Journal Of Education And Teaching Learning (JETL)
Journal of Education and Teaching Learning (JETL)' mengundang para Dosen, sarjana, peneliti, dan mahasiswa untuk menyumbangkan hasil studi dan penelitiannya di bidang yang berkaitan dengan Pendidikan, yang meliputi studi tekstual dan lapangan dengan berbagai perspektif, Manajemen Pendidikan, Kebijakan Pendidikan, Teknologi Pendidikan, Psikologi Pendidikan, Pengembangan Kurikulum dan Strategi Pembelajaran serta hasil-hasil penelitian kontemporer dalam bidang Pendidikan.
Students’ Speaking Difficulties in Learning Descriptive Text in Grade 10 Students at SMA Muhammadiyah 1 Surakarta
EFL students often exhibit passivity, hesitation, and low confidence when required to speak English, particularly during descriptive text instruction. Therefore, this study aims to identify the types of speaking difficulties and analyze the underlying factors influencing these challenges among tenth-grade students at a private Islamic senior high school in Surakarta. This research employs a qualitative approach, utilizing classroom observation, semi-structured interviews, and document analysis for data collection. The results indicate that students face difficulties in four main aspects: grammar, vocabulary, pronunciation, and speaking fluency, with limited vocabulary being the most dominant barrier. Additionally, these difficulties are significantly influenced by a combination of psychological, linguistic, and environmental factors, where psychological issues namely anxiety and low self-confidence act as the primary triggers for students' lack of fluency. In conclusion, speaking difficulties in learning descriptive texts stem from a complex interaction of psychological, linguistic, and environmental variables. The implication of this study is that educators must implement comprehensive instructional strategies that not only focus on linguistic competence but also actively build a supportive learning environment to reduce student anxiety.
Copyright (c) 2026 Salsabila Azzalia, Rini Fatmawati https://creativecommons.org/licenses/by-sa/4.0
Pengembangan Video Animasi “Cerna” Berbasis Budaya Lokal pada Konsep Pendidikan Pancasila Kelas V SD Negeri 4 Pendem
Berdasarkan hasil penelitian dan pembahasan, pengembangan video animasi “CERNA” berbasis budaya lokal pada mata pelajaran Pendidikan Pancasila kelas V SD Negeri 4 Pendem berhasil dikembangkan melalui tahapan model ADDIE, yaitu analysis, design, development, implementation, dan evaluation. Temuan penelitian menunjukkan bahwa penggunaan media pembelajaran yang masih terbatas dan didominasi metode ceramah menyebabkan siswa kurang aktif, mudah bosan, serta mengalami kesulitan memahami materi norma dalam kehidupan sehari-hari. Oleh karena itu, pengembangan video animasi “CERNA” menjadi solusi pembelajaran yang mampu menghadirkan materi secara lebih konkret, menarik, dan kontekstual melalui pengintegrasian budaya lokal. Hasil uji validitas menunjukkan bahwa video animasi “CERNA” memperoleh kategori validitas sangat tinggi dengan persentase rata-rata validasi ahli materi sebesar 84,33% dan ahli media sebesar 84,99%. Hasil tersebut menunjukkan bahwa media yang dikembangkan layak digunakan dalam pembelajaran Pendidikan Pancasila di sekolah dasar. Nilai tambah penelitian ini terletak pada pengembangan media video animasi berbasis budaya lokal yang tidak hanya membantu siswa memahami materi norma, tetapi juga mendukung penguatan karakter dan pengenalan budaya daerah kepada siswa sejak dini. Meskipun demikian, penelitian ini masih memiliki keterbatasan karena hanya dilakukan pada satu sekolah dan berfokus pada pengujian validitas media. Oleh sebab itu, penelitian selanjutnya diharapkan dapat menguji efektivitas video animasi terhadap hasil belajar siswa, motivasi belajar, serta penerapannya pada materi dan jenjang pendidikan yang lebih luas sehingga media yang dikembangkan dapat memberikan manfaat yang lebih optimal dalam dunia pendidikan.
