Journal of Education and Teaching (JET)

Exploring the Significance of the Communication Skills Module on Student Teacher Professional Development

2025-08-21T09:28:17+07:00

Effective communication skills are fundamental to teacher professionalism, directly influencing pedagogy, classroom dynamics, and collaborative practice. Within South Africa’s diverse, multilingual educational setting, dedicated communication training is critical. This study investigated the significance of the Communication Skills Module (CSM) in shaping student teachers' professional development, utilizing Bandura's Social Learning Theory and Habermas's Theory of Communicative Action as theoretical lenses. A qualitative case study design was employed, and thematic analysis was conducted on interview responses from student teachers at a South African university. Key findings revealed five critical dimensions where the CSM impacts teaching: effective lesson delivery, relationship-building, adaptability to diversity, fostering student engagement, and enhancing professional confidence. Participants consistently emphasized communication as an indispensable pedagogical tool and a core professional competency. The CSM bridges theoretical knowledge with practical classroom application in complex environments. This study provides empirical evidence of communication's multifaceted role and recommends integrating comprehensive, culturally responsive communication training into all teacher education curricula.

Innovative Online Diagnostic Assessment for Evaluating Science Learning Readiness in the Merdeka Curriculum Framework

2025-02-10T14:26:03+07:00

The main objective of this study was to develop an Online Diagnostic Assessment (ODA) that can effectively measure junior high school students’ readiness to learn science within the framework of the Merdeka Curriculum. Unlike previous diagnostic tools that are mostly offline or limited in scope, this ODA provides an innovative, technology-based solution that identifies student readiness and misconceptions while offering timely feedback to support differentiated learning. Using the 4-D development model, the research includes the Define, Design, Develop, and Disseminate stages. At the Define stage, the instrument grids were identified according to the curriculum. In the Design stage, the assessment prototype was developed using Google Form. The Develop stage involved validation by experts and field tests in two junior high schools, resulting in a valid and reliable instrument, with an Aiken's V value above 0.80, Cronbach's Alpha 0.736, and McDonald's Omega 0.768. The results of the EFA analysis showed all items had Measures of Sampling Adequacy (MSA) of more than 0.5. The distribution of respondents' scores shows that the instrument is effective in differentiating students' abilities. Thus, the developed ODA is valid, reliable, and ready to be used to assess students' readiness in science learning.

Does Social Media Use Affect Elementary Students’ Focus and Learning Achievement? A Study on Indonesian Language Learning

2025-10-23T07:17:43+07:00

The rapid development of digital technology has integrated social media into students' daily routines, including their learning processes. Despite its potential for enhancing communication and information access, excessive social media use has raised concerns regarding its impact on students' concentration and academic performance, particularly in subjects requiring focused attention, such as Indonesian Language. This study investigates the relationship between social media usage intensity and both concentration and learning outcomes in elementary school students. A quantitative ex post facto approach was applied, involving 30 fourth- and fifth-grade students at SD Muhammadiyah Perumnas. Data were collected through observations and questionnaires, which were analysed using simple linear regression via SPSS version 25. The instruments used demonstrated validity and reliability, with Cronbach's Alpha values exceeding 0.70. The results showed that the intensity of social media usage did not significantly affect students' learning concentration (p = 0.072) or their Indonesian language learning outcomes (p = 0.862). These findings suggest that while social media usage intensity has a unidirectional relationship with both concentration and learning outcomes, its impact is statistically insignificant. The study concludes that other internal factors, such as motivation, discipline, and environmental support, play a more substantial role in student performance.

Reimagining English Learning with Artificial Intelligence: Boosting Engagement and Achievement in Young Learners

2025-10-16T17:16:29+07:00

Learning engagement is an essential component of effective English language instruction, as it directly influences students’ ability to achieve learning outcomes. This study aimed to investigate the impact of Artificial Intelligence (AI)-based learning on students’ engagement and learning outcomes in elementary English classes. Employing a mixed-methods approach, qualitative data were collected through observations and questionnaires, while quantitative data were obtained from pre- and post-tests. The participants consisted of 42 fourth-grade elementary school students (18 males and 24 females), divided into two groups: a control group receiving conventional instruction and an experimental group utilizing AI-based learning. The findings revealed that AI-based learning significantly enhanced students’ engagement across three dimensions—cognitive, emotional, and behavioral. Furthermore, AI integration effectively improved learning outcomes, as shown by a significant increase in post-test average scores from 72.88 to 83.29 in the control group and from 72.00 to 91.95 in the experimental group. The significance value (Sig. = 0.00 < 0.05) confirmed that the improvement was statistically significant. Therefore, the integration of AI in elementary English learning can serve as an effective alternative approach to promote greater learning engagement and enhance academic performance.

