Journal of Education and Teaching Learning
Journal Title Journal Abbreviation Frequency Publication Language Online ISSN Print ISSN doi prefix Editor-in-Chief Publisher Country : Journal of Education and Teaching Learning : J. Educ. Teach. Learn. : Biannually : English : 2986-3015 : 2986-3791 : 10.59211/mjpjetl : Moh Jenli Abbas, S.Pd.,M.Pd : PT Media Jurnal Dan Pendidikan : Indonesia Journal of Education and Teaching Learning: is an open-access, double-blind peer-reviewed journal published by PT Media Jurnal dan Pendidikan. MJPJETL aims to promote excellence through dissemination of high-quality research findings, specialist knowledge, and discussion of professional issues that reflect the diversity of this field. The journal publishes a broad range of papers from all branches of education and individual or group learning relating to education, including but not limited to curriculum, elementary and secondary education, higher and adult education, teacher education, the education of special groups, gender and education, applied linguistics or language education, educational and information technology, educational theory, research and methodologies. This journal is published Biannually in online versions. All articles and issues are available for free download online.
Authors grant the journal the right of first publication. which permits unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited. Authors are responsible for ensuring that any third-party materials included in their work have proper permissions.
Development of a Problem Based Learning Model Assisted by Wordwall to Improve Creative Thinking Skills
This study aimed to develop a Problem Based Learning model assisted by the Wordwall application to improve the creative thinking skills of Paket C students in creative economy learning at PKBM Mi’raajul Ummah. This study employed a Research and Development method using the ADDIE model, which consisted of analysis, design, development, implementation, and evaluation stages. The research subjects consisted of 15 eleventh-grade Paket C students. Data collection techniques included observation, interviews, questionnaires, documentation, and creative thinking tests. The results showed that the developed learning model was feasible for implementation based on material expert validation with a percentage of 81.25% and media expert validation with a percentage of 83.3%. The implementation of the learning model was also able to improve students’ creative thinking skills, as indicated by the increase in the average pretest score from 7.9 to 12.2 in the posttest, with an N-Gain value of 0.55 in the moderate category. In addition, the questionnaire results showed a student response percentage of 91.1% in the very good category. Therefore, the Problem Based Learning model assisted by Wordwall was able to create more interactive and contextual creative economy learning and support the development of the creative thinking skills of Paket C students.
Copyright (c) 2026 Intan Sri Mutiaz Alfi Farhani, Agus Hasbi Noor, Heris Hendriana https://creativecommons.org/licenses/by-nc-sa/4.0
Development of Andragogy-Based ESP Training through Music Implementation for Rajawali Health Vocational School Alumni
The globalization of the healthcare sector has not only created cross-border employment opportunities but also highlighted the gap between graduates who are ready to compete and those limited by insufficient supporting competencies. One of the major challenges faced by vocational health school alumni is the mastery of English for Specific Purposes (ESP), particularly speaking and listening skills that are essential for clinical communication. In response to this issue, this study aims to develop a communicative and contextual ESP training model for alumni of Rajawali Vocational Health School by integrating andragogical principles and music as a learning medium. This study employed a Participatory Action Research (PAR) approach conducted over a two-month period involving 17 alumni from the Nursing and Pharmacy programs. Through collaborative cycles of planning, action, observation, and reflection, participants were not merely positioned as training subjects but also as active partners in the development of the program. The findings revealed that the developed training model had a significant impact on improving participants’ oral English competencies. Approximately 90% of participants demonstrated meaningful improvement, while 88% achieved the targeted minimum 20% increase in pronunciation and vocabulary assessments. Furthermore, 95% of participants showed high levels of participation and enthusiasm throughout the music-based learning activities. These findings indicate that the integration of andragogical principles and music in ESP training is not only quantitatively effective but also capable of creating relevant, participatory, and sustainable learning experiences for health vocational alumni in responding to the demands of the global workforce.
Copyright (c) 2026 Muhammad Naufal Hilmy, Ansori Ansori, Nandang Rukanda https://creativecommons.org/licenses/by-nc-sa/4.0
Impact of Continuous Training to Improvement 21st Century Teacher Professionalism
Transformation education the 21st century demands that teachers have competence adaptive professional​ to development technology, application pedagogy innovative, as well as need participant continuous education​ developing. Research This aim For analyze influence training sustainable to improvement 21st century teacher professionalism in schools Senior High School (SMA) in Bandung Regency, West Java. Research use approach quantitative with method survey descriptive correlational. Population study totaling 185 high school teachers, while sample study a total of 120 teachers were determined use purposive sampling technique. Data collection technique carried out through questionnaire based Likert scale, observation, and documentation. Data analysis using statistics descriptive, normality test, linearity test, simple linear regression, hypothesis test, and coefficient determination with help SPSS application version 26. Research results show that training sustainable own influence significant to 21st century teacher professionalism with mark significance of 0.000 < 0.05. The equation regression obtained​ is : Y=32.417+0.633X. The result is show that every improvement training sustainable will increase teacher professionalism. Coefficient determination show contribution training sustainable to teacher professionalism is : R^2=0.562 or 56.2%, while the rest influenced other external factors research. Training sustainable proven capable increase competence digital pedagogy, creativity learning, ability collaboration, communication professional, as well as development teacher self in face challenge education 21st century. Therefore that, research This recommend strengthening sustainable, relevant teacher training programs with need learning, as well as integrated with development technology education to improve quality education in a way sustainable.