Copyright (c) 2026 Ni Kadek Ayu Angga Setiya Dewi, I Made Aditya Dharma, Made Padmarani Sudewiputri https://creativecommons.org/licenses/by-sa/4.0
The Nexus of Perceived Test Validity and Test Fairness on Students Mental Well-Being in Learning Outcomes
This study aims to examine the effect of students’ perceptions of test validity and fairness on their mental well-being in the context of learning outcomes. The background of this study is based on the increasing academic pressure originating from evaluation systems and the importance of students’ psychological well-being as a foundation for effective learning. The approach used is quantitative with a multiple linear regression method. The population of this study is all tenth-grade students of SMA Negeri 1 Silimakuta, with a sample of 32 respondents selected through a non-probability sampling technique. The research instrument is a five-level Likert-scale questionnaire consisting of 18 statement items. The analysis results show that partially, perceived test validity has a significant effect on students’ mental well-being (t stat=5.246 > t table=2.04; sig.=0.000). On the contrary, perceived test fairness does not show a significant effect (t stat=-1.068 < t table=2.04; sig.=0.294). However, simultaneously both variables have a significant effect on students’ mental well-being (F stat=22.435 > F table=3.33; sig.=0.000) with a contribution of 60.7% (R square=0.607). These findings indicate that an evaluation system that is valid and perceived as fair together is able to create a learning environment that supports students’ psychological well-being. Thus, this study emphasizes the importance of designing learning outcomes that not only fulfills psychometric aspects but also pays attention to the emotional and psychological impacts of learners.
Copyright (c) 2026 Muhammad Bukhori Dalimunthe, Deni Adriani, Dhea Yurike Silaban, Rani Selfia Sipayung, Ruhama Girsang https://creativecommons.org/licenses/by-sa/4.0
Digital Game-Based Learning in Education: Bibliometric Analysis of Research Trends, Game Types, and Thematic Focus on Student Engagement
Advances in digital technology have brought about significant changes in the world of education, one of which is the implementation of Digital Game-Based Learning (DGBL), which is believed to enhance student engagement. However, research on on DGBL still shows a diversity of focus, both in terms of publication trends, fields of study, and the types of games used. This study aims to map the development of DGBL research in relation to student engagement using a bibliometric approach. The research method consists of a bibliometric analysis using data drawn from the Scopus database for the period 2017-2026. Articles were systematically selected until 50 publications meeting the inclusion criteria were obtained. Data analysis utilized the Biblioshiny software to identify publication trends, the distribution of scientific fields, and the dominant types of games. The results indicate an increase in DGBL publications with an annual growth rate of 16.65%. The study was dominated by the sciences (74%), particularly health, engineering, and biology, while the social sciences accounted for only 26%, with a focus on business, education, and literacy. In terms of game types, serious games ranked first (54%), followed by quiz games, simulation games, role-playing games, and augmented reality. These findings underscore the significant potential of DGBL in enhancing learning engagement; however, its application remains concentrated in the sciences, necessitating broader development in the social sciences.
Copyright (c) 2026 Dewi Nor Wahyuni, Heni Purwa Pamungkas, Albrian Fiky Prakoso https://creativecommons.org/licenses/by-sa/4.0
Students’ Perception of Using Reading Matrix to Enhance EFL Academic Reading Comprehension in Extensive Reading Classes
Reading plays an essential role in higher education, particularly in EFL contexts where students are required to comprehend complex academic texts. However, many students experience difficulties due to limited vocabulary, complex sentence structures, and insufficient background knowledge, which often hinder their reading comprehension. To address this issue, the Reading Matrix has been introduced to support students in organizing and processing information. Therefore, this study aims to explore students’ perceptions of using the Reading Matrix in supporting academic reading and to identify the challenges they encounter when completing it. This study employed a descriptive qualitative design, involving university students in an Extensive Reading class. Data were collected through close-ended questionnaires and semi-structured interviews. The findings indicate that the Reading Matrix helps students organize information, compare ideas, identify relationships, focus on key information, connect ideas, and support overall understanding. However, challenges related to vocabulary, sentence complexity, and background knowledge remain. These results suggest that the Reading Matrix is useful, but its effectiveness depends on additional instructional support.
