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EDUTECH
Published by PT Penelitian dan Pengembangan Ilmu
ISSN : -     EISSN : 30464552     DOI : https://doi.org/10.62207
Core Subject : Education,
Education
Primary education, secondary education, higher education, teacher education, special education, adult education, non-formal education, and any new development and advancement in the field education.
Arjuna Subject : Umum - Umum
Articles 88 Documents
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HYBRID LEARNING AND COMMUNICATION PATTERNS OF RELIGIOUS TEACHERS IN IMPROVING STUDENTS' UNDERSTANDING AT MAN 1 BONE Riswandi Adriansyah; Astuti Astuti; Kurniati Abidin
Education Studies and Teaching Journal (EDUTECH) Vol. 2 No. 2 (2025): Education Studies and Teaching Journal (EDUTECH)
Publisher : Penelitian dan Pengembangan Ilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62207/v8ehvx95

Abstract

This study explores the implementation of hybrid learning and the communication patterns of religious teachers in enhancing students' understanding at State Islamic Senior High School (MAN) 1 Bone. Using a qualitative descriptive approach, data were collected through observation, in-depth interviews, and documentation, and analyzed with reduction, presentation, and conclusion techniques. Findings reveal that hybrid learning, which integrates technology, models, and approaches, fosters diverse learning methods that motivate students and enhance comprehension. Teachers’ two-way and multi-directional communication, both face-to-face and via digital platforms (WhatsApp, Google Classroom, Zoom), supports open and participatory interactions, positively influencing understanding. Positive impacts include higher student engagement, easier access to materials, and stronger interpersonal relationships, though challenges remain in internet connectivity, teachers’ technological readiness, and limited emotional interaction online. The study highlights the need for teacher training in digital pedagogy and communication, alongside infrastructure support, to optimize and sustain hybrid learning.
INTEGRATION OF AUGMENTED REALITY TECHNOLOGY IN MATHEMATICS LEARNING: IMPACT ON CONCEPTUAL UNDERSTANDING J. R. Stephanus
Education Studies and Teaching Journal (EDUTECH) Vol. 2 No. 2 (2025): Education Studies and Teaching Journal (EDUTECH)
Publisher : Penelitian dan Pengembangan Ilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62207/2cemjp78

Abstract

Mathematics learning often faces significant challenges due to the abstract nature of its concepts, causing difficulty in understanding and anxiety in students. Conventional methods have proven ineffective in addressing this issue, prompting the exploration of pedagogical innovations. This study aims to explore the effectiveness of Augmented Reality (AR) integration in mathematics learning on students' conceptual understanding compared to conventional methods. Using a thematic synthesis approach, this systematic literature review analyzes articles.peer-reviewedA study from Scopus, Web of Science, ERIC, and Google Scholar (2013–2025) compared AR with traditional learning. The results showed that AR significantly improved conceptual understanding, particularly in visual-abstract topics such as three-dimensional geometry and functions, through interactive visualization and reduced cognitive load. However, its effectiveness varied depending on instructional design, technological readiness, and institutional support. The conclusions emphasize that AR is not simply a visual tool, but rather an innovation capable of supporting cognitive processes and experiential learning. Practical implications emphasize the need for planned AR integration and adequate teacher training to maximize the potential of this technology in improving the quality of mathematics learning.
EXPLORATION OF THE ROLE OF ISLAMIC EDUCATIONAL VALUES IN THE PROCESS OF INDIVIDUAL SOCIAL MOBILITY IN THE BUGIS BONE SOCIETY A. Nur Nilam Ahdy
Education Studies and Teaching Journal (EDUTECH) Vol. 2 No. 2 (2025): Education Studies and Teaching Journal (EDUTECH)
Publisher : Penelitian dan Pengembangan Ilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62207/m4amr283

Abstract

This study explores the role of Islamic educational values in shaping social mobility within the Bugis Bone community. Using an exploratory qualitative approach through interviews, participant observation, and documentation, the research highlights how values such as honesty, responsibility, hard work, and a strong learning ethic are internalized in family, education, and society. These values serve as cultural capital that drives individuals’ upward mobility, particularly through education and religious roles. Findings show that MI and TPA teachers, young preachers, muezzins, mosque administrators, and other leaders play a strategic role in shaping character and spirituality from childhood to adulthood. Islamic education not only fosters moral and spiritual teachings but also supports vertical mobility through character building, leadership, and involvement in social-economic institutions. The study concludes that strengthening adaptive Islamic education is essential to sustain just, ethical, and Qur’an-based social mobility in the Bugis Bone community.
RESILIENCE OF HONORARY TEACHERS AND ITS IMPLICATIONS FOR THE PROCESS TEACHER LEARNING AT MTs IN SIBULUE DISTRICT BONE REGENCY Adriani Adriani; Ali Halidin; Khaeruddin Kiramang
Education Studies and Teaching Journal (EDUTECH) Vol. 2 No. 2 (2025): Education Studies and Teaching Journal (EDUTECH)
Publisher : Penelitian dan Pengembangan Ilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62207/mg4bva10