Copyright (c) 2025 Billy Martasandy https://creativecommons.org/licenses/by-nc-sa/4.0
DEVELOPMENT OF AN EMPOWERMENT MODEL FOR PAKET C LEARNERS ORIENTED TOWARD INDEPENDENCE AND ENTREPRENEURIAL SKILLS
This study aimed to develop an empowerment model for Paket C learners oriented toward independence and entrepreneurial skills. Problems in equivalency education indicated that learning processes remained instructional and had not fully supported learners’ independence and potential development. This research employed a Research and Development (R&D) approach focusing on conceptual model development and expert validation. The research stages included needs analysis, theoretical review, model design, development of syntax and indicators, and validation by community education experts and PKBM practitioners. The results produced the ICRIP Empowerment Model (Innovative, Creative, Responsive, Independent, Potential Development), which consisted of philosophical, theoretical, and conceptual foundations, operational principles, empowerment syntax, working mechanisms, and measurable empowerment indicators. The model was conceptually feasible and demonstrated strong potential to be applied as a sustainable empowerment approach in Paket C equivalency education.
Copyright (c) 2026 Tiffany Estherlita, Ansori Ansori, Heris Hendriana https://creativecommons.org/licenses/by-nc-sa/4.0
Development of the Cijenuk Village Website to Enhance Community Participation and Public Information Accessibility
This study aimed to develop the Cijenuk Village website as a community education medium to enhance community participation and public information transparency. The research employed a research and development approach using the ADDIE model, consisting of analysis, design, development, limited implementation, and evaluation stages. The research subjects included media experts, community education experts, and residents of Cijenuk Village as users. Data were collected through observation, interviews, and questionnaires, and analyzed using descriptive quantitative techniques with percentage feasibility analysis. The results indicated that the developed village website was categorized as highly feasible based on expert validation and received positive responses from community users. The website effectively improved public information accessibility and encouraged greater community participation in village development processes.
Copyright (c) 2026 Deden Purnama Nugraha Putra, Ansori Ansori, Novi Widiastuti https://creativecommons.org/licenses/by-nc-sa/4.0
Transforming Vocational Education Financing Governance through Performance-Based Hybrid Financing in Lampung Province
This study analyzes the transformation of vocational education financing governance through performance-based and BLUD-based hybrid financing in Lampung Province. Using a descriptive qualitative design with a multisite case study approach, this study examined three vocational institutions with different governance characteristics: non-BLUD, developing BLUD, and large-scale BLUD schools. Data were collected through policy documents, school financial planning documents, institutional profiles, and relevant secondary data, and were analyzed using an interactive qualitative analysis model. The findings show that conventional financing remains highly dependent on government allocations and community contributions, creating fiscal vulnerability after the abolition of school committee fees. BLUD status strengthens financial autonomy by enabling schools to retain and reinvest revenue generated through Teaching Factory activities, industry partnerships, and production-based learning units. However, the effectiveness of this model depends on entrepreneurial leadership, performance-based budgeting, industrial collaboration, and digital accountability through ARKAS and SIPLah. This study implies that regional governments should accelerate BLUD readiness, strengthen vocational school financial management capacity, and develop hybrid financing policies that maintain a balance between institutional revenue generation, educational equity, and graduate quality improvement.
Educational Administration and Management
Copyright (c) 2026 Junaina, Erlian Eka Damayanti, Undang Rosidin https://creativecommons.org/licenses/by-nc-sa/4.0
Students’ Learning Motivation in primary School IPAS: The Role of a Deep Learning Approach
This study aims to examine the influence of the deep learning approach on students’ learning motivation in Integrated Science and Social Studies (IPAS) at the elementary school level. The study employed a quantitative method with an ex post facto design involving all Grade III students at SD Negeri Bakalan, Bantul, Yogyakarta. Data were collected through questionnaires and classroom observations and analyzed using simple linear regression. The findings indicate that the deep learning approach has a positive and statistically significant influence on students’ learning motivation, as shown by a regression coefficient of 0.165 and a significance value of 0.032 (< 0.05). The t-test result (2.278 > 1.713) also confirms a significant relationship between the variables. These findings suggest that meaningful, reflective, and student-centered learning activities contribute to stronger motivational responses among students. The study provides empirical evidence regarding the importance of deep learning in supporting motivation within elementary IPAS learning.