Copyright (c) 2026 Syifa Annisa Rismawati, Christianti Tri Hapsari https://creativecommons.org/licenses/by-sa/4.0
Respons Pedagogis Guru Pendidikan Agama Islam Terhadap Budaya Belajar Instan: Strategi Pembelajaran Kontekstual dalam Penguatan Karakter Religius Siswa
Perkembangan teknologi digital dan kemudahan mengakses informasi telah mempengaruhi pola belajar siswa, salah satunya dengan menculnya budaya belajar instan. Kondisi ini berpotensi melemahkan proses internalisasi nilai, khususnya dalam pembelajaran Pendidikan Agama Islam yang berorientasi pada pembentukan karakter religius. Penelitian ini bertujuan untuk menganalisis respon pedagogis guru Pendidikan Agama Islam dalam menghadapi budaya belajar instan melalui penerapan pembelajaran kontekstual serta implikasinya terhadap penguatan karakter religius siswa. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus yang dilaksanakan di SMP Nurul Istiqomah. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan Kesimpulan. Hasil penelitian ini menunjukkan bahwa budaya belajar instan ditandai dengan kecenderungan siswa untuk memperoleh jawaban yang cepat tanpa memahami lebih mendalam. Guru memberikan respon pedagogis melalui penerapan strategi pembelajaran kontekstual, kegiatan reflektif dan keteladanan. Kebaruan penelitian ini terletak pada analisis integratif antara fenomena budaya belajar instan dengan respon pedagogis guru Pendidikan Agama Islam melalui pembelajaran kontekstual dalam penguatan karakter religius siswa. Penelitian ini menyimpulkan bahwa pembelajaran kontekstual merupakan strategi yang efektif dalam menghadapi tantangan budaya belajar instan dan memperkuat karakter religius siswa.
Copyright (c) 2026 Adinda Lia Fahima, Nurhafid Ishari, Mokhammad Khosim https://creativecommons.org/licenses/by-sa/4.0
Implementasi Pembelajaran Aktif dalam Mata Pelajaran Bahasa Indonesia untuk Meningkatkan Hasil Belajar Siswa Kelas VI Di Sekolah Dasar
Penelitian ini dilatarbelakangi oleh rendahnya keterlibatan siswa dalam pembelajaran Bahasa Indonesia di sekolah dasar yang menyebabkan hasil belajar belum optimal. Proses pembelajaran yang masih berpusat pada guru membuat siswa cenderung pasif dan kurang berpartisipasi dalam kegiatan belajar. Penelitian ini bertujuan untuk mendeskripsikan implementasi metode pembelajaran aktif dalam meningkatkan hasil belajar siswa kelas VI pada mata pelajaran Bahasa Indonesia di SDN Bulakan 1 Cilegon. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik purposive sampling. Subjek penelitian terdiri atas guru Bahasa Indonesia dan siswa kelas VI yang terlibat langsung dalam proses pembelajaran aktif. Data penelitian diperoleh melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan dengan teknik triangulasi sumber dan triangulasi teknik untuk menjaga keabsahan data. Hasil penelitian menunjukkan bahwa implementasi pembelajaran aktif mampu meningkatkan partisipasi siswa dalam kegiatan diskusi, kerja kelompok, tanya jawab, dan presentasi kelas. Sekitar 79% siswa terlibat aktif selama proses pembelajaran berlangsung. Selain itu, hasil dokumentasi menunjukkan adanya peningkatan nilai rata-rata siswa dari 72 menjadi 83 setelah penerapan pembelajaran aktif. Guru menyatakan bahwa suasana kelas menjadi lebih interaktif dan siswa lebih antusias mengikuti pembelajaran. Penelitian ini menyimpulkan bahwa metode pembelajaran aktif efektif dalam meningkatkan keterlibatan dan hasil belajar siswa sekolah dasar. Implikasi penelitian menunjukkan bahwa guru perlu menerapkan pembelajaran aktif secara konsisten untuk menciptakan pembelajaran yang lebih bermakna dan berpusat pada siswa.
Copyright (c) 2026 Apta Fathul Aini Prasya, Dwi Putri Achliyanda, Tito Parta Wibowo, Desiawan Budi Eko Sanjaya, Yudi Ismanto, Zulfah https://creativecommons.org/licenses/by-sa/4.0
A Vocational High School Transformational Leadership Analysis of Teacher Performance: A Literature Review Study
Vocational High Schools play a strategic role in preparing competent human resources aligned with industry demands. The quality of vocational education is closely related to teacher performance, which is influenced by leadership practices implemented by school principals. Transformational leadership is considered a relevant leadership approach in educational management because it emphasizes inspirational vision, intellectual stimulation, individualized consideration, and motivational influence. However, previous empirical findings regarding the relationship between transformational leadership and teacher performance show varying results, creating the need for a comprehensive synthesis. This study aims to analyze the effect of transformational leadership on teacher performance in Vocational High Schools through a literature review approach. Relevant scientific articles published between 2017 and 2026 were collected from Google Scholar and ScienceDirect using keywords related to transformational leadership and teacher performance in Vocational High Schools. After screening and applying inclusion criteria, the selected articles were analyzed descriptively and comparatively. The findings indicate that most studies report a positive and significant relationship between transformational leadership and teacher performance, either directly or indirectly through mediating variables such as work motivation, organizational commitment, and job satisfaction. Overall, transformational leadership contributes to improving teacher effectiveness and the quality of vocational education.