Designing the Behavioral Engagement Ecosystem in Project-Based Learning

2025-10-02T07:14:46+07:00

The study examines how specific design features of Project-Based Learning (PBL) shape and sustain behavioral engagement among young learners, addressing a gap in research that has largely focused on PBL’s effectiveness rather than the factors that drive active participation, effort, and persistence. Semi-structured interviews with elementary teachers were analyzed through the lens of Self-Determination Theory (SDT), revealing three interrelated factors critical to engagement: (1) voice, choice, and ownership, which nurture autonomy; (2) clear pathways to mastery, facilitated through scaffolding and feedback, which build competence; and (3) meaningful social connections, fostered through collaboration and teacher support, which satisfy relatedness. These findings informed the development of the Triadic Model of Behavioral Engagement in PBL, positioning autonomy, competence, and relatedness as interdependent drivers of sustained behavioral engagement. Teachers reported that these factors operate synergistically, forming a motivational ecosystem in which engagement and learning outcomes reinforce each other, producing sustained effort, participation, and ownership. Challenges such as initial student confusion and the need for ongoing scaffolding highlight the importance of responsive and flexible teaching.

Musical Ability of Elementary School Studens: Rasch Model Analysis

2025-04-16T17:31:07+07:00

Music education in Indonesian primary schools continues to face substantial challenges, primarily because most learning is delivered by classroom teachers who lack formal training in music education. This situation has resulted in a gap in the development of students’ musical abilities, despite the essential role of music in fostering cognitive, affective, social, and psychomotor growth. This study aims to analyze the musical abilities of primary school students taught by non-specialist classroom teachers. Employing a descriptive quantitative method, the research collected data through musical tests administered to 601 students from Tasikmalaya, Ciamis, Banjar, Garut, and Pangandaran districts/cities in West Java Province. The tests assessed three domains: rhythm imitation, melody imitation, and rhythm response. Instrument validity was examined using the Pearson Product Moment, while reliability was measured with Cronbach’s Alpha. Data were further analyzed using Rasch modeling through the Winstep application to obtain precise estimates of student ability and a detailed mapping of item distribution. The findings show that 13.98% of students demonstrated high musical ability, 70.55% moderate ability, and 15.47% low ability, with an overall mean ability of 0.72 logits. Rhythm response emerged as the most challenging domain compared with rhythm and melody imitation.

Quality Management for Holistic School Well-Being: The Case of an Indonesian Muhammadiyah Vocational School

2025-07-31T19:02:22+07:00

Quality management in education plays a crucial role in enhancing school quality and promoting the well-being of all stakeholders. School well-being is reflected through four key indicators: having, being, loving, and health. When quality management is implemented effectively, it fosters a conducive learning environment that supports the holistic well-being of the entire school community. This study aims to explore how quality management is implemented to realize school well-being at SMK Muhammadiyah 1 Bambanglipuro. Employing a qualitative case study approach, data were collected through interviews, observations, and document analysis. The findings indicate that the school’s quality management practices are manifested in five major themes: (1) a comfortable and enjoyable learning environment; (2) strong family-like relationships; (3) participatory and pleasant school governance; (4) achievement of graduate competencies; and (5) a system of appreciation and rewards. The study concludes that effective quality management contributes positively to overall school well-being. Notably, SMK Muhammadiyah 1 Bambanglipuro implements a Teaching Factory model supported by an industry-based curriculum (Astra and Daihatsu), accompanied by teacher and staff rewards such as Umrah programs, which collectively enhance school well-being.

Soft Skills and Academic Achievement: The Mediating Effect of Critical Problem-Solving Ability among Mathematics Education Students

2025-06-29T07:18:14+07:00

This study aims to analyze the role of Critical Problem-Solving Ability (CPSA) in mediating the influence of soft skills on the academic achievement of students enrolled in the Mathematics Education Study Program, Faculty of Teacher Training and Education (FKIP), University of Islam Malang (UNISMA). This research employs a quantitative approach with an explanatory-predictive survey design and path analysis technique using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS4 software. The sample consists of 99 students from the 3rd, 5th, and 7th semesters, selected using a convenient sampling technique. The research instruments include a standardized questionnaire and semester academic index (SAI) documents. The results show that certain soft skills variables, such as Adaptability and Flexibility (ADAF), Effective Communication Skills (ECS), and Independence and Self-Discipline (ISD), have a significant direct effect on CPSA. Additionally, ECS and ADAF also have a direct effect on SAI. CPSA was proven to have a direct effect on SAI and to serve as a significant mediator in the relationship between ADAF and ECS with SAI. However, no significant indirect effects were found from Collaboration and Teamwork Skills (CTS), Emotional Intelligence (EQ), and ISD on SAI through CPSA.

