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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.
Arjuna Subject : -
Articles 45 Documents
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The Role of the Soyyadun Nahwi YouTube Channel in Enhancing the Understanding of Arabic Grammar (Nahwu) as an Instructional Medium in the Digital Era Alhusna Waziadah; Ayu Mokodompit; Laili Indrayanti; Latifatussyarifah; Ima Fatimatussalika; Iwan Syafi’i
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.v3i1.180

Abstract

The rapid development of digital technology has significantly transformed educational practices, particularly through the integration of online learning platforms. One of the most widely used digital platforms for educational purposes is YouTube, which provides accessible audio-visual learning resources that can support students’ understanding of complex subjects. In the context of Arabic language learning, the study of Arabic grammar (nahwu) is often considered challenging due to its abstract rules and complex linguistic structures. Therefore, the use of innovative digital learning media has become increasingly important in facilitating students’ comprehension of grammatical concepts. This study aimed to examine the role of the Soyyadun Nahwi YouTube Channel in enhancing students’ understanding of Arabic grammar as an instructional medium in the digital era. The research employed a qualitative descriptive approach with a case study design. The participants consisted of undergraduate students in Arabic language education programs who utilized the Soyyadun Nahwi YouTube Channel as a learning resource. Data were collected through observation, semi-structured interviews, and documentation, and were analyzed using interactive qualitative data analysis consisting of data reduction, data display, and conclusion drawing. The findings revealed that the Soyyadun Nahwi YouTube Channel significantly supported students’ understanding of Arabic grammar through structured explanations, contextual examples, and audio-visual presentations that helped clarify complex grammatical concepts. The platform also enhanced students’ motivation and engagement in learning by providing flexible access to instructional materials that could be reviewed repeatedly. These findings indicate that YouTube-based instructional media can function as an effective supplementary learning resource for Arabic grammar learning in the digital era and can support students’ independent learning practices.
The Influence of Social Media on Arabic Language Learning Among Grade 8 Students at MTs Darussalam Singgar Moh. Nasrul Hamdi; M. Alwasiti Rahman; M. Supriadi; Muh. Umar Tsani; Dewi Asmawati
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.v3i1.181

Abstract

The rapid development of digital technology has transformed the way students learn, particularly through the widespread use of social media as an interactive learning tool. This study aimed to examine the influence of social media on Arabic language learning among Grade 8 students at MTs Darussalam Singgar, with a focus on learning outcomes, motivation, and engagement. A quantitative approach with a correlational design was employed. The population consisted of all students, with a sample of 26 students selected using purposive sampling. Data were collected through questionnaires and documentation, and analyzed using descriptive statistics, Pearson correlation, and regression analysis. The results revealed that social media had a significant positive influence on Arabic language learning, with a correlation coefficient of 0.621 and a contribution of 38.6% to students’ learning outcomes. Social media was found to enhance students’ motivation, particularly intrinsic motivation, and increase engagement in learning activities. Furthermore, mediation analysis indicated that motivation partially mediated the relationship between social media and student engagement. The findings also showed that social media was more effective in improving receptive skills such as vocabulary and listening, while productive skills remained moderate. However, challenges such as distraction and lack of structured use were identified. In conclusion, social media serves as an effective and meaningful tool in Arabic language learning when used strategically and supported by proper guidance. This study highlights the importance of integrating social media into instructional practices to enhance students’ motivation, engagement, and learning outcomes in the digital era.
The Role of Teachers in Enhancing Students’ Critical and Cognitive Thinking Skills Zelia Rahmayati; Salmin Putriani; Ultri Tavia Solehah; Siti Nurul Nadia; Syaiful Alamsyah; Muhammad Sani; Sunadil Fahmi; Muhammad Fairuz
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.v3i1.182