Copyright (c) 2026 Deni Sartika, M. Giatman, Jonni Mardizal , Yuliarma https://creativecommons.org/licenses/by-sa/4.0
Recitational Reading as a Stability Oriented Approach to Developing Pronunciation Automaticity in EFL Learners
Reading in EFL classrooms has increasingly shifted toward interactive and learner-centered approaches; however, contemporary pedagogy often prioritizes novelty and variation over stability and repetition, potentially overlooking essential processes in skill development. This article aims to conceptually examine the role of recitational reading as a stability-oriented pedagogical approach in fostering pronunciation automaticity among high school EFL learners. Adopting a conceptual research design, this study does not involve human respondents but instead synthesizes existing literature and cognitive theories, particularly Skill Acquisition Theory, to explain how repeated and structured oral reading contributes to language development. The analysis highlights that recitational reading, through repeated exposure and oral performance, strengthens the relationship between decoding and phonological processing, reduces cognitive load, and facilitates the gradual emergence of automaticity. Findings from prior studies indicate that reading aloud improves phonological accuracy, reading fluency, and comprehension, while also supporting learners’ confidence and engagement. Furthermore, pronunciation is positioned not merely as an isolated linguistic skill but as a foundational component underlying fluent reading and meaning construction. This study argues that stability, achieved through repetition and guided practice, precedes learners’ ability to process linguistic novelty effectively. Therefore, reading aloud should be reconceptualized as a cognitive-pedagogical mechanism rather than a conventional classroom activity. The study implies that EFL instruction should revalue repetition-based practices as theoretically grounded and pedagogically essential strategies for developing pronunciation automaticity, fluency, and overall reading proficiency.
Copyright (c) 2026 Dhoni Tata Priya Pradita, Arif Suryo Priyatmojo https://creativecommons.org/licenses/by-sa/4.0
Chatbot as a Speaking Partner: an Applied Linguistics Study on AI Interaction in Enhancing English Speaking Ability
This study investigates the role of ChatGPT Voice as an AI-mediated speaking partner in enhancing English speaking ability among EFL learners from an Applied Linguistics perspective. The research employed a descriptive qualitative approach involving undergraduate students who experienced difficulties in spontaneous oral communication, low speaking confidence, and limited access to speaking partners. Data were collected through classroom observation, transcript documentation, and semi-structured interviews during several chatbot-assisted speaking sessions. The findings revealed significant improvement in five major indicators: fluency improvement, confidence increase, vocabulary expansion, response length, and speaking anxiety reduction. Learners gradually produced more continuous speech, longer responses, richer vocabulary, and greater interactional participation during human–AI conversation. The study also found that ChatGPT created a low-pressure communicative environment that encouraged learners to speak more freely without fear of negative judgment. In addition, AI-generated follow-up questions and conversational prompts stimulated discourse continuity and lexical development. The findings support communicative interaction theory, technology-mediated language learning, and AI-assisted willingness to communicate frameworks, which emphasize that oral proficiency develops through sustained and meaningful interaction. This study contributes a new perspective by positioning chatbot not merely as instructional technology, but as an autonomous communicative scaffold that facilitates human–AI interaction in speaking development. Therefore, chatbot-assisted communication can serve as an effective alternative for English speaking rehearsal in contexts where learners have limited opportunities for authentic conversational practice with native speakers.
Copyright (c) 2026 Nazli Fahada, Chairunnissa, Saidatul Hanim, Insan Utama Sinuraya https://creativecommons.org/licenses/by-sa/4.0
Strategi Adaptasi Pembelajaran di Pesantren pada Fase Pemulihan Pasca Bencana Banjir
Penelitian ini bertujuan untuk menganalisis proses dan strategi adaptasi pembelajaran di pesantren pada fase pemulihan pasca bencana banjir, dengan studi kasus di Pondok Pesantren Al-Qisra Lubuk Sidup, Aceh Tamiang. Bencana banjir tidak hanya berdampak pada kerusakan fisik, tetapi juga mengganggu keberlangsungan proses pendidikan serta kondisi sosial dan psikologis santri. Oleh karena itu, diperlukan kemampuan adaptasi yang efektif dalam mengelola kembali pembelajaran. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Data dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, serta penarikan kesimpulan secara interpretatif. Hasil penelitian menunjukkan bahwa adaptasi pembelajaran berlangsung secara bertahap dan dinamis, melalui penyesuaian ruang belajar, fleksibilitas jadwal, serta penggunaan metode pembelajaran yang kontekstual. Strategi manajemen yang diterapkan meliputi optimalisasi sumber daya, penyesuaian kurikulum, dan penguatan koordinasi internal. Selain itu, santri dan ustadz memaknai pengalaman pasca banjir sebagai ujian spiritual yang memperkuat solidaritas dan kesadaran akan pentingnya kesiapsiagaan. Penelitian ini menyimpulkan bahwa adaptasi pembelajaran di pesantren pasca bencana merupakan proses multidimensional yang melibatkan interaksi antara faktor struktural, kultural, dan spiritual. Temuan ini memperkaya kajian manajemen pendidikan Islam dengan mengintegrasikan perspektif manajemen bencana dan teori adaptasi, serta memberikan implikasi praktis bagi pengelola pesantren dalam merancang strategi pemulihan pembelajaran yang adaptif dan berkelanjutan.
