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Journal of Education, Teaching, and Learning
Published by Formad English Foundation NTB-Jakarta
ISSN : 30471435     EISSN : 30471435     DOI : https://doi.org/10.67028/edutecle.v3i1.179
Core Subject :
Journal of Education, Teaching, and Learning provides a platform for the dissemination of high-quality research and scholarly articles in the field of education. The journal welcomes submissions that explore various aspects of education, teaching, and learning, including but not limited to educational technologies, innovative pedagogies, curriculum development, educational psychology, assessment and evaluation, teacher education, and educational policies. We encourage contributions that advance theoretical understanding, present empirical research findings, offer critical perspectives, and propose practical implications for educators, policymakers, and other stakeholders in the field of education. Journal of Education, Teaching, and Learning aims to foster dialogue and collaboration among researchers, practitioners, and policymakers to enhance the quality and effectiveness of education at all levels. Through its comprehensive focus and scope, the journal seeks to contribute to the ongoing improvement and innovation in educational practices and policies worldwide.
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Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 2 (2024): July" : 5 Documents clear
The Effectiveness of Student Worksheets (LKS) in Enhancing Fiqh Learning Outcomes for Seventh-Grade Students at MTs Barakatul Walidain Ayatullah
Journal of Education, Teaching, and Learning Vol. 1 No. 2 (2024): July
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v1i2.11

Abstract

This study explores the effectiveness of Student Worksheets (LKS) in improving Fiqh learning outcomes among seventh-grade students at MTs Barakatul Walidain. Using a quantitative research design, the research assessed the impact of LKS on students' academic performance and understanding. The study employed pre-tests, post-tests, and questionnaires as data collection tools. A sample of 30 students was selected through simple random sampling. Pre-tests were conducted to establish baseline knowledge, followed by the integration of LKS into classroom activities for six weeks. Post-tests and feedback from students and teachers were subsequently collected. Data analysis employed descriptive statistics and a paired sample t-test, revealing a significant improvement in student performance after LKS implementation (t = 8.76, p < 0.001). Results indicated that LKS facilitated a better understanding of Fiqh concepts, with students reporting high levels of clarity (85%), usability (80%), and engagement (78%). Teachers observed enhanced classroom interaction and teaching efficiency. Thematic analysis further emphasized the role of LKS in fostering comprehension and encouraging interactive learning environments. However, challenges such as time constraints and limited resources were noted. These findings underline the potential of LKS as a practical and impactful instructional tool for improving educational outcomes in Fiqh and similar subjects. Future studies could explore strategies to address implementation challenges and expand LKS use across broader educational contexts.
LITERATURE REVIEW: THE LAPS-HEURISTIC LEARNING MODEL AS AN INNOVATIVE APPROACH IN THE LEARNING PROCESS Nasri
Journal of Education, Teaching, and Learning Vol. 1 No. 2 (2024): July
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v1i2.12

Abstract

This literature review explores the Logan Avenue Problem Solving (LAPS)-Heuristic learning model as an innovative approach in the learning process. The LAPS-Heuristic model focuses on student-centered problem-solving and aims to enhance critical thinking, cognitive development, and student engagement. The purpose of this review is to examine the key principles, effectiveness, and implementation challenges of the LAPS-Heuristic model. This research employed a literature review method to analyze and evaluate the laps-heuristic learning model as an innovative approach in the learning process. research stages are: 1) identification of literature sources; 2) data analysis and synthesis; data collection techniques are: 1) collection of secondary data; and 2) coding and categorization. data analysis techniques were 1) descriptive analysis; 2) comparative analysis; 3) synthesis of findings; and 4) validity and reliability. the last presentation of results. Three main findings emerged from the review: (1) The model significantly improves students' comprehension and retention of subject matter due to its emphasis on active engagement and systematic problem-solving. (2) It fosters higher-order thinking skills by encouraging students to analyze, evaluate, and synthesize information critically. (3) The model enhances problem-solving abilities by promoting systematic and creative approaches to tackling challenges. The findings is that the LAPS-Heuristic model can effectively prepare students for real-world challenges by developing a well-rounded set of cognitive, social, and practical skills. However, the review also identifies several limitations in implementing the model, including teacher readiness, resource constraints, and time requirements. Addressing these challenges is essential for the successful integration of the LAPS-Heuristic model in educational settings.
IMPLEMENTATION OF LECTURE AND QUESTION-AND-ANSWER METHODS IN IMPROVING STUDENTS' LEARNING ACHIEVEMENTS IN ELEMENTARY SCHOOL Suparlan
Journal of Education, Teaching, and Learning Vol. 1 No. 2 (2024): July
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v1i2.13