Copyright (c) 2026 Avika Nourma Sella, Endah Maryanti, Dyan Indah Purnama Sari1 https://creativecommons.org/licenses/by-nc-sa/4.0
Interactive Media Innovation in Social Studies Learning to Support Pancasila Student Profile in Elementary Schools
This study aimed to analyze the implementation of interactive media in social studies learning to support the development of the Pancasila Student Profile in elementary schools. Previous studies have highlighted the lack of student engagement in traditional social studies learning, yet few have explored the integration of interactive media specifically targeted at the Pancasila Student Profile dimensions. To fill this gap, this research utilized a qualitative descriptive approach conducted at an elementary school involving 25 fourth-grade students. Data were collected systematically through classroom observation, semi-structured interviews with teachers and students, and learning documentation. The results showed that the use of interactive media—such as animated learning videos, digital quizzes, and interactive educational applications—significantly improved students' engagement and conceptual understanding. Active student participation increased from 36% to 72%, and learning mastery improved from 40% to 68%. Furthermore, the implementation strongly supported key dimensions of the Pancasila Student Profile, specifically critical thinking, creativity, collaboration, and global diversity awareness. The study concludes that integrating interactive media in social studies learning effectively enhances learning quality, transforms passive learning environments into active ones, and successfully supports holistic curriculum goals in elementary education.
Copyright (c) 2026 Irmayani Halim, Winda Anggriyani Uno https://creativecommons.org/licenses/by-nc-sa/4.0
Media Framing of Children's Rights, Discrimination, and Prevention Efforts in the Educational Environment
Children's rights are fundamental human rights that must be protected. However, violations in the form of bullying and discrimination within educational environments remain a serious problem in Indonesia. This study analyzes media framing of children's rights issues, discrimination, and bullying prevention efforts in Indonesian educational settings using a qualitative descriptive case study approach and Entman’s (1993) framing model. Primary data from national media outlets (Kompas, Saibumi, MetroTVNews, Liputan6, RRI, and Alodokter) covering the period of August to November 2025 show a significant increase in bullying cases, from 285 cases in 2023 to 573 cases in 2024. Physical bullying dominated (55.5%), followed by verbal bullying (29.3%), with cyberbullying also rising sharply by 100%. The media define bullying as a violation of children's rights to protection and a safe education. They diagnose its causes as the lack of school supervision, tolerant norms toward discrimination (based on gender, socio-economic status, and identity), and the influence of social media. In moral judgments, the media portray victims as the vulnerable party and institutions such as KPAI and Komnas PA as defenders of children's rights, while schools and parents are viewed as ethically failing. The recommended solutions include holistic prevention through inclusive curricula, teacher training, psychological support, and child-friendly policies in line with the Convention on the Rights of the Child (CRC) and Law No. 35 of 2014. This framing influences public opinion and policy responses toward creating a discrimination-free educational environment.
Copyright (c) 2026 Prasetyo Adinugroho Adi https://creativecommons.org/licenses/by-nc-sa/4.0
Pre-service Teachers’ Perceptions of Canva’s Effectiveness in Supporting Different Learning Styles in English Language Teaching
This study examines pre-service teachers’ perceptions of Canva’s effectiveness in supporting different learning styles in English Language Teaching (ELT). It explores how Canva facilitates visual, auditory, and kinesthetic approaches, as well as the challenges faced in developing instructional materials. Using a quantitative descriptive design, the study involved 60 pre-service English teachers from State University of Malang and Brawijaya University who had prior experience using Canva. Data were collected through a structured Likert-scale questionnaire distributed via Google Forms and analyzed using descriptive statistics such as mean and standard deviation with IBM SPSS Statistics 25. Findings indicate that Canva is highly effective in supporting especially visual and kinesthetic learning, as shown by very high mean scores. Despite some challenges in its use for instructional material development, Canva positively contributes to teaching presence, cognitive presence, and social presence in the classroom. The study concludes that Canva is a useful platform for creating instructional materials that accommodate diverse learning styles in English language teaching.
Copyright (c) 2026 Alya Syaharani Handini, Putu Dian Danayanti Degeng https://creativecommons.org/licenses/by-nc-sa/4.0
Self-Regulated Learning Instructional Design to Manage Cognitive Load in Mathematics
This study aims to develop an ADDIE-based mathematics instructional design using a Self-Regulated Learning (SRL) approach to control extraneous cognitive load and facilitate students’ generative processing. This study employs the R&D method, utilizing the ADDIE model (consists: analysis, design, development, implementation, and evaluation stage). The research subjects consisted of four validators, one teacher, and 70 students selected through purposive sampling. Research instruments included a validation sheet, an SRL questionnaire, a cognitive load scale, and a test based on generative processing indicators. Data were analyzed descriptively to evaluate validity, practicality, and effectiveness, and inferentially using PLS-SEM to examine relationships among variables. The results indicate that the developed design possesses very high validity with an average score of 85.5, high practicality at 84.25%, and effectiveness as evidenced by an N-Gain score of 0.47 (moderate category). Additionally, students’ extraneous cognitive load was found to be at a low level. The SEM results reveal that Self-Regulated Learning has a positive effect on generative processing and a negative effect on extraneous cognitive load, while extraneous cognitive load acts as a significant mediating variable. Therefore, the ADDIE-based instructional design integrated with SRL is proven to be feasible and effective in improving the quality of mathematics learning.