Exploring Experiences: University Students' and Lecturers' Engagement with Schoology for Online Assessment

2025-08-08T16:46:30+07:00

This mixed-methods research investigated how Indonesian learners and lecturers perceive Schoology, an interactive learning management system, in blended learning contexts. Through structured questionnaires and interviews involving 25 lecturers and 220 students, data were analysed using SPSS and triangulated for validity. The findings provide insights that although Schoology has strengths in its feasibility and user-friendliness for teaching and assessment, participants also reported concerns about internet reliability, trust, plagiarism, and the risk of cheating.

Development of an ADDIE-Based Self-Learning Website: Usability Analysis and Its Impact on TLE-ICT Students’ Learning Outcomes

2025-10-29T15:30:28+07:00

This study focused on the design, development, and evaluation of a self-learning modular website for Grade 7 TLE-ICT students using the ADDIE instructional model. The platform was assessed in terms of usability, content quality, instructional effectiveness, and its impact on student learning outcomes. Expert validators evaluated the website based on the Learning Resource Management and Development System (LRMDS) framework, while student users assessed usability through the System Usability Scale (SUS) and the Technology Acceptance Model (TAM). A quasi-experimental design involving 30 participants, divided equally into experimental and control groups, was employed to measure learning gains using pre-test and post-test scores. The findings showed strong expert agreement regarding the platform’s pedagogical validity, technical quality, and curriculum alignment. The SUS score of 67.70 indicated acceptable usability, while TAM results revealed high perceived usefulness (M = 4.54) and ease of use (M = 4.52). Although both groups demonstrated significant learning improvements (p < .001), no significant difference was found between them (p = .621). The study concludes that the modular website effectively supports independent learning and classroom instruction in TLE-ICT education.

Integration of Work Experience and Professional Training in Shaping the Character of Teacherpreneurs

2025-07-26T05:07:22+07:00

By increasing access to high-quality education and fair employment opportunities, vocational education contributes significantly to the achievement of Sustainable Development Goal 4 (SDG 4). Nevertheless, many vocational instructors lack the teacherpreneur qualities required to promote innovative Learning and match the curriculum to industry demands. This study examines the impact of combining professional training and work experience on the development of teacherpreneur traits among automotive vocational teachers in Semarang City. With 264 respondents, an ex post facto quantitative design was employed. A validated questionnaire was used to collect data, and path analysis and multiple linear regression were used for analysis. The findings indicate that work motivation has the most significant direct impact on the professionalism of entrepreneurial teachers (β = 0.28), followed by work experience (β = 0.18) and teacher attitudes (β = 0.17). Access to professional training is strongly influenced by the educational environment (β = 0.78). Although the combination of formal training with practical experience has a beneficial effect, the impact is still moderate. To guide the sustainable development of vocational teachers in the 21st century, this study proposes a novel theoretical framework that integrates professional training, work experience, and entrepreneurial approaches.

Do Communication and Critical Thinking Skills Influence Oral Presentation? Evidence from University Students

2025-08-21T05:22:57+07:00

The purpose of this research is to determine the relationship between communication skills and critical thinking skills on students' oral presentation skills. Using a quantitative approach, specifically causal associative research, this research investigates the relationship between the independent variables (communication and critical thinking) and the dependent variable (oral presentation). The research was conducted on Universitas Negeri Padang students taking Indonesian language courses in 2024, with a sample of 40 students selected through purposive sampling. Data collection involves performance tests (projects) and observation sheets, assessed using a predetermined rubric. Data were analyzed using multiple linear regression with the assistance of SPSS. The results revealed that communication skills and critical thinking skills jointly have a significant effect on students’ oral presentation abilities (F = 38.554, p < 0.05, R² = 0.676). However, when examined individually, only communication skills have a significant positive influence on students’ oral presentation performance (B = 0.637, p < 0.001), while critical thinking skills do not show a significant effect (B = 0.025, p = 0.881).

Are Indonesian High School Students Curious and Creative Enough? An Analysis of Science Curiosity and Creative Thinking Skills in the Merdeka Curriculum Context

2025-10-14T16:19:09+07:00

This study aimed to assess the levels of science curiosity and creative thinking skills (CreTS) among Grade XI students in state high schools (SMAN) across Sumedang Regency under the Merdeka curriculum. Using a quantitative survey design, data were collected from 210 students across three schools. Instruments included a 20-item Science Curiosity questionnaire (α = 0.82) and a task CreTS essay rubric (inter-rater ICC = 0.78). The study concludes by recommending improved instrument validation, extended response time for CreTS tasks, and deeper post-hoc analysis to better understand inter-school differences.

