. The study’s theoretical contribution lies in integrating Pancasila ethics with digital citizenship and sustainability education, framing moral, civic, and technological dimensions as mutually reinforcing components of transformative learning. This synthesis underscores the importance of coherent policy implementation, teacher professional development, and culturally grounded pedagogy to promote equitable, ethical, and sustainable digital learning environments aligned with the SDGs.

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