Copyright (c) 2026 Ahmad Zaki, Lia Ariska Ritonga https://creativecommons.org/licenses/by-sa/4.0
Pengalaman Santriwati Kelas 11 sebagai Peer Mentoring dan Dampaknya Terhadap Psychological Well-Being Santriwati di Pondok Pesantren Al-Amanah Junwangi
Penelitian ini dilatarbelakangi oleh peran santriwati kelas XI di Pondok Pesantren Al-Amanah Junwangi yang tidak hanya menjalankan tugas organisasi, tetapi juga berperan sebagai pendamping bagi santriwati junior melalui praktik peer mentoring. Peran tersebut menghadirkan berbagai dinamika psikologis yang berpotensi memengaruhi kesejahteraan psikologis (psychological well-being) santriwati. Penelitian ini bertujuan untuk mengungkap pengalaman santriwati kelas XI sebagai peer mentor serta kontribusinya terhadap psychological well-being di lingkungan pesantren. Penelitian menggunakan pendekatan kualitatif dengan desain fenomenologi. Partisipan penelitian terdiri atas lima santriwati kelas XI yang berperan sebagai pengurus organisasi santriwati. Data dikumpulkan melalui wawancara mendalam semi-terstruktur dan observasi, kemudian dianalisis menggunakan analisis tematik. Hasil penelitian menunjukkan bahwa pengalaman sebagai peer mentor memberikan kontribusi positif terhadap kesejahteraan psikologis santriwati. Melalui proses membimbing junior, santriwati mengalami peningkatan kepercayaan diri, tanggung jawab, kemampuan mengelola emosi, serta keterampilan membangun hubungan interpersonal yang positif. Pengalaman tersebut juga mendukung perkembangan enam dimensi psychological well-being, yaitu self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, dan personal growth. Selain itu, peran sebagai peer mentor turut mendukung pemenuhan kebutuhan psikologis dasar berupa autonomy, competence, dan relatedness. Penelitian ini menyimpulkan bahwa peer mentoring merupakan sarana pembelajaran sosial yang mendukung perkembangan diri dan kesejahteraan psikologis santriwati. Temuan ini mengimplikasikan pentingnya penguatan program peer mentoring sebagai bagian dari pembinaan dan pengembangan karakter santriwati di lingkungan pesantren.
Copyright (c) 2026 Aisyah Maulani Niken Cahyanti, Muhammad Farid Ilhamuddin https://creativecommons.org/licenses/by-sa/4.0
Gambaran Kesejahteraan Psikologis pada Santri Korban Bullying di Pondok Pesantren X Kota Surabaya
Pesantren sebagai lembaga pendidikan berbasis asrama memiliki intensitas interaksi sosial yang tinggi, yang di satu sisi mendukung pembentukan karakter, namun di sisi lain berpotensi memunculkan dinamika negatif seperti bullying. Fenomena ini menjadi perhatian karena dapat berdampak pada kesejahteraan psikologis santri, terutama bagi korban yang mengalami tekanan secara berulang dalam lingkungan sosialnya. Penelitian ini bertujuan untuk menggambarkan kesejahteraan psikologis pada santri korban bullying di Pondok Pesantren X Kota Surabaya. Metode yang digunakan adalah pendekatan kualitatif dengan desain fenomenologi, di mana data dikumpulkan melalui wawancara mendalam terhadap beberapa santri yang memiliki pengalaman sebagai korban bullying. Analisis data dilakukan melalui tahapan reduksi data, kategorisasi, dan penarikan kesimpulan untuk memahami makna pengalaman subjek secara menyeluruh. Hasil penelitian menunjukkan bahwa korban bullying mengalami berbagai dampak psikologis seperti penurunan kepercayaan diri, perasaan takut, kecenderungan menarik diri, serta kesulitan dalam menjalin hubungan sosial. Namun demikian, beberapa santri juga menunjukkan adanya proses pemulihan melalui penerimaan diri, dukungan sosial, dan penguatan nilai religius yang membantu meningkatkan kesejahteraan psikologis mereka. Kesimpulannya, bullying memiliki dampak signifikan terhadap kesejahteraan psikologis santri, namun proses adaptasi dan dukungan lingkungan berperan penting dalam pemulihan. Implikasi penelitian ini menekankan pentingnya peran pesantren dalam menciptakan lingkungan yang aman serta menyediakan layanan pendampingan psikologis bagi santri korban bullying.