Copyright (c) 2026 Eka Sri Irawati, Surya Sari Faradiba https://creativecommons.org/licenses/by-nc-sa/4.0
Social Constructivism Based Project Based Learning in Senior High School Mathematics Education a Systematic Review
This study aims to systematically review the implementation of social constructivism-based Project-Based Learning (PjBL) in mathematics education at the senior high school level over the past five years. The review focuses on the forms of PjBL implementation, types of projects, characteristics of student products, project authenticity, meaningfulness, relevance to classroom time constraints, and proposed solutions. A Systematic Literature Review (SLR) method was employed by analyzing twenty-two articles retrieved from Google Scholar, DOAJ, ERIC, and SINTA databases. The article selection process followed the PRISMA framework, including identification, screening, eligibility, and inclusion stages, and the data were analyzed using a thematic approach. The findings indicate that PjBL generally aligns with social constructivist principles through collaborative activities and social interaction. However, most projects remain dominated by academic and symbolic products, such as reports and presentations, with authenticity levels categorized as low to moderate. Furthermore, limited instructional time and teachers' readiness emerge as major challenges. This review highlights a significant research gap in developing authentic and meaningful mathematics projects that support deep learning and the achievement of advanced-level competencies, providing a novel epistemological perspective on how social constructivism is practically translated into project designs.
Copyright (c) 2026 Ni Putu Sri Dianawati, I Gusti Putu Sudiarta, I Gede Suweken, I Nengah Suparta https://creativecommons.org/licenses/by-nc-sa/4.0
Swansoft Simulator Video Tutorial as Digital Media for Basic Computer Numerical Control Learning
Basic CNC learning in vocational high schools faces challenges including limited practical facilities and low student procedural understanding of CNC machine programming. This study aims to analyze the effect of Swansoft CNC Simulator-based video tutorial media on improving student cognitive learning outcomes. The research employed a one-group pretest-posttest quasi-experimental design. The research subjects consisted of 10 students in grade XI of the Machining Engineering program at SMK Muhammadiyah 1 Malang City, selected through purposive sampling. Data were collected through cognitive tests (30 multiple-choice items based on Bloom’s Revised Taxonomy covering C1–C5 levels) and analyzed using paired samples t-test. The results showed a statistically significant improvement in student learning outcomes (t(9) = −2.674, p = 0.025, Cohen’s d = 0.99), with a mean score increase from 73.60 (SD = 7.20) on the pretest to 81.30 (SD = 8.25) on the posttest, yielding a mean normalized gain (N-Gain) of 0.29 (low-moderate category). These findings indicate that simulation-based video tutorial media integrating visual and auditory channels effectively enhances conceptual understanding and programming accuracy in CNC machining. This study concludes that Swansoft CNC Simulator-based video tutorial media is effective as an instructional alternative for Basic CNC courses at the vocational secondary school level.
Copyright (c) 2026 Amelia Dini Wulandari, Marsono, Puteri Ardista Nursisda Mawangi https://creativecommons.org/licenses/by-nc-sa/4.0
Improving Constructing Child Friendly School Culture Through Symbolic Interaction
School culture is not a static institutional given but a dynamic social achievement produced and reproduced through the everyday interpretive interactions of all stakeholders: teachers, students, parents, and administrators. This article investigates how the concept of "child-friendly culture" is socially constructed, negotiated, and internalized as a living school culture within Indonesian Child-Friendly Schools (Sekolah Ramah Anak/SRA). Drawing on a qualitative case study conducted at SMA Swasta Harapan Mandiri Medan, an officially SRA, designated school in a multicultural urban context, the article applies the theoretical framework of Constructivist Symbolic Interactionism as elaborated by Herbert Blumer (1969), Kathy Charmaz (2014), and Norman K. Denzin (2019). This integrated framework attends to three dimensions of meaning-making: the symbolic interactions through which "child-friendly" meanings are communicated and shared; the constructivist processes through which these meanings are shaped by actors' reflexive engagement with their social contexts and lived experiences; and the interpretive flexibility through which different stakeholder groups construct divergent yet interrelated understandings of what child-friendly school culture means in practice. Data collected through in-depth interviews, participant observation of school cultural routines, and documentary analysis reveal that "child-friendly culture" is most authentically enacted not through formal policy compliance but through the accumulated symbolic practices of daily school life. The article argues that school culture literacy, the capacity of educational actors to reflectively understand, critically evaluate, and actively shape the symbolic environment of their school, is a precondition for genuine SRA implementation.
Copyright (c) 2026 Fritz Hotman Syahmahita Damanik, Oman Sukmana, Tri Sulistyaningsih https://creativecommons.org/licenses/by-nc-sa/4.0
Improving Arabic Speaking Skills through HelloTalk in a Southern Thai Islamic School
This study examined the implementation and effectiveness of HelloTalk in improving Arabic speaking skills among eighth-grade students at Ban Yaning Islamic School, Narathiwat, Thailand. A quantitative pre-experimental design with a one-group pretest–posttest model was employed, involving 30 students selected purposively. Data were collected through speaking tests, observation, interviews, and documentation, while speaking performance was assessed through pronunciation, grammar, vocabulary, fluency, and comprehension. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, the Wilcoxon signed-rank test, and N-Gain analysis. The results showed that students’ mean score increased from 49.67 in the pretest to 77.33 in the posttest, with a Wilcoxon significance value of 0.000, indicating a statistically significant improvement. However, the N-Gain score of 18.83% indicated low practical effectiveness. This study implies that HelloTalk can support Arabic speaking practice as a supplementary medium, but its use should be strengthened through structured teacher guidance, stable internet access, sufficient implementation time, and communicative speaking tasks.