Abstract

The increasing demands of 21st-century education highlight the importance of developing students’ critical and cognitive thinking skills, which are essential for problem-solving, decision-making, and meaningful learning. This study aims to examine the role of teachers in enhancing these skills through a systematic analysis of existing literature. A qualitative approach was employed using a systematic literature review design. Data were collected from 25 scholarly articles published between 2015 and 2025, sourced from reputable academic databases. The selection process followed specific inclusion and exclusion criteria, and the data were analyzed using thematic analysis involving data reduction, categorization, and synthesis. The findings reveal that teachers play multifaceted roles as facilitators, designers, and motivators in fostering students’ higher-order thinking skills. In promoting critical thinking, teachers utilize student-centered strategies such as problem-based learning, project-based learning, inquiry-based learning, and structured discussions. The integration of technology and social media enhances students’ engagement and critical reflection when guided effectively. Additionally, teachers support the development of metacognitive skills through reflective activities and guided questioning. In terms of cognitive thinking, teachers design structured learning experiences, apply collaborative and analytical approaches, and use higher-order questioning to stimulate deeper understanding. Student engagement, motivation, and a supportive learning environment are key factors influencing cognitive development. In conclusion, the study emphasizes that effective teacher roles and pedagogical strategies are crucial in developing students’ critical and cognitive thinking skills. These findings contribute to the theoretical understanding of student-centered learning and provide practical implications for improving instructional practices in the digital era.
The Use of Gadgets at Home as a Barrier to Elementary School Students’ Learning: A Literature Review on the Role of Parents and Instructional Intervention Models Mustakim
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.v3i1.183

Abstract

The increasing use of digital gadgets at home has become a significant concern in relation to elementary school students’ learning. While technology offers educational opportunities, excessive and unregulated gadget use may hinder children’s cognitive, social, and academic development. Therefore, this study aimed to examine how gadget use at home becomes a barrier to learning, to analyze the role of parents in mediating children’s digital behavior, and to identify effective instructional intervention models to address these challenges. This study employed a qualitative approach using a Systematic Literature Review (SLR) design. Data were collected from peer-reviewed journal articles and academic books published between 2016 and 2026, retrieved from databases such as Scopus, ERIC, Google Scholar, and ScienceDirect. The selection process followed PRISMA guidelines, and the data were analyzed using thematic analysis. The findings revealed that excessive gadget use disrupts students’ concentration, executive functions, and academic performance, while also negatively affecting social behavior, emotional stability, and physical well-being. Parental mediation, including active guidance, restriction, and co-use strategies, plays a crucial role in minimizing these negative impacts. Additionally, instructional intervention models—such as family-based routines, digital literacy education, and behavioral strategies—were found to be effective in optimizing gadget use for learning purposes. In conclusion, gadget use at home can act as a barrier to learning if not properly managed; however, through effective parental involvement and structured educational interventions, its negative effects can be reduced and its potential benefits maximized.
Management Strategies for Excellence Learning Programs in Realizing High-Achieving Students and High-Quality Madrasahs Nasrullah
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.v3i1.184

Abstract

Education in the contemporary era requires madrasahs to enhance both academic quality and institutional competitiveness while maintaining their religious identity. This study aimed to provide a comprehensive theoretical review of management strategies for excellence learning programs in realizing high-achieving students and high-quality madrasahs. This research employed a qualitative approach using a library research method with a theoretical review design. Data were collected from relevant scholarly books and peer-reviewed journal articles published within the last ten years through systematic literature search and documentation. The data were analyzed using qualitative content analysis, involving processes of data reduction, categorization, and thematic interpretation to identify key patterns and relationships. The findings revealed that effective management strategies are grounded in the integration of educational management, Total Quality Management (TQM), leadership, innovation, and collaborative approaches. These integrated strategies contribute significantly to improving students’ academic achievement through structured programs, research-based learning, and data-driven evaluation. In addition, they support the holistic development of students’ competencies and character through the integration of cognitive, affective, and spiritual dimensions. Furthermore, integrated management approaches enhance madrasah quality by aligning management functions, strengthening leadership and organizational culture, implementing continuous quality improvement, and adopting digital transformation. In conclusion, the study highlights that a holistic and integrated management framework is essential for achieving sustainable student achievement and institutional excellence in madrasahs. The findings provide both theoretical contributions and practical implications for strengthening educational management in Islamic institutions.

Page 5 of 5 | Total Record : 45

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