Journal of Education and Teaching (JET)

The Impact of Imagineering Learning with Inquiry-Based Learning through Augmented Reality on Students' Academic Achievement and Digital Empathy

Chusnul Muali — 2025-07-20

This study aims to explore the impact of Imagineering-based learning combined with Inquiry-Based Learning through Augmented Reality (AR) technology on students' academic achievement and digital empathy. AR-based learning is believed to enhance the understanding of abstract concepts while also enriching students' social skills, particularly in the context of digital empathy. A quasi-experimental design was employed with two groups: the experimental group using AR and the control group using conventional learning methods. Data were collected through academic achievement tests, digital empathy scales, learning activity observations, and interviews. The study involved 60 students from a public junior high school in Probolinggo. The results indicate that the experimental group experienced significant improvements in academic achievement (p = 0.001) and digital empathy (p = 0.000) compared to the control group. AR-based learning also enhanced students' creativity in solving challenges and improved their interaction with the learning material. These findings suggest that AR-based learning is effective in improving students' academic performance and digital empathy skills. Therefore, the study recommends integrating AR into education to create more engaging and relevant learning experiences for 21st-century students.

Harnessing Cultural Artefacts to Enhance the Learner-centred Pedagogies for Design Education

Timolyn Afua Kusi — 2025-07-24

This study examines how a culturally inspired instructional guide influences teachers' implementation of a learner-centred pedagogyin Junior High School design education in Ghana. A purposive sample of seven (7) teachers from five (5) basic schools formed the sample for the study. Using a qualitative descriptive design, data was collected through interviews, focus group discussions, and observations. Findings revealed that the full implementation was hampered by teacher-centred methods that limited engagement in practical activities, a lack of relevant instructional resources and inadequate technical skill proficiency. An instructional guide inspired by cultural artefacts of the Akan, Ewe, and Mole Dagbani ethnic societies was developed to enhance teachers' application of the learner-centred method of the design component of the creative arts and design curriculum. Structured with the sequential steps of the ASSURE instructional model and guided by the constructivist principles of Vygotsky and Dewey, this guide enhanced teachers' application of learner-centred methods and strategies, leading to higher learner engagement and internalisation of cultural values.

Architecting Educational Equity Through School Mapping: Where Are The Effective Locations For Junior High Schools Establishment in Subang?

Leni Lesnawati — 2025-07-25

This study aims to promote the locations for establishing a junior high school (JHS) in Subang Regency, Indonesia. The spatial analysis with an overlay technique by Geographic Information System (GIS) with ArcGIS was used to evaluate the existence of JHS and select the effective locations for JHS in the future. The 7 parameters that indicated accessibility and safety: population, roads, slope, land use, rivers, earthquake hazard, and landslide hazard, all of these parameters were used and scored to lay out the map. The review based on Citra Satellite and geocoding is utilized to make the coordinates that describe specifically where the effective locations are. The results: 1) Inequality in the number of JHSs is found in large areas in Subang regency, characterized by the distribution of JHS locations that are not relevant to the population in certain subdistricts. 2) The Map and Coordinates, which show the effective locations for JHS establishment, have been successfully created. This study is architecting the educational equity, which is truly valuable to enhance, and also modelling for preparing the educational equity. The policymaker of the JHS establishment uses the proposed coordinate lists.

Teacher Retention in Rural Indonesian Schools: An Interpretative Phenomenological Analysis of Career Disorientation and Commitment

Liris Raspatiningrum — 2025-07-30

In Indonesia, the chronic imbalance in teacher distribution—particularly the scarcity and attrition of educators in rural regions—has emerged as a national crisis that threatens educational equity and long-term system sustainability. This study aims to explore the lived experiences of teacher career development and retention in rural Indonesian schools using an interpretative phenomenological approach. Data were collected through in-depth, semi-structured interviews with 18 participants, including elementary and secondary school teachers with 5–25 years of teaching experience, drawn from diverse rural provinces such as West Java, Central Sulawesi, and East Nusa Tenggara. The analysis was conducted through iterative coding and meaning-making cycles following the Interpretative Phenomenological Analysis (IPA) framework proposed by Smith et al. (2009), which facilitated the extraction of emergent themes and contextual insights. Six interrelated themes were identified: career path disorientation, lack of developmental support, professional alienation, delayed milestones, moral commitment, and systemic imbalance. Despite persistent structural adversities, many educators remain committed due to ethical loyalty and a sense of community responsibility. The study concludes that retention strategies must incorporate culturally grounded, participatory, and context-sensitive frameworks.