Copyright (c) 2026 Nafisah Rohmatul Ummah, Syamsul Anam, Mokhammad Miftakhul https://creativecommons.org/licenses/by-nc-sa/4.0
Digital Extramural English, Motivation, and VocabularyAcquisition in English as a Foreign Language Contexts
In the digital era, English learning often extends beyond the classroom as students engage with authentic content via social media, online videos, and games. This study investigates how Informal Digital Learning of English (IDLE) and Extramural English (EE) activities foster vocabulary acquisition and motivation among English education students at IAIN Langsa. The researcher employs a qualitative approach, collecting data through semi-structured interviews and observations. Thematic analysis of the data revealed that learning was driven by audiovisual input, a synergy of intrinsic and ideal L2 self-motivation, and mediated by individual learning styles. Despite the prevalence of these behaviors, formal curricula seldom integrate such informal experiences. This research addresses that gap by examining how digital habits influence vocabulary growth and learner autonomy, which aligns with Indonesia's Merdeka Belajar curriculum and its emphasis on self-directed learning. The findings offer pedagogical insights for bridging formal instruction with informal digital practices, making English education more relevant. Conducted during a critical period of digital transformation, this study provides timely contributions to curriculum development and teacher education, empowering learners to harness their daily digital interactions for lifelong language proficiency.
Copyright (c) 2026 Nabilah fairuz thifal thifal, nina afrida, mauloeddin afna https://creativecommons.org/licenses/by-nc-sa/4.0
Analyzing Internal and External Factors Contributing to Students' Learning Difficulties in Elementary Social Studies
Social Studies (IPS) is fundamentally designed to develop elementary students' social competencies; however, it is frequently perceived as a difficult and uninteresting subject. This study aims to identify and analyze the specific internal and external factors causing students' learning difficulties in IPS at SDN 09 Duhiadaa. Employing a qualitative descriptive method, the research data were systematically collected through participatory observation, in-depth interviews with teachers and students, and documentation study. The data were analyzed using the Miles and Huberman interactive model. The findings revealed that learning difficulties stem from a complex interplay of internal and external factors. Internally, students exhibited a profound lack of interest, difficulty in grasping abstract social concepts, and poor memory retention. Externally, the difficulties were heavily exacerbated by the school environment—specifically the teacher's reliance on conventional lecturing methods and an extreme lack of instructional media. Furthermore, the un-fenced school environment bordered by rubber plantations served as a massive physical distraction. From the family environment, parents' low educational backgrounds and busy working schedules resulted in a total absence of academic guidance at home. In conclusion, overcoming IPS learning difficulties requires a synergistic approach involving pedagogical innovation by teachers and increased parental involvement to create a supportive learning ecosystem.
Copyright (c) 2025 Fitriyawati Karim https://creativecommons.org/licenses/by-nc-sa/4.0
Beyond the Classroom Boundaries: Utilizing the School Environment to Enhance Student Engagement and Social Studies Learning Outcomes
Social Studies (IPS) instruction in elementary schools often suffers from theoretical monotony, leading to low student engagement and sub-standard academic outcomes. This study aims to enhance both student learning activities and academic outcomes by utilizing the school environment as a contextual learning resource for fifth-grade students at SDN 09 Marisa. Employing a Classroom Action Research (CAR) design, the study was conducted over two cycles, consisting of planning, action, observation, and reflection phases. The subjects were 17 students (6 males and 11 females). Data were collected through direct observation rubrics to measure student activity and cognitive tests to evaluate learning outcomes against the Minimum Mastery Criterion (KKM). The synthesized results demonstrated a significant improvement; initial pre-cycle data showed only a 35% classical mastery rate. Following the implementation of outdoor environmental observation in Cycle I, mastery increased to 64%, and further optimization in Cycle II resulted in an 88% mastery rate, successfully exceeding the target. Student engagement drastically shifted from passive listening to active inquiry and exploration. In conclusion, strategically utilizing the school environment as a primary learning resource effectively breaks classroom monotony, actualizes constructivist learning theories, and significantly boosts both student participation and cognitive achievement in Social Studies.