Digital Technology Integration in Engineering Graphics and Design Education: A Qualitative Study of Teachers’ Pedagogical Practices and Challenges

2025-10-27T09:50:25+07:00

This study investigates the use of digital and educational technology tools in Engineering Graphics and Design (EGD) lessons in response to the Department of Education’s call for effective technology integration in schools. The study addresses a knowledge gap regarding how EGD teachers utilise available technologies to achieve intended learning outcomes, while also examining the challenges, successes, and pedagogical strategies involved. A qualitative research design was employed, using semi-structured interviews, non-participant classroom observations, and equipment analysis. Purposive sampling was used to select six EGD teachers and seventy-two learners. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework and constructivist pedagogy, the findings reveal that teachers commonly used smart boards, projectors, and internet-based resources to support demonstrations and visualisation of complex drawings. However, technology integration remained largely supplementary rather than transformative, as digital tools were often used only after traditional lecture-based instruction. The study concludes that EGD teachers have not yet fully integrated technology into lesson planning and delivery. It recommends targeted professional development to promote transformative digital pedagogy and continuous reflective teaching practices.

Kasedesede as a Culturally Responsive Medium for Mathematics Learning: Students’ Perceptions and Numeracy Outcomes

2025-09-29T18:08:23+07:00

This study aimed to analyze students’ perceptions of the Kasedesede traditional game as a medium for mathematics learning and to examine its relationship with numeracy performance. A quantitative descriptive design was employed with a saturated sample of 39 fifth-grade students in Baubau City, Southeast Sulawesi. Data were collected through a Likert-scale questionnaire consisting of six dimensions: engagement, enjoyment, mathematical understanding, literacy-numeracy, attitudes toward mathematics, and socio-educational benefits, together with a contextual numeracy test. Descriptive statistics, regression analysis, and Support Vector Machine with heatmap visualization were used for analysis. The results indicated that students expressed highly positive perceptions of Kasedesede-based lessons, with enjoyment and engagement emerging as the most influential dimensions. Regression results showed that perceptions significantly predicted numeracy outcomes, accounting for 26.2% of the variance. Further analysis confirmed that enjoyment, literacy-numeracy, and socio-educational benefits played a dominant role in shaping performance. These findings suggest that integrating traditional games into mathematics lessons not only supports conceptual understanding but also fosters motivation, positive attitudes, and collaborative learning. The study contributes to the body of knowledge on ethnomathematics and culturally responsive pedagogy, highlighting the potential of traditional games as innovative and humanistic strategies for improving literacy and numeracy in primary education.

Standardized Monitoring in Online English Learning: Integrating Context, Pedagogical Pillars, and Monitoring Phases

2025-10-17T09:24:01+07:00

Monitoring in online English education remains inconsistently defined and often treated as an administrative routine rather than a pedagogical process. This paper addresses that gap by proposing the Standardized Monitoring Framework (SMF)—a theoretically grounded model that integrates monitoring with instruction to enhance quality and engagement. Built through a conceptual synthesis of Learning-Oriented Assessment (LoLA), formative feedback, and digital engagement theories, the SMF establishes five pedagogical pillars: Targeted Content Delivery, Diverse Assessment Strategies, Personalized Formative Feedback, Engagement Optimization, and Comprehensive Learning Evaluation. These pillars operate across four monitoring phases—Preparation, Exploration, Adjustment, and Mastery—supported by three contextual domains of learning foundations, human-centered dynamics, and the instructional monitoring cycle. Drawing illustrative insights from the Elingway platform, the study demonstrates how SMF bridges theory and practice to promote responsive, autonomous, and sustained learning in non-metropolitan digital contexts. The paper concludes by highlighting the framework’s theoretical novelty and its potential for empirical validation in future studies.

Improving EFL Students’ Narrative Writing and Creativity Using Storybird: A Classroom Action Research Study

2025-10-23T14:23:28+07:00

This study aimed to investigate the effectiveness of Storybird in improving junior high school students’ writing skills and creativity in narrative text. The research employed Classroom Action Research involving 32 eighth-grade students at a junior high school in Purworejo, Indonesia. Data were collected through classroom observations and writing tests to monitor students’ progress in narrative writing skills and creativity. The study was conducted in two cycles, each consisting of two meetings. Writing assessments were administered three times: a pre-cycle test, a test in Cycle I, and a test in Cycle II. The results revealed a substantial improvement in students’ writing performance, with mean scores increasing from 56 in the pre-cycle to 65 in Cycle I, and further rising to 87 in Cycle II. In addition, students’ creativity showed progressive enhancement across the cycles, shifting from low creativity in the pre-cycle to creative in Cycle I and highly creative in Cycle II. These findings indicate that the implementation of Storybird effectively enhances both writing skills and creativity in narrative text. The study implies that integrating digital storytelling applications into English language instruction can significantly support students’ skill development and creative expression, particularly in writing.