cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Jumatriadi, S.S,. M.Pd
Contact Email
jumatriadi@gmail.com
Phone
+6281808018885
Journal Mail Official
formadenglishfoundation@gmail.com
Editorial Address
Montong Waru, Desa Setungkep Lingsar, Kec. Keruak, Kab. Lombok Timur, Prov. NTB, Indonesia, Kode Pos: 83672
Location
Kab. lombok timur,
Nusa tenggara barat
INDONESIA
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.
Arjuna Subject : -
Articles 45 Documents
 1   2   3   4   5 
Internalisasi Nilai-Nilai Akhlaq Dalam Meningkatkan Kesadaran Siswa Terhadap Pemeliharaan Fasilitas Sekolah Di Madrasah Aliyah Zainul Hafidz At-Taufiq Buwun Mas Hamdi; Fathurahman Muhtar
Journal of Education, Teaching, and Learning Vol. 2 No. 2 (2025): July
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v2i2.120

Abstract

Penelitian ini bertujuan untuk menganalisis proses internalisasi nilai-nilai akhlaq dalam meningkatkan kesadaran siswa terhadap pemeliharaan fasilitas sekolah di Madrasah Aliyah Zainul Hafidz At-Taufiq Buwun Mas. Latar belakang penelitian didasarkan pada fenomena rendahnya tanggung jawab siswa terhadap sarana dan prasarana sekolah, padahal pendidikan karakter telah menjadi bagian dari kurikulum. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus, di mana data dikumpulkan melalui observasi partisipatif, wawancara mendalam dengan guru dan siswa, dan analisis dokumen terkait. Analisis data mengikuti model interaktif Miles dan Huberman, termasuk pengurangan data, presentasi data, dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa internalisasi nilai-nilai akhlaq—seperti tanggung jawab, kepedulian, dan disiplin—belum sepenuhnya terwujud dalam perilaku siswa. Beberapa faktor penghambat termasuk kurangnya pembiasaan yang konsisten, panutan yang lemah dari beberapa pendidik, dan kurangnya sistem pengawasan dan apresiasi. Namun, strategi pembelajaran yang mengintegrasikan contoh, pembiasaan, dan pendekatan kontekstual telah terbukti efektif dalam meningkatkan kesadaran siswa terhadap lingkungan sekolah. Kebaruan penelitian ini terletak pada fokusnya pada pemeliharaan fasilitas fisik sekolah, berbeda dengan penelitian sebelumnya yang lebih banyak berhubungan dengan aspek spiritual atau disiplin umum. Implikasi dari penelitian ini menekankan pentingnya pendekatan holistik dalam pendidikan karakter, melibatkan guru, manajemen sekolah, dan masyarakat untuk menciptakan budaya kepedulian terhadap fasilitas sekolah. Temuan ini dapat menjadi acuan bagi lembaga pendidikan dalam merancang strategi internalisasi nilai-nilai akhlaq yang lebih dapat diterapkan dan berdampak nyata pada perilaku mahasiswa.
The Use of Flashcard Media to Improve Arabic Vocabulary Mastery of Fifth Grade Students at MI Tiwu Lekong Muhamad Hasyim
Journal of Education, Teaching, and Learning Vol. 2 No. 2 (2025): July
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v2i2.121

Abstract

This study aimed to improve Arabic vocabulary (mufradat) mastery among fifth-grade students at MI Tiwu Lekong through the implementation of flashcard media. The study was motivated by the problem of low vocabulary mastery, retention, and student engagement in Arabic lessons, which stemmed from the dominance of traditional lecture-based instruction and the absence of interactive visual aids. This research employed a Classroom Action Research (CAR) approach based on Lewin’s model, which consists of planning, action, observation, and reflection, conducted over two instructional cycles. The sample comprised 25 students, and data were collected through observation, interviews, performance assessments, and documentation. Findings revealed a progressive improvement in students' vocabulary mastery. In the pre-cycle phase, only 44% of students met the Minimum Mastery Criteria (MMC). After the first cycle, 64% of students showed improved performance, and by the second cycle, the mastery level increased to 88%, with 28% of students achieving an “Excellent” classification. The use of flashcards not only enhanced vocabulary retention but also stimulated student motivation and participation. The results suggest that flashcard media is an effective pedagogical tool for Arabic vocabulary acquisition in elementary settings. It supports both receptive and productive language skills and aligns with young learners’ cognitive styles. This study provides practical insights for Arabic language teachers, especially in rural schools, and recommends further exploration of low-cost, interactive media in language instruction.
The Implementation of the Muhawarah Method in Improving Arabic Speaking Skills at MA NW Dasan Lian Hamzani
Journal of Education, Teaching, and Learning Vol. 2 No. 2 (2025): July
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v2i2.122