Copyright (c) 2025 Fatma Asneni https://creativecommons.org/licenses/by-nc-sa/4.0
Mitigating the "Leaky Tin" Phenomenon: Developing Interactive Financial Literacy Media for Rural Elementary Students
Low financial awareness among children can have severe negative impacts on their future economic management, as early childhood habits significantly shape adult financial character. In rural areas, financial literacy education in elementary schools remains severely neglected, often resulting in temporary and ineffective saving behaviors. This study aims to investigate the financial behavior of rural elementary students and identify effective instructional media to cultivate their financial awareness. Employing a qualitative descriptive method, data were collected through participatory observation and in-depth interviews with students and teachers at a rural elementary school in Pohuwato. The findings revealed a prevalent "leaky tin" (tabungan kaleng bocor) phenomenon, where students possess a basic instinct to save using used cans but frequently withdraw the money prematurely for short-term consumptive needs due to a lack of self-control and parental guidance. To mitigate this, theoretical instructional media are highly ineffective. The study identifies that integrating interactive-visual and applicative media—such as Creative Saving Books with visual targets, Wise Shopping Simulation Board Games, and Digital Storytelling—is urgently needed. In conclusion, synergistic efforts between schools and parents, facilitated by these interactive media, are crucial to shifting students' mindsets from merely storing money to strategically planning for the future.
Copyright (c) 2025 Ulan Bidi https://creativecommons.org/licenses/by-nc-sa/4.0
Integration of Mobile-Assisted Language Learning (MALL) Using Quizlet to Enhance EFL Students' Vocabulary Mastery
Vocabulary mastery is a foundational element in English as a Foreign Language (EFL) acquisition, yet traditional instructional methods often fail to maintain student engagement and retention. This study aims to investigate the effectiveness of integrating Quizlet, a Mobile-Assisted Language Learning (MALL) application, to significantly improve the vocabulary mastery of first-semester students at Universitas Pohuwato. Employing a quantitative pre-experimental research design (one-group pre-test and post-test), the study involved a sample of 23 students selected through a total sampling technique. Primary data were collected utilizing a validated 25-item multiple-choice vocabulary test administered before and after a four-meeting instructional treatment. The collected data were analyzed using descriptive statistics and a paired sample t-test via SPSS. The findings revealed a substantial increase in students' learning outcomes; the pre-test mean score of 62.13 rose significantly to a post-test mean of 81.74. Inferential analysis yielded a significance value of 0.000 (p < 0.05) with a t-value of -9.87, unequivocally rejecting the null hypothesis. The integration of Quizlet’s interactive flashcards and gamified repetition fostered an engaging, independent learning environment that successfully bridged the vocabulary deficit. In conclusion, Quizlet is a highly effective pedagogical tool for vocabulary acquisition, and it is strongly recommended that EFL educators incorporate such digital applications into their teaching strategies.
Copyright (c) 2025 Hisasmaria https://creativecommons.org/licenses/by-nc-sa/4.0
Morphological and Syntactic Deficiencies in EFL Narrative Writing: A Surface Strategy Taxonomy Analysis of Past Tense Errors
Mastering the simple past tense in narrative writing remains a significant grammatical hurdle for English as a Foreign Language (EFL) learners due to the complexities of verb inflection. This study investigates the specific morphological and syntactic errors in using the simple past tense among tenth-grade students, aiming to identify the types and dominant categories of these deficiencies. Utilizing a descriptive qualitative design, data were collected through a 90-minute narrative writing test from a random sample of 20 students at SMA Negeri 1 Popayato. The identified grammatical deviations were analyzed and categorized using Dulay’s Surface Strategy Taxonomy. The results revealed a total of 374 grammatical errors. Misformation was the overwhelmingly dominant error, accounting for 62% (231 errors), primarily driven by the misconjugation of irregular verbs and incorrect 'to be' usage. This was followed by errors of omission at 24% (90 errors), addition at 13% (48 errors), and misordering at 1% (5 errors). In conclusion, the high frequency of misformation and omission indicates a fundamental gap in students' understanding of past tense morpho-syntax, strongly influenced by first language (L1) interference where tense markers do not exist. This necessitates targeted pedagogical interventions, such as intensive verb-drilling and contextual grammar exercises, to improve EFL narrative writing accuracy.
Copyright (c) 2025 Pratiwi Ayu Lestari Mohamad https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring EFL Students' Perceptions of Utilizing Harry Potter Movies for English Idiom Acquisition
Mastering English idioms presents a significant challenge for English as a Foreign Language (EFL) learners due to their non-literal meanings. Integrating audiovisual media, such as movies, is theorized to provide the necessary contextual scaffolding. This research aimed to investigate the implementation of the Harry Potter movie series in teaching idioms and to explore students' perceptions of this media at Universitas Pohuwato. Employing a descriptive qualitative method supported by quantitative survey data, the study involved fourth-semester students from the English Education Department. Data were collected through questionnaires distributed to nine students and in-depth interviews with a purposive sample of six students. The synthesized results indicate a highly positive perception; 100% of respondents strongly agreed on the importance of learning idioms, and the majority found the movie engaging and effective for vocabulary expansion. Although students faced difficulties comprehending the British accent and rapid speech, the visual context of the movie significantly aided their idiomatic comprehension. In conclusion, utilizing Harry Potter movies is an effective pedagogical strategy that boosts student motivation and enriches their idiomatic repertoire, provided that lecturers offer adequate linguistic guidance.