Abstract

This study aims to examine the resilience of honorary teachers and its implications for the learning process at Madrasah Tsanawiyah (MTs) in Sibulue District, Bone Regency. This study uses a descriptive analytical approach with a field research type (field research), through interviews, observations, and documentation in several private MTs: MTs Ibadurrahman Mutttahida, MTs Ar-Rahman Kaju, MTs Yapis Pattiro Bajo, MTs Al-Zaky Pattiro Sompe, and MTs Al-Mubarak.The results of the study show that the resilience of honorary teachers is not only reflected in Grotberg's theory (I Am, I Have, I Can), but also strengthened by Islamic values, namely patience, gratitude, trust, brotherhood, sincerity, and mujahadah an-nafs.The challenges they face include diverse student characteristics, administrative and technological demands, limited physical and logistical resources, and financial constraints. However, this resilience has had a positive impact on the quality of learning, as evidenced by the design of Lesson Implementation Plans (RPPs), creative use of media, varied teaching methods, development of extracurricular activities, and implementation of student assessments.This study concluded that the greater the challenges faced, the stronger the resilience of honorary teachers, aligning with Islamic teachings that life's trials strengthen faith. Thus, honorary teachers are able to demonstrate professionalism, commitment, and consistency in carrying out their duties.
THE IMPACT OF COLLABORATIVE LEARNING ON STUDENTS' HISTORICAL UNDERSTANDING IN SOCIAL STUDIES Musnar Indra Daulay; Iqbal Erwanda
Education Studies and Teaching Journal (EDUTECH) Vol. 2 No. 2 (2025): Education Studies and Teaching Journal (EDUTECH)
Publisher : Penelitian dan Pengembangan Ilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62207/0a484297

Abstract

Traditional history instruction often faces challenges in deeply engaging students, tending to focus on memorizing facts rather than developing conceptual and interpretive understanding. To address this, innovative approaches such as Collaborative Learning (CL) are crucial. This semi-systematic narrative review explores empirical evidence regarding the impact of CL on students' historical understanding in Social Studies, comparing it with traditional teaching methods. The literature indicates that CL significantly improves students' factual, conceptual, and interpretive understanding through social interactions, discussions, and project-based activities. CL has also been shown to strengthen critical and analytical thinking skills, enabling students to analyze historical events from multiple perspectives. The effectiveness of CL is moderated by factors such as student motivation, critical thinking skills, group dynamics, and teacher facilitation. While CL demonstrates positive outcomes, this review identifies significant research gaps, including a lack of longitudinal studies, a limited focus on interpretive understanding, a lack of concurrent quantitative and qualitative comparative studies, and the need for contextualization in developing countries. This review contributes to collaborative learning theory and Social Studies pedagogy by outlining the mechanisms by which CL influences historical understanding and providing practical implications for educators and curriculum developers.
THE INFLUENCE OF LOGICAL MATHEMATICAL INTELLIGENCE, LEARNING INDEPENDENCE AND LEARNING MOTIVATION ON MATHEMATICS LEARNING OUTCOMES OF GRADE XI STUDENTS OF SMA NEGERI 1 MERAUKE Fredek Batsira; Bettisari Napitulu; Irfan Wahyudi
Education Studies and Teaching Journal (EDUTECH) Vol. 2 No. 3 (2025): Education Studies and Teaching Journal (EDUTECH)
Publisher : Penelitian dan Pengembangan Ilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62207/1y5azx98

Abstract

Intelligence, learning independence and learning motivation on students' mathematics learning outcomes. The type of research used is ex post facto research. The population in this study were all students of grade XI of SMA Negeri 1 Merauke in the 2024/2025 academic year with a total of 398 students. The research sample to be used was 199. Data collection techniques used in this study were questionnaires, tests and documentation. Data analysis techniques in this study include descriptive and inferential data analysis. The results of this study indicate that there is an insignificant effect between mathematical-logical intelligence, learning independence and learning motivation on the mathematics learning outcomes of grade XI students of SMA Negeri 1 Merauke. This is because the results of the f-test obtained Fcount (5.433)> Ftable 3.89 and a significance value (0.001) <0.05.
TRANSFORMATION OF MORAL VALUES IN FILM ADAPTATIONS OF CLASSIC ENGLISH NOVELS Nur Innayah Ganjarjati
Education Studies and Teaching Journal (EDUTECH) Vol. 2 No. 3 (2025): Education Studies and Teaching Journal (EDUTECH)
Publisher : Penelitian dan Pengembangan Ilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62207/q6py9m91