Abstract

This study aims to improve Arabic speaking skills among students at MA NW Dasan Lian through the implementation of the Muhawarah (dialogue) method. The problem addressed in this research was the students’ low proficiency in speaking Arabic, characterized by limited vocabulary, lack of fluency, and low confidence, primarily due to monotonous teaching methods and minimal speaking practice. The research was conducted using a Classroom Action Research (CAR) design, based on the Kemmis and McTaggart model, which consists of four stages: planning, acting, observing, and reflecting. The study was carried out in two cycles, with each cycle involving three meetings. Data collection methods included classroom observation, pre-tests and post-tests, and documentation. In Cycle I, students showed moderate improvement, with an average pre-test score of 67 and a post-test score of 78. However, many students remained in the "Fair" or "Poor" categories. Adjustments were made in Cycle II, including more interactive teaching, the use of audio materials, and motivational strategies. This resulted in a significant improvement in students’ speaking skills. In Cycle II, the average pre-test score increased to 82 and the post-test score to 83, with most students achieving a "Good" category. The findings demonstrate that the Muhawarah method significantly enhances students’ fluency, confidence, and participation in Arabic language learning. These results support previous studies on dialog-based instruction and highlight the method’s relevance in secondary Islamic educational settings. The study concludes that structured dialogue is a practical and effective approach to Arabic instruction at the secondary level.
Strengthening Reading Literacy and Scientific Inquiry as the Foundation of PAI Teacher Professionalism in the Era of Educational Transformation Nasri
Journal of Education, Teaching, and Learning Vol. 2 No. 2 (2025): July
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v2i2.123

Abstract

This study explores the integration of reading literacy and scientific inquiry as foundational components in enhancing the professionalism of Islamic Religious Education (PAI) teachers amid ongoing educational transformation. Employing a qualitative literature review with a descriptive-analytical approach, the research systematically analyzed 20 peer-reviewed sources—comprising journal articles and scholarly books published between 2016 and 2024. The aim was to examine how the dual pillars of literacy and inquiry contribute to teacher competence in religious education settings. Findings indicate that reading literacy fosters interpretive depth, reflective thinking, and pedagogical clarity, particularly through critical engagement with religious texts. Simultaneously, scientific inquiry strengthens adaptability, informed classroom decision-making, and reflective teaching practices. The synthesis of these competencies not only addresses current pedagogical needs but also aligns epistemologically with core Islamic traditions, especially the principles of qira’ah (deep reading) and tadabbur (contemplative inquiry). A conceptual framework was developed to illustrate the reciprocal relationship between literacy and inquiry in shaping integrated teacher professionalism. This framework positions the teacher as both a reflective practitioner and a lifelong learner, capable of navigating between sacred knowledge and contemporary pedagogical demands. The study concludes that the integration of reading literacy and scientific inquiry provides a holistic and contextually grounded model for PAI teacher development. It offers practical implications for curriculum design, teacher education, and policy formulation, ensuring alignment with both Islamic educational values and 21st-century learning competencies.
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.
The Importance of the Mubāsyarah Method in Arabic Language Instruction Ahmad Mutahar; Affan Maula Utsman; Abdul Rozak Alawi; Ahmad Abdul Hafiz; Hidayatullah; Athiyyatul Maula; Inda Iswatin; Baiq Eka Sabrina Hafsari; Karnika
Journal of Education, Teaching, and Learning Vol. 3 No. 1 (2026): March
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v3i1.179

Abstract

Arabic language instruction continues to face challenges in developing students’ communicative competence, particularly when teaching practices rely heavily on translation and grammatical explanations rather than active language use. In response to this issue, communicative teaching approaches such as the Mubāsyarah Method (Direct Method) have gained increasing attention in Arabic language pedagogy. This study aims to examine the importance of the Mubāsyarah Method in Arabic language instruction by analyzing its conceptual foundations, its contributions to the development of students’ Arabic language skills, and its pedagogical implications for effective language teaching. The research employed a qualitative literature review approach by analyzing scholarly articles, books, and academic publications related to the Mubāsyarah Method and Arabic language teaching published within the last ten years. Data were collected through systematic literature searching and document analysis, and the selected sources were analyzed using qualitative content analysis to identify key themes and patterns in previous studies. The findings indicate that the Mubāsyarah Method plays a significant role in promoting communicative Arabic language learning by emphasizing the direct use of the target language in classroom interaction. The method contributes to the development of students’ speaking and listening skills, contextual vocabulary acquisition, and grammatical understanding through meaningful communication. In addition, the interactive learning environment created by the method enhances students’ motivation, confidence, and engagement in language learning. The study also highlights important pedagogical implications for Arabic language teaching, including the adoption of communicative and student-centered learning strategies, the importance of teacher competence, and the development of supportive language environments. Overall, the Mubāsyarah Method provides an effective framework for improving the quality and effectiveness of Arabic language instruction.

Page 4 of 5 | Total Record : 45

 1   2   3   4   5 

Filter by Year

2024 2026


Reset
Filter By Issues
All Issue Vol. 3 No. 1 (2026): March Vol. 2 No. 3 (2025): November Vol. 2 No. 2 (2025): July Vol. 2 No. 1 (2025): March Vol. 1 No. 3 (2024): November Vol. 1 No. 2 (2024): July Vol. 1 No. 1 (2024): Maret