Copyright (c) 2025 iga wahyuni https://creativecommons.org/licenses/by-nc-sa/4.0
Overcoming Instructional Obstacles: The Implementation of Diverse EFL Teaching Strategies in Higher Education
Teaching English as a Foreign Language (EFL) at the university level requires educators to dynamically implement various teaching strategies to meet diverse student needs. This research aimed to discover the specific strategies lecturers use in teaching English and explore the practical obstacles they face during implementation at Universitas Pohuwato. Employing a qualitative descriptive research method, data were systematically gathered through in-depth audio-recorded interviews with four English lecturers. The processed results reveal that lecturers utilize a multifaceted approach: interactive strategies, visualization, question-and-answer sessions, cooperative student-centered models, role-play, and drilling. Despite these robust strategies, their effectiveness is heavily moderated by several pedagogical and systemic obstacles. These include severe classroom management issues due to large student capacities, significant lack of student vocabulary mastery, poor interpersonal communication among learners, and the absence of adequate technological infrastructure, such as LCD projectors. In conclusion, while lecturers demonstrate pedagogical adaptability, university management must provide better infrastructure and balanced class sizes to fully optimize these EFL teaching strategies
Copyright (c) 2025 Febriyanti Hulopi, Anas Amu https://creativecommons.org/licenses/by-nc-sa/4.0
Evaluating Vocabulary, Mechanics, and Organization in High School Students' Descriptive Writing
Writing descriptive text requires a complex integration of vocabulary, mechanics, and organization, which often presents significant challenges for English as a Foreign Language (EFL) students. This study aims to describe and evaluate the writing abilities of second-grade students in composing descriptive texts, specifically focusing on their proficiency in vocabulary usage, mechanical accuracy, and paragraph organization at SMA Negeri 1 Popayato. Employing a qualitative descriptive design, the research gathered data through targeted writing tests administered to a random sample of 20 students. The data were analyzed and categorized using standardized scoring criteria. The synthesized results revealed that the students' overall writing ability falls into the average category, with a mean score of 45.4. Specifically, the highest frequency of errors occurred in vocabulary (55%), characterized by limited word range and direct native-language translation, followed by organizational flaws (50%) and mechanical errors in capitalization and punctuation (45%). In conclusion, the students require targeted instructional strategies emphasizing contextual vocabulary building and mechanical practices to improve the coherence and accuracy of their descriptive writing
Copyright (c) 2025 hasna hunowu https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing Spatial Intelligence through Map Media in Elementary Social Studies
Spatial intelligence is a crucial aspect of social studies education that often lacks optimization due to passive learning methods and inadequate media use. This study aims to explain the application of social studies learning in improving students' spatial intelligence through the enhancement of teachers' ability to prepare lessons, specifically utilizing map media in class V at SDN 07 Marisa. The research employed a qualitative descriptive design, with data collected through direct observation and document study involving the school principal and class teachers. Data were analyzed using interactive models comprising data reduction, data display, and conclusion drawing. The results indicate a significant difference in student spatial comprehension when teachers competently utilize map media compared to conventional teaching. The integration of map media effectively transitions learning from an abstract concept to a concrete experience, thereby avoiding verbalistic knowledge and increasing student engagement in understanding geographical elements. In conclusion, the appropriate use of learning media in social studies significantly enhances students' cognitive, affective, and psychomotor skills regarding spatial intelligence.
Copyright (c) 2025 Adelia Mohamad https://creativecommons.org/licenses/by-nc-sa/4.0
Navigating Character Education: The Multifaceted Role of Social Studies Teachers and Socio-Cultural Barriers in Elementary Schools
The role of a Social Studies (IPS) teacher extends far beyond mere knowledge transfer; it encompasses the critical responsibility of shaping students' social character and civic competence. This study aims to determine the multifaceted roles of teachers in enhancing IPS learning and to identify the supporting and inhibiting factors in character formation at SDN 03 Patilanggio. Employing a qualitative descriptive method, data were systematically collected through direct observation, in-depth interviews with teachers and the school principal, and documentation study. The data were analyzed using an interactive model comprising data reduction, display, and conclusion drawing. The results reveal that teachers perform four primary roles: as educators planning the curriculum, as demonstrators executing active learning, as role models exhibiting positive social behavior, and as coaches instilling discipline. While these roles are supported by teachers' professional competence and clear school visions, a significant inhibiting factor was identified. Teachers frequently encounter socio-cultural barriers, specifically miscommunication and resistance from parents and school foundations regarding the firmness required in character building. In conclusion, optimizing IPS learning requires not only pedagogical mastery from the teacher but also a highly synergistic and transparent partnership between the school, parents, and the community to ensure consistent character education.