Copyright (c) 2026 Genya Mardha Putri, Muhammad Farid Ilhamuddin https://creativecommons.org/licenses/by-sa/4.0
EFL Teacher’s Instructions in Implementing MARSI to Enhance Students' Reading Strategies
Reading comprehension is an essential skill in EFL learning, and students need appropriate reading strategies to support their understanding of texts. However, limited studies have examined how teachers implement metacognitive reading strategies during classroom instruction and how these strategies relate to students’ reading behavior. This study investigated the implementation of MARSI-based reading strategies in an EFL classroom and explored the relationship between teacher instruction and students’ reported reading strategies across the stages of the Genre-Based Approach (GBA). A descriptive qualitative design was employed involving one English teacher and eleventh-grade students in an advanced English class. Data were collected through lesson plan analysis, classroom observation, teacher interviews, and students’ questionnaire adapted from the MARSI framework. The data were analyzed based on the three MARSI categories: Global Reading Strategies (GRS), Problem-Solving Strategies (PSS), and Support Reading Strategies (SRS). The findings revealed that although MARSI-based strategies were not explicitly stated in the lesson plan, the teacher implemented all three categories during classroom instruction. Problem-Solving Strategies and Support Reading Strategies appeared more frequently during reading activities. Students also reported using strategies that were commonly reinforced by the teacher, such as rereading difficult sections, taking notes, identifying important information, and using dictionaries to understand unfamiliar words. These findings indicate that teacher instruction plays an important role in fostering students’ strategic reading behavior and metacognitive awareness in EFL classrooms. The study suggests that integrating metacognitive reading strategies into reading instruction may help students develop more effective and independent reading practices.
Copyright (c) 2026 Revalina Ulia Agustin Rofieq, Galuh Kirana Dwi Areni https://creativecommons.org/licenses/by-sa/4.0
Supervisi Akademik dalam Meningkatkan Kompetensi Pedagogik Guru Sekolah Dasar: A Systematic Literature Review
Penelitian ini bertujuan untuk menganalisis secara sistematis berbagai penelitian mengenai supervisi akademik dalam meningkatkan kompetensi pedagogik guru sekolah. Penelitian menggunakan metode Systematic Literature Review (SLR) dengan mengadopsi pedoman PRISMA 2020. Proses penelusuran artikel dilakukan melalui database Scopus, Google Scholar, Crossref, ERIC, dan GARUDA pada rentang publikasi Januari 2021 sampai Maret 2026 menggunakan kata kunci yang berkaitan dengan supervisi akademik, kompetensi pedagogik guru, dan sekolah dasar. Berdasarkan proses identifikasi, penyaringan, penilaian kelayakan, dan inklusi artikel, diperoleh 38 artikel yang memenuhi kriteria untuk dianalisis lebih lanjut. Data dianalisis menggunakan thematic analysis untuk mengidentifikasi pola temuan, kecenderungan penelitian, model supervisi akademik, dan kontribusinya terhadap peningkatan kompetensi pedagogik guru sekolah dasar. Hasil penelitian menunjukkan bahwa supervisi akademik memiliki kontribusi signifikan terhadap peningkatan kemampuan guru dalam merancang pembelajaran, mengelola kelas, menerapkan strategi pembelajaran inovatif, dan melakukan asesmen autentik. Novelty penelitian ini terletak pada sintesis konseptual mengenai transformasi supervisi akademik modern dalam meningkatkan kompetensi pedagogik guru sekolah dasar, khususnya dalam konteks Kurikulum Merdeka dan pembelajaran berbasis deep learning.