Abstract

English classic novels have long been recognized as important sources of universal moral values. However, with the decline in the consumption of classical literature, film adaptations have emerged as a crucial medium for conveying these values ​​to contemporary audiences. This study examines the transformation of moral values ​​in film adaptations of English classic novels, identifying patterns of change (continuity, modification, and omission) and the factors influencing them. Using a multidisciplinary approach,narrative review and multidisciplinary analytical framework of adaptation theory, ethical criticism, and cultural studiesThis study finds that film adaptations often retain universal values ​, modify them to suit contemporary sensibilities, and eliminate or soften harsh social criticism. Factors such as historical and cultural context, audience reception, directorial ideology, and cinematic limitations play a significant role in this transformation process. This research contributes to adaptation studies by expanding the focus to the moral dimension and enriching ethical criticism by analyzing the ethical implications of film adaptations. The results of this study highlight the complexities of cultural reinterpretation and the ethical responsibilities of re-presenting classic narratives in the modern era.
APPLICATION OF VALUE CLARIFICATION TECHNIQUE (VCT) IN ISLAMIC RELIGIOUS EDUCATION TO INCREASE INTERFAITH TOLERANCE AWARENESS Mega Nurwahyuni
Education Studies and Teaching Journal (EDUTECH) Vol. 2 No. 3 (2025): Education Studies and Teaching Journal (EDUTECH)
Publisher : Penelitian dan Pengembangan Ilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62207/38xcmd60

Abstract

This study aims to systematically examine the implementation of Value Clarification Technique (VCT) in learning Islamic Religious Education (PAI) through the Systematic Literature Review (SLR) approach. The background of this study is based on the urgency of strengthening value education amidst the challenges of globalization, the moral crisis of the younger generation, and the need for methods that are able to internalize religious values in a meaningful way. By utilizing data from Google Scholar, DOAJ, and Scopus, 25 relevant studies were analyzed using the PICOC-PRISMA criteria. The results showed that the application of VCT in PAI covered a variety of materials (Akidah Akhlak, Fikih, SKI, Al-Qur'an Hadis), education levels (elementary to senior high school), as well as value integration strategies through reflective discussion, value selection, and moral decision-making. In general, VCT is proven effective in shaping value awareness, increasing empathy, and building students' tolerance and social responsibility. Although there are still limitations in the aspect of quantitative evaluation of attitudes, the trend of applying VCT shows a positive direction in improving the quality of holistic PAI learning.
SHAIKH NURUDDIN AR-RANIRI'S EDUCATION IDEA AND ITS UPDATE IN THE MODERN ERA Iwan Azis Maulana
Education Studies and Teaching Journal (EDUTECH) Vol. 2 No. 3 (2025): Education Studies and Teaching Journal (EDUTECH)
Publisher : Penelitian dan Pengembangan Ilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62207/r264tr30

Abstract

This research is motivated by the urgency of re-examining the legacy of educational thought by Shaykh Nuruddin ar-Raniri (1590–1658) to respond to the challenges of contemporary Islamic education; the focus of the study is the analysis, synthesis, and development of ar-Raniri's ideas so that they can be actualized in current educational practices. The research objectives are (1) to describe ar-Raniri's educational ideas, (2) to examine their relevance to the demands of modernizing Islamic education, and (3) to formulate an applicable actualization framework. The method used is a qualitative literature study with a review of ar-Raniri's primary texts and a review of recent secondary literature (including research from 2020–2025), as well as a qualitative-descriptive analysis to synthesize the findings. The results and discussion show that the core of ar-Raniri's thoughts is the integration of knowledge, morality, and spirituality; attention to a holistic curriculum that combines religious knowledge and rationality; and pedagogical principles that emphasize character building. Synthesis with contemporary practices recommends strengthening value-based curricula, contextual and dialogical methods, and improving educator competencies as steps to actualization, while the main obstacles are limited mastery of classical texts and the influence of secular educational paradigms. In conclusion, the educational thinking of Sheikh Nuruddin ar-Raniri remains relevant and can be actualized in contemporary Islamic education through the formulation of value-oriented curricular policies and educator training.
INNOVATIONS IN EDUCATIONAL SUPERVISION TO SUPPORT THE IMPLEMENTATION OF DIGITAL BASED LEARNING Darimus Darimus
Education Studies and Teaching Journal (EDUTECH) Vol. 2 No. 3 (2025): Education Studies and Teaching Journal (EDUTECH)
Publisher : Penelitian dan Pengembangan Ilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62207/ctrh3x03

Abstract

This study explores how innovations in educational supervision practices can facilitate the effective implementation of digital-based learning in schools.narrative review, this study synthesizes theoretical and empirical findings from international literature published between 2015 and 2025. The results of the analysis identified four main themes, namely: (1) a transformational shift in the role of supervision towards digital mentoring and facilitation functions; (2) integration of technology-based supervision tools such asLMS analytics, video-based observation, and artificial intelligence-based feedback; (3) the role of supervisory innovation in improving teachers' digital competence through coaching and reflection; and (4) the importance of institutional and policy support in building a sustainable digital supervision ecosystem. These findings confirm that digital educational supervision requires technological readiness accompanied by transformational leadership, a collaborative culture, and systemic policy alignment. This study also proposes a conceptual modelDigital Educational Supervision Innovation Framework (DESIF)as a basis for future empirical research and policy formulation.

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