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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
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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. 2 No. 3 (2025): November" : 5 Documents clear
Implementation of the Al-Miftah Method in Nahwu Instruction at MTs Darul Muhajirin Putra Muhamad Hasyim
Journal of Education, Teaching, and Learning Vol. 2 No. 3 (2025): November
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v2i3.143

Abstract

This study is motivated by the limited research on the implementation of the Al-Miftah method in formal madrasah settings, despite its significant impact on improving students’ Arabic grammar proficiency. The study aims to examine how the Al-Miftah modules are applied in classroom instruction, analyze students’ comprehension and motivational responses, and identify learning outcomes resulting from the method’s integration. This research adopts a qualitative case study design, with 25 participants consisting of Arabic language teachers and grade VIII students selected through purposive sampling. Data were collected using semi-structured interviews, classroom observations, and document analysis, and analyzed through thematic and qualitative content analysis. The findings reveal that the Al-Miftah method enhances students’ understanding of core nahwu principles by providing structured, concise, and visually supported explanations. Students demonstrated improved recognition of grammatical elements such as isim, fi‘il, and harf, accompanied by increased engagement during learning activities. The results also show that the method contributes to measurable improvements in language proficiency across learning cycles, aligning with grammar acquisition theories emphasizing systematic scaffolding and multimodal reinforcement. The study concludes that the Al-Miftah method plays a critical role in strengthening grammar instruction within Islamic secondary education, particularly in contexts where students possess diverse linguistic readiness. The implications encompass theoretical contributions to Arabic grammar pedagogy and practical recommendations for curriculum developers and educators to adopt structured, visually enhanced learning modules. Additionally, this study identifies future research opportunities, including longitudinal analyses and expanded multi-institutional investigations to validate the method’s long-term effectiveness.
The Implementation of Role-Playing Activities to Enhance the Language Skills of Children Aged 5–6 Years Ahmad Maududi
Journal of Education, Teaching, and Learning Vol. 2 No. 3 (2025): November
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v2i3.144

Abstract

This study aims to improve the language skills of children aged 5–6 years at TK IT Permata Hati during the 2024/2025 academic year. The research was conducted using a Classroom Action Research (CAR) design, which comprised two cycles, namely Cycle I and Cycle II. Each cycle involved four stages: planning, implementation, observation, and reflection, allowing for continuous assessment and refinement of teaching strategies. The study focused on 18 children in Group B at TK IT Permata Hati, Wanasaba District, consisting of 4 boys and 14 girls. Data were collected through direct observation, performance assessment, and documentation, providing a comprehensive view of the children’s language development. The findings revealed significant improvement in children’s language skills following the implementation of the role-playing method. In Cycle I, the achievement percentage based on observation sheets was 72.2%, which increased to 78% in Cycle II, reflecting a 5.8% improvement. Similarly, the class average score increased from 62.4 in Cycle I to 73.15 in Cycle II. These results indicate that the role-playing method effectively fosters language development in young learners by providing an engaging, interactive, and contextually meaningful learning environment. Children were observed to participate more actively, communicate with greater confidence, and demonstrate an increased ability to construct sentences and express ideas. Overall, the study highlights that integrating role-playing activities into early childhood education can significantly enhance language skills, supporting both cognitive and social development. The positive outcomes suggest that such methods can be applied more broadly in similar educational settings to optimize language learning for preschool-aged children.
Teachers’ Strategies in Increasing Children’s Participation in Group Learning Activities at PAUD Shihabul Musthofa Merangkak, Embung Kandong Village Yuliana Susanti; Baiq Nurhayani
Journal of Education, Teaching, and Learning Vol. 2 No. 3 (2025): November
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v2i3.145