Copyright (c) 2026 Siti Nurhayati, Sutrisni Andayani, Garianto Garianto https://creativecommons.org/licenses/by-sa/4.0
Makna Kesejahteraan Psikologis Bagi Santri Minoritas Bahasa di MTS Al-Azhar Menganti Gresik
Perbedaan bahasa dan dialek di lingkungan pesantren dapat menjadi tantangan bagi santri yang berasal dari daerah berbeda. Kondisi sebagai kelompok minoritas bahasa berpotensi menimbulkan hambatan komunikasi, kesulitan beradaptasi, serta memengaruhi kesejahteraan psikologis santri. Penelitian ini bertujuan untuk memahami makna kesejahteraan psikologis pada santri minoritas bahasa di Pesantren Al-Azhar Menganti Gresik. Penelitian menggunakan pendekatan kualitatif dengan metode fenomenologi. Partisipan penelitian berjumlah empat santri berusia 14 tahun yang berasal dari Makassar, Madura, dan Medan. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan dokumentasi, kemudian dianalisis dengan mengidentifikasi tema-tema esensial yang muncul dari pengalaman partisipan. Hasil penelitian menunjukkan bahwa pada fase awal, perbedaan bahasa dan dialek menyebabkan rendahnya penerimaan diri, terbatasnya hubungan sosial, kesulitan dalam penguasaan lingkungan, berkurangnya orientasi tujuan hidup, serta terhambatnya pertumbuhan pribadi dan kemandirian. Setelah pelaksanaan psikoedukasi dan meningkatnya dukungan teman sebaya, para santri menunjukkan perkembangan positif pada seluruh dimensi kesejahteraan psikologis. Dukungan sosial dalam bentuk empati, bantuan komunikasi, kerja sama, dan motivasi belajar berperan penting dalam meningkatkan kepercayaan diri, kemampuan adaptasi, hubungan interpersonal, serta optimisme terhadap masa depan. Penelitian ini menyimpulkan bahwa kesejahteraan psikologis santri minoritas bahasa berkembang melalui proses adaptasi yang didukung oleh lingkungan sosial yang inklusif. Implikasinya, pesantren perlu mengembangkan program psikoedukasi dan penguatan dukungan sosial untuk menciptakan lingkungan yang menghargai keberagaman serta mendukung kesejahteraan psikologis seluruh santri.
Copyright (c) 2026 Hanim Masruroh, Muhammad Farid Ilhamuddin https://creativecommons.org/licenses/by-sa/4.0
The Correlation Between Familiarity with Biak Folklore and English Reading Comprehension Competence Among Senior High School Students in Biak Papua
This study is based on the issue that English reading materials used in schools are often not connected to students’ local cultural backgrounds, making it difficult for learners to relate texts to their prior knowledge and daily experiences. In Biak, Papua, folklore remains an important cultural resource that is familiar to students and has the potential to support English reading comprehension through cultural familiarity and schema activation. This study aims to identify students’ familiarity with Biak folklore, assess their English reading comprehension competence, and examine the correlation between these two variables. This research employed a quantitative approach with a correlational design. The participants consisted of 120 senior high school students in Biak, Papua. The instruments were a Biak folklore familiarity questionnaire and an English reading comprehension test adapted to the local cultural context. The data were analyzed using descriptive statistics and correlation analysis. The findings show that students had a fairly high familiarity with Biak folklore, with a mean score of 43.38, and a high English reading comprehension competence, with a mean score of 43.25. The correlation analysis revealed a positive and significant relationship between familiarity with Biak folklore and English reading comprehension competence, with a Pearson correlation coefficient of 0.518. It can be concluded that students who are more familiar with Biak folklore tend to have better English reading comprehension. This study implies that local folklore can be integrated into English reading materials to create contextual and culturally responsive learning.