Abstract

This study aims to evaluate the effectiveness of lecture and question-and-answer methods in improving the learning achievement of fourth-grade students at SD Negeri 1 Setungkep Lingsar. Employing a quantitative approach with a quasi-experimental design, the research involved two groups: an experimental group receiving instruction through lecture and question-and-answer methods, and a control group receiving conventional teaching methods. Data were collected through pre-tests and post-tests to measure students' learning achievements, along with observations and questionnaires to gather additional information on student interactions and perceptions of the teaching methods. The results indicated that the experimental group showed significant improvement in learning achievement compared to the control group. Factors influencing the effectiveness of these methods included good teacher-student interaction, active student engagement, readiness of teaching materials and media used, and positive student perceptions of the teaching methods. The implications suggest the use of lecture and question-and-answer methods as effective strategies to enhance elementary school education
AN ANALYSIS ON STUDENTS’ DIFFICULTIES IN SPEAKING CLASS PRESENTATION Muhammad Abdul Majid; Abdurrahim
Journal of Education, Teaching, and Learning Vol. 1 No. 2 (2024): July
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v1i2.14

Abstract

This research focuses on the students’ speaking difficulties’ in public speaking (presentation) of eleventh grade students of SMK Taruna Bangsa Sakra Barat in school year 2019/2020 both linguistic and non linguistic problems. The purpose of this research is to find out the most dominant and least difficulties (problems) faced by the eleventh grade students in their public speaking (presentation). This research used descriptive method. There were 21 students to be participants in this study. The researcher used questionnaire as the tools of data collection. The finding showed that the most dominant problem faced by the students in doing the presentation is unfavorable environment (27.27%), and the least problem in doing the presentation is difficult in finding ideas (4.28%). The other problems are lack of small notes (20.45%), worried sentence not accordance with English structure (grammar) (10.71%), lack of vocabulary (9.35%), lack of confidence (8.31%), confuse caused by the differences of written and pronounce (7.14%), often lose ideas cause nervous (5.84%), Cannot transform the vocabularies into a sentences (5.71%), Unfamiliar with English (5.19%), and difficult in finding ideas (4.28%).
THE ROLE OF TAHFIDZ TEACHERS IN DEVELOPING AL-QUR'AN MEMORIZATION AMONG STUDENTS AT PONDOK QUR'AN DAKWAH NW MONTONG MAS, LEPAK TIMUR Muhammad Kamran Zain; L. Sukrizal Watoni
Journal of Education, Teaching, and Learning Vol. 1 No. 2 (2024): July
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v1i2.15

Abstract

The objectives of this research are to determine the role of Tahfidz teachers in developing Al-Qur'an memorization among students at Pondok Qur'an Dakwah NW Montong Mas and to identify the supporting and inhibiting factors faced by Tahfidz teachers in this process. This research employs a qualitative approach. The data collection methods used are observation, interviews, and documentation. The findings regarding the role of Tahfidz teachers in developing Al-Qur'an memorization among students at Pondok Qur'an Dakwah NW Montong Mas Desa Lepak Timur include: shaping students to improve in terms of morals and behavior, being responsible for disciplining students to become compliant and able to memorize and maintain their Al-Qur'an memorization accurately, acting as a second parent to the students, providing motivation to students, guiding students in managing their time effectively. The supporting factors for Tahfidz teachers in developing Al-Qur'an memorization among students at Pondok Dakwah NW Montong Mas are the direct support from the headmaster and the enthusiasm of the students in participating in Qur'an memorization activities, as well as the graduation ceremony at the end of the semester which motivates students to be more diligent in memorizing the Al-Qur'an. The inhibiting factors include some students who are still not fluent in reading the Al-Qur'an due to the lack of cooperation between the homeroom teachers and the Tahfidz teachers

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