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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 51 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.
Implementation of the Repetitive Method in Teaching Clean and Healthy Living Behaviors for Early Childhood Ahmad Maududi
Journal of Education, Teaching, and Learning Vol. 3 No. 2 (2026): July
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v3i2.200

Abstract

Clean and Healthy Living Behaviors (PHBS) in early childhood are essential for supporting children’s health, independence, and the formation of lifelong healthy habits. At RA Daruttaqwa Teko, initial observations indicated that several children were not consistently practicing key PHBS behaviors, such as washing hands properly, using soap, disposing of waste appropriately, and covering the mouth when coughing or sneezing. This study aimed to improve children’s PHBS through the implementation of the repetitive method. The research employed Classroom Action Research involving 15 children as participants. The study was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through systematic observation of PHBS indicators using a developmental scale categorized as BB (Not Yet Developed), MB (Beginning to Develop), BSH (Developing as Expected), and BSB (Very Well Developed), and were analyzed using descriptive quantitative techniques. The results showed a significant improvement across all PHBS indicators from the pre-cycle to Cycle II. Children demonstrated increased independence, consistency, and internalization of clean and healthy living behaviors, with several children even becoming positive role models for their peers. The findings confirm that the repetitive method is effective in strengthening habit formation and promoting sustainable health behaviors in early childhood. Therefore, it is recommended as a routine instructional strategy for PHBS learning in early childhood education settings to support long-term behavioral development.
Teacher–Parent Collaboration as an Educational Da'wah Communication Strategy in Mitigating the Influence of Western Popular Culture on Early Childhood Development Irma Suriani; Mutmain Natulaila Noviana; Baiq Ulfa Azizah; Siti Hawa; Khoirurrozikin
Journal of Education, Teaching, and Learning Vol. 3 No. 2 (2026): July
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v3i2.204

Abstract

The rapid expansion of globalization, digital technology, and transnational media has intensified young children's exposure to Western popular culture, creating challenges for the preservation of religious values, moral development, and cultural identity. This study aims to analyze the conceptual construction of teacher–parent collaboration from the perspective of educational da'wah communication, examine the forms, impacts, and challenges of Western popular culture on early childhood development, and explore educational da'wah communication strategies for mitigating these influences. This study employed a qualitative literature review design. Data were collected from scholarly publications indexed in reputable academic databases, including Scopus, Web of Science, ERIC, SpringerLink, Taylor & Francis, ScienceDirect, and Google Scholar. The selected literature consisted of publications published between 2021 and 2026 focusing on teacher–parent collaboration, educational communication, educational da'wah, digital literacy, popular culture, and early childhood education. Data were analyzed using thematic content analysis to identify recurring themes, conceptual relationships, and research gaps. The findings reveal that teacher–parent collaboration functions as a strategic educational partnership that strengthens value transmission, character formation, and religious identity through educational da'wah communication. Western popular culture influences children through digital media, entertainment platforms, consumer culture, and language practices, producing both developmental opportunities and moral, cultural, and behavioral challenges. Effective mitigation strategies include continuous family–school communication, Islamic character education, parental mediation of digital media use, and collaborative value alignment among families, schools, and communities. The study concludes that educational da'wah communication provides a comprehensive framework for strengthening children's cultural resilience, enabling them to engage constructively with global cultural influences while maintaining their religious values, moral character, and cultural identity.
Incremental Policy in the Development of Madrasahs and Islamic Boarding Schools: A Review of Lindblom's Incrementalism Theory in the Contemporary Era Ati Rahmawati; Mukhlis
Journal of Education, Teaching, and Learning Vol. 3 No. 2 (2026): July
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v3i2.207