Abstract

This study aims to describe teachers’ strategies for enhancing children’s participation in group learning activities at PAUD Shihabul Musthofa Merangkak, Embung Kandong Village, and to analyze the impact of the strategies implemented. Using a qualitative descriptive approach, the research collected data through observation, semi-structured interviews, and documentation, involving teachers, children, and parents selected via purposive sampling. Data were analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing. The findings reveal that teachers planned group learning strategically by aligning weekly themes with developmental indicators and considering children’s age, characteristics, and individual needs. Implementation involved varied and engaging methods such as role-playing, group projects, singing, storytelling, and assigning specific roles to ensure participation from all children, including those typically quiet or hesitant. Evaluation and reflection were conducted through daily observations, developmental notes, and parental input, enabling teachers to refine instructional practices continuously. The implementation of these strategies resulted in increased enthusiasm, confidence, and active engagement among children, reflected in their enjoyment of collaborative tasks, improved communication, and stronger peer interaction. Parents also reported positive behavioral changes at home, including greater openness and eagerness to share learning experiences. These results indicate that contextually adapted, play-based, and interactive strategies can effectively strengthen children’s participation in group learning settings, particularly in rural early childhood education contexts.
Optimization of Educational Play Methods to Enhance Children’s Concentration at TK Qur’ani Darul Muhsinin NW Gerantung, Embung Kandong Village Romi Oriza; Ernawati
Journal of Education, Teaching, and Learning Vol. 2 No. 3 (2025): November
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v2i3.147

Abstract

This study aims to examine the optimization of educational play methods in improving early childhood concentration at TK Qur’ani Darul Muhsinin NW Gerantung, Embung Kandong Village, during the 2024/2025 academic year. The core issues explored in this research include how teachers design and implement educational play strategies, the extent to which these strategies enhance children’s ability to concentrate, and the various supporting and inhibiting factors that influence their effectiveness in classroom practice. This study employs a descriptive qualitative approach to gain an in-depth understanding of the learning processes occurring in natural settings. Data were collected through in-depth interviews, participatory observation, and documentation. Informants consist of Group A and Group B teachers, the school principal, and selected parents, all chosen purposively based on their relevance to the research focus. The findings reveal that the use of educational play methods—such as puzzles, building blocks, movement-and-song games, storytelling, and role-playing—significantly enhances children’s concentration. These activities help young learners focus their attention, maintain concentration for longer periods, and reduce distractions that commonly occur during learning. Supporting factors include teachers’ creativity in selecting and modifying educational play tools, strong support from the school principal, and the availability of learning media that encourage active participation. On the other hand, inhibiting factors consist of limited learning time, insufficient variation of educational play tools, and differences in children’s developmental levels, particularly related to attention span. Overall, the study underscores the importance of integrating educational play strategies into early childhood learning to create an enjoyable, effective, and child-centered environment that supports optimal concentration development.
The Role of Teachers in Developing Social Skills of Early Childhood Students at PAUD Shihabul Musthofa Merangkak, Embung Kandong Village, Academic Year 2024/2025 Suhaini; Marniati
Journal of Education, Teaching, and Learning Vol. 2 No. 3 (2025): November
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v2i3.148

Abstract

This study aims to analyze the roles and strategies of teachers in developing the social skills of early childhood learners at PAUD Shihabul Musthofa, as well as to identify supporting factors and challenges faced during the learning process. The study employs a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. Data analysis was conducted through data reduction, data display, and conclusion drawing. The results reveal that the teacher's role in developing children's social skills falls into the "very good" category, with an observation score achievement of 81.25%. The teacher’s role includes lesson planning, implementing interactive activities, providing direct guidance, modeling social behavior, and reinforcing positive social attitudes. The strategies applied consist of learning through play, role-playing, habituation of social values, group work, and structured observation of children’s social behavior. Supporting factors for success include teachers’ strong understanding, parental involvement, and the support of school leadership. The main challenges encountered involve limited play facilities, the absence of formal training, and the diversity of children’s individual characters. This research highlights the importance of collaboration among teachers, parents, and school stakeholders in promoting the social development of early childhood learners through contextual and enjoyable learning strategies.

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