Copyright (c) 2025 Melina Maula https://creativecommons.org/licenses/by-nc-sa/4.0
PENGARUH MODEL PEMBELAJARAN MORDISCVEIN TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN IPA DI SD
Penelitian ini bertujuan untuk melihat pengaruh model pembelajaran Mordiscveinterhadap hasil belajar siswa pada mata pelajaran IPA di kelas V SDN 7 Tilongkabila Kabupaten Bone Bolango. Jenis penelitian ini adalah Quasi eksperimental design denganrancangan Nonequivalent Control Group Design. Variabel bebas yaitu model pembelajaranMordiscveindanvariabelterikatyaituhasilbelajar.Sampel yang digunakan sebanyak 40 siswa dengan menggunakan dua kelompok yakni kelompok kontrol dan kelompok eksperimen. Teknik pengambilan sampel menggunakan Purposive Sampling. Hasil penelitian dan pembahasan diperoleh nilai rata-rata posttest kelompok eksperimen yang menggunakan model Mordiscveinsebesar 77.75 dan kelompok kontrol yang menggunakan model konvensional 59, 00. Jika dibandingkan nilai rata-rata posttest kelompok eksperimen lebih tinggi dari nilai rata-rata posttest kelompok kontrol. Hasil pengujian hipotesis diperoleh thitung> ttabel yaitu 3.841 > 1.686 Dengan demikian dapat disimpulkan bahwa terdapat pengaruh model pembelajaran Mordiscveinterhadap hasil belajar siswa pada mata pelajaran IPA dikelas V SDN 7 Tilongkabila Kabupaten Bone Bolango
Copyright (c) 2024 Meylan Saleh https://creativecommons.org/licenses/by-nc-sa/4.0
Model Pembelajaran Numbered Heads Together (NHT) untuk Meningkatkan Hasil Belajar Siswa SD pada Pembelajaran IPS
Penelitian ini bertujuan untuk menganalisis efektivitas penerapan model pembelajaran Numbered Heads Together (NHT) dalam meningkatkan hasil belajar siswa SD pada mata pelajaran IPS. Penelitian menggunakan metode deskriptif kualitatif dengan pendekatan studi literatur. Data diperoleh melalui analisis sistematis dari artikel-artikel jurnal yang relevan. Temuan penelitian menunjukkan bahwa model NHT berdampak positif terhadap hasil belajar siswa, khususnya dalam meningkatkan keterampilan berpikir kritis, motivasi belajar, dan rasa percaya diri. Model ini juga memberikan kontribusi dalam menciptakan suasana belajar yang aktif, kolaboratif, dan menyenangkan. Dengan penerapan langkah-langkah yang sistematis, model NHT terbukti meningkatkan keterlibatan siswa dalam pembelajaran dan hasil belajar yang lebih baik. Penelitian ini memberikan kontribusi terhadap pengembangan metode pembelajaran yang inovatif dalam pendidikan dasar, khususnya untuk mata pelajaran IPS.
Copyright (c) 2024 naeli Nur Nidayah https://creativecommons.org/licenses/by-nc-sa/4.0
Dampak Penggunaan Media Sosial Terhadap Prestasi Belajar Siswa SMA Negeri 13 Palembang
Media sosial adalah alat komunikasi atau informasi yang memungkinkan orang berbicara, menyebarkan informasi, atau menuangkan ide. Namun, bagi beberapa siswa, media sosial menjadi tantangan yang menakutkan. Hal ini terutama berlaku bagi mereka yang menyalahgunakannya bukan untuk kepentingan akademik. Media sosial memiliki efek yang signifikan pada hasil belajar siswa. Prestasi belajar adalah hasil belajar yang dicapai selama kegiatan pembelajaran. Prestasi belajar dapat ditunjukkan dalam bentuk angka atau nilai, dan untuk mencapainya, perlu dilakukan usaha yang keras. Apalagi dalam kegiatan belajar mengajar, proses pengaturan dan mengorganisasi lingkungan di sekitar peserta didik diperlukan untuk menumbuhkan dan mendorong proses belajar. Diharapkan orang tua dan guru di sekolah membantu siswa membatasi penggunaan media sosial. Pengaruh: (1) prestasi akademik; (2) media sosial; (3) dampak positif dan negatif; dan (4) peran guru di sekolah terhadap dampak penggunaan media sosial adalah tujuan penulis menulis ini.
Copyright (c) 2024 winda theresia https://creativecommons.org/licenses/by-nc-sa/4.0
ENHANCING STUDENTS’ VOCABULARY MASTERY USING CARTOON MOVIE AT THE EIGHTH GRADE CLASS OF SMP NEGERI 3 DUHIADAA
This research aimed to improve the vocabulary mastery of eighth-grade students at SMP Negeri 3 Duhiadaa using cartoon films that focus on verbs and nouns. Researchers used one group of pre-experimental research where data was obtained from the pre-test and post-test. The population of this study was the eighth grade (VIIIB) of SMP Negeri 3 Duhiadaa. The research sample was taken using a purposive sampling technique; there were 23 students. The findings of this research showed that the differences between students before and after using cartoon films are significantly different. The students' pre-test average score in total vocabulary was 42.8 to 79.3, with a presentation of an increase of 85.3%. The results of data collection were calculated using SPSS. Wilcoxon signed test analysis showed that Sig. (2-tailed) = 0.00, which is smaller than α = 0.05. It means there is a significant difference in students' vocabulary before and after using cartoon films. Based on these findings, it can be concluded that cartoon films effectively increase the vocabulary of eighth-grade (VIII B) students at SMP Negeri 3 Duhiadaa.
Copyright (c) 2024 Nur Melisa Arbie https://creativecommons.org/licenses/by-nc-sa/4.0