Abstract

The development of madrasahs and Islamic boarding schools in Indonesia has increasingly required policy approaches capable of balancing educational modernization with the preservation of Islamic traditions. However, limited studies have examined this development from the perspective of Charles E. Lindblom's incrementalism theory. This study aimed to analyze how incremental policy characterizes the contemporary development of madrasahs and Islamic boarding schools and to identify the factors influencing the incremental policy process within these Islamic educational institutions. The research employed a qualitative library research design using official government policy documents, scholarly books, peer-reviewed journal articles, and other relevant academic publications as primary data sources. Data were analyzed through qualitative content analysis involving data reduction, thematic categorization, interpretation, and source triangulation. The findings reveal that the development of madrasahs and Islamic boarding schools consistently follows an incremental policy trajectory characterized by gradual improvements in educational regulations, curriculum and learning systems, teacher professional development, institutional governance, and educational financing. The study also demonstrates that institutional leadership, organizational capacity, government support, educational decentralization, socio-cultural values, political commitment, bureaucratic coordination, digital transformation, and globalization collectively influence the continuity of incremental policy development. These findings confirm the continued relevance of Lindblom's incrementalism theory in explaining policy change within Islamic education and suggest that gradual policy adaptation provides an effective mechanism for maintaining institutional stability while encouraging sustainable educational innovation. The study contributes to both public policy and Islamic education literature by offering a comprehensive conceptual understanding of incremental policy development in contemporary Islamic educational institutions.
Student-Centered Learning in Scientific Writing Training to Enhance the Academic Literacy of Senior High School Students: A Systematic Literature Review Saeful Hamdi
Journal of Education, Teaching, and Learning Vol. 3 No. 2 (2026): July
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v3i2.208

Abstract

The increasing demand for twenty-first-century competencies has highlighted the importance of scientific writing and academic literacy as essential skills for senior high school students. However, conventional teacher-centered instruction often provides limited opportunities for students to actively construct knowledge and develop scientific communication skills. This study aimed to synthesize recent empirical evidence on how Student-Centered Learning (SCL) contributes to scientific writing training in enhancing students' academic literacy and to identify the most effective pedagogical strategies reported in the literature. A Systematic Literature Review (SLR) was employed following a structured review procedure. Relevant empirical studies published between 2021 and 2025 were retrieved from reputable national and international journals. The selected studies were analyzed using qualitative content analysis through identification, categorization, comparison, and thematic synthesis of the findings. The review revealed that Student-Centered Learning consistently improves scientific writing competence by promoting inquiry, collaboration, critical reflection, and evidence-based argumentation. Furthermore, SCL enhances broader dimensions of academic literacy, including academic reading and writing, critical thinking, scientific reasoning, communication skills, and learner autonomy. Among the pedagogical strategies identified, Inquiry-Based Learning, Project-Based Learning, collaborative writing with peer feedback, and technology-enhanced learning demonstrated the strongest and most consistent positive outcomes. These findings suggest that Student-Centered Learning provides an integrated pedagogical framework that transforms scientific writing into an active process of knowledge construction while strengthening academic literacy. Consequently, this review offers valuable theoretical insights and practical recommendations for educators, curriculum developers, and policymakers seeking to design learner-centered scientific writing programs that effectively prepare students for higher education and lifelong learning.
Improving Students' Indonesian Language Learning Outcomes through the Planted Questions Active Learning Method in Grade V at MI NW Bagik Nyala Nurul Hudaini; Jumatriadi
Journal of Education, Teaching, and Learning Vol. 3 No. 2 (2026): July
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v3i2.210

Abstract

Improving students’ Indonesian language learning outcomes remains a significant challenge in elementary education, particularly in developing active participation, critical thinking, and meaningful learning experiences. This study aimed to examine the effectiveness of the Planted Questions Active Learning method in improving Indonesian language learning outcomes among Grade V students at MI NW Bagik Nyala. This research employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, consisting of two cycles, with each cycle including planning, action, observation, and reflection stages. The research subjects were Grade V students, and data were collected through learning outcome tests, classroom observations, and documentation. The collected data were analyzed using qualitative and quantitative descriptive analysis to identify changes in students’ learning achievement and classroom engagement. The findings revealed that the implementation of the Planted Questions Active Learning method contributed to significant improvements in students’ Indonesian language learning outcomes. In the first cycle, students showed initial improvements in participation and understanding, although several students still experienced difficulties in expressing ideas and comprehending learning materials. After the improvements implemented in the second cycle, students demonstrated higher achievement, increased confidence, active involvement in discussions, and better understanding of Indonesian language concepts. The study concludes that the Planted Questions Active Learning method is an effective instructional strategy for enhancing students’ learning outcomes by creating a more interactive, collaborative, and student-centered learning environment. This research implies that elementary school teachers can utilize this method as an alternative approach to improve the quality of Indonesian language instruction..

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