Journal of Education and Teaching (JET)

Developing Contextual Android-Based Thermodynamics Learning Media Integrating Local Coffee Drying Practices: An MDLC Approach

2025-11-26T17:01:50+07:00

This study aims to develop Android-based physics learning media on Thermodynamics material by raising the local context in the form of coffee drying process in Bondowoso Regency. The model used in the development of this media is Multimedia Development Life Cycle (MDLC) which consists of six stages, namely concept, design, material collecting, assembly, testing, and distribution. The media was designed using Android Studio, Articulate Storyline, Scratch, and Canva software, with the integration of visual, audio, animation, and interactive video elements to create interesting and contextualized learning. The design process is based on the results of field observations to obtain real data related to the stages of coffee processing, especially the drying process. The results of validation by expert validation and material validation showed an average media feasibility of 83.26%, which is included in the “very suitable” category. Thus, the learning media developed is declared suitable to be used as an alternative support for physics learning based on local wisdom, and has the potential to improve concept understanding in a more meaningful way.

A Quasi-Experimental Study on Science Philosophy-Based Biology Teaching: Enhancing Students’ Knowledge, Attitudes, and Behavior Toward Biodiversity Conservation

2025-11-03T14:40:38+07:00

This study aims to explore the impact of integrating the philosophy of science into biology teaching on students' awareness of biodiversity and the conservation of Mentawai medicinal plants. A quasi-experimental design was employed, involving two groups: an experimental group (philosophy of science-based teaching) and a control group (conventional teaching). Data were collected using questionnaires that measured students' knowledge, attitudes, and behaviors toward biodiversity. The analysis revealed that the experimental group demonstrated significant improvements across all indicators compared to the control group. Statistically, the experimental teaching method yielded large effect sizes for environmental knowledge (Cohen's d = 0.80), environmental attitudes (Cohen's d = 0.73), and environmental behaviors (Cohen's d = 1.03), with a p-value < 0.05. Consequently, teaching based on the philosophy of science proved significantly more effective in enhancing students' awareness of biodiversity and the conservation of Mentawai medicinal plants. Based on these findings, integrating the philosophy of science into the biology curriculum is recommended to strengthen students' environmental awareness and conservation efforts for local medicinal plants, thereby contributing positively to a more holistic and sustainable education.

Soft Skills Development in Indonesian Islamic Higher Education: Institutional Practices and the SSDIHE Model for Society 5.0

2026-01-14T14:23:20+07:00

This study examines how leaders and lecturers at Islamic Higher Education Institutions in Indonesia conceptualize, implement, and evaluate soft skills development for students, with particular attention to its relevance in the Society 5.0 era. Employing a descriptive qualitative design, data were collected through in-depth interviews with institutional leaders and lecturers from thirteen PTKI representing diverse geographical and organizational contexts. Data were analyzed using thematic analysis to identify recurring patterns, strategic orientations, and institutional challenges. The findings indicate that soft skills development in PTKI is not treated as an auxiliary component of higher education, but as an integral dimension of Islamic educational objectives aimed at producing holistic graduates. Core soft skills emphasized across institutions include effective communication, teamwork, leadership, critical and reflective thinking, time management, and ethical integrity, all of which are framed within Islamic moral and spiritual values. The study further reveals that effective soft skills development relies on systematic curricular integration, experiential and project-based learning, participation in student organizations, and the strategic use of digital technologies. However, institutional constraints such as limited assessment instruments, uneven lecturer capacity, and the absence of standardized implementation frameworks remain significant challenges.

Exploring the Role of Change Management and Learning Communities in Enhancing Teacher Professionalism: A Mixed-Methods Study

2025-12-21T20:16:38+07:00

Educational reform literature debates whether teacher professionalism is primarily driven by top–down change management or by collaborative professional culture within schools. While change initiatives often focus on structural and managerial reforms, their impact on teachers’ professional growth remains inconsistent without strong collective learning mechanisms. Addressing this theoretical tension, this study investigates how learning communities mediate the relationship between change management and teacher professionalism. Using a mixed-methods explanatory sequential design, data were collected from 220 senior high school teachers and nine key informants. Structural analysis using PLS-SEM reveals that change management strongly predicts learning communities (β = 0.903; p < 0.001), yet its direct effect on teacher professionalism is comparatively modest (β = 0.184; p = 0.023). In contrast, learning communities exert a dominant direct influence on professionalism (β = 0.737; p < 0.001) and serve as the primary transmission mechanism of managerial reform (β = 0.665; p < 0.001), indicating that the majority of reform impact operates through collaborative professional culture rather than direct managerial intervention. Qualitative findings reinforce this interpretation by showing that participatory leadership, dialogic vision-building, and sustained reflective collaboration transform structural change into professional commitment and practice.

Spoken Grammar in AI-Mediated Peer Interaction: A Corpus-Based Study of Student Dialogues

2026-01-05T04:28:56+07:00

This study examines the emergence and interactional functions of spoken grammar features in AI-mediated peer interactions, using a corpus-based discourse analytic approach among English as a Foreign Language (EFL) students. While artificial intelligence is being integrated more deeply within pedagogical contexts, existing studies have paid limited attention to how AI-mediated peer interactions shape learners’ authentic spoken grammar, particularly in naturally occurring collaborative dialogues among EFL students. Twenty EFL students engaged in AI-mediated peer dialogues, producing a learner corpus of spoken interaction derived from chat-based and video-conferenced communication. Data consisted of transcribed peer dialogues, field notes, and follow-up interviews, which were analyzed using qualitative corpus-based discourse analysis. The analysis showed context-appropriate, sustained spoken interaction and core spoken grammar features, including discourse markers (e.g., well, you know), ellipsis, heads and tails, and lexical bundles. These features served practical purposes of turn-taking, elaboration, mitigation, and even emphasis. Contrary to concerns that AI mediation might constrain spontaneous language use, the findings indicate that AI-supported peer interaction facilitated relatively natural and expressive spoken interaction within the study context. Students reported feeling greater relaxation and expressiveness during AI-mediated tasks, suggesting that peer interactions within digital settings foster authentic communicative competence.