Copyright (c) 2026 Putri Anugraheli Ramba Orun, Iin Sulastri Ode Ami, Miftahul Jannah https://creativecommons.org/licenses/by-sa/4.0
Arabic Language Learning Strategies and Students' Language Performance at Walisongo and Darunnaim Boarding School Pontianak
Penelitian ini bertujuan untuk mengkaji penerapan strategi belajar bahasa Arab serta kontribusinya terhadap performansi berbahasa Arab santriwati di Pondok Pesantren Walisongo dan Pondok Pesantren Darunnaim, Kota Pontianak. Penelitian ini menggunakan metode mixed methods yang mengombinasikan pendekatan kualitatif dan kuantitatif dengan desain etnografi. Pendekatan etnografi dipilih untuk mendeskripsikan dan menggambarkan pola-pola perilaku yang berkembang dalam lingkungan pembelajaran bahasa Arab di kedua pondok pesantren. Pengumpulan data dilakukan melalui observasi, wawancara, dan penyebaran kuesioner. Berdasarkan hasil pengukuran menggunakan Strategy Inventory for Language Learning (SILL), ditemukan bahwa strategi belajar yang paling banyak diterapkan oleh santri di Pondok Pesantren Walisongo adalah strategi metakognitif. Selain strategi yang terdapat dalam instrumen SILL, ditemukan pula beberapa strategi belajar bahasa Arab yang berkembang di lingkungan pesantren, seperti pemberian sanksi dan hadiah dalam menghafal mufradat, bermain peran (role play), menyusun kata dan mempraktikkannya dalam percakapan bahasa Arab sesuai tema tertentu, berpidato, berdebat dalam bahasa Arab, serta menghafal mufradat melalui lagu. Sementara itu, di Pondok Pesantren Darunnaim, strategi belajar yang memiliki intensitas penggunaan tertinggi adalah strategi metakognitif dan strategi sosial. Strategi metakognitif mencapai tingkat penggunaan sebesar 76,4%, sedangkan strategi sosial mencapai 76,8%. Selain strategi yang tercakup dalam instrumen SILL, ditemukan pula beberapa strategi belajar bahasa Arab lainnya yang diterapkan oleh santri, yaitu: (1) membaca kamus; (2) menggunakan pola-pola dialog dari buku hiwar bahasa Arab; (3) menghafal kosakata dan menyusunnya ke dalam kalimat serta menggunakannya dalam komunikasi sehari-hari; (4) menyimak kisah-kisah berbahasa Arab dari buku cerita; (5) menyimak penutur asli (native speaker) dari negara Arab, khususnya Yaman; (6) mengatasi rasa takut dengan mempersiapkan diri secara matang sebelum tampil berpidato dalam bahasa Arab; dan (7) berlatih pidato dalam bahasa Arab.
Copyright (c) 2026 Media Aprilyanti, Midyan Surya Ishaq https://creativecommons.org/licenses/by-sa/4.0
School Climate and Organizational Justice in Strengthening Teacher Professionalism: A Systematic Literature Review
This article aims to systematically synthesize recent literature on school climate and organizational justice as organizational foundations for strengthening teacher professionalism. The study employed a Systematic Literature Review (SLR) with PRISMA-informed stages, including identification, screening, eligibility assessment, data extraction, quality appraisal, and thematic synthesis. Twenty-five publications from 2021 to 2026 were reviewed because they discussed school climate, organizational climate, organizational justice, leadership, job satisfaction, commitment, professional development, performance, and teacher professionalism. The findings show that teacher professionalism is shaped not only by individual competence but also by the organizational environment. A positive school climate provides psychological safety, collegial collaboration, open communication, academic support, and professional learning opportunities. Organizational justice strengthens these conditions through proportional workload distribution, transparent procedures, respectful interaction, equitable development access, and fair recognition. The novelty of this article lies in integrating school climate and organizational justice into a single conceptual framework. The synthesis shows that supportive and fair leadership, positive climate, justice, and continuous professional development strengthen teacher commitment, motivation, satisfaction, engagement, and instructional quality. The article recommends participatory governance, transparent workload management, academic supervision, professional learning communities, and fair recognition systems.
Copyright (c) 2026 Andi Tyas Pambudi, Gariyanto, Agus Sutanto https://creativecommons.org/licenses/by-sa/4.0
Investigating the Combined Impact of Microlearning and Spaced Repetition on EFL Learners’ Vocabulary Retention
Vocabulary retention is a persistent challenge in EFL learning, often limited by insufficient exposure and reliance on rote memorization. Although microlearning and spaced repetition have been studied individually, few investigations have examined their combined effect on vocabulary retention and learning experience. By using quantitative design, this study explored the impact of microlearning integrated with spaced repetition on EFL students’ vocabulary mastery, retention, and perceptions. Forty-six beginner-level EFL students in Bengkulu participated in pre-test, post-test, and delayed post-test assessments, complemented by questionnaires, analyzed using repeated-measure ANOVA. The results indicated significant improvement from pre-test to post-test, stable or slightly increased scores in the delayed post-test, and high learner satisfaction. These findings suggest that repeated and manageable exposure effectively strengthen retention. Overall, integrating microlearning with spaced repetition enhances vocabulary learning and long-term retention, providing practical guidance for designing short, repeated, and engaging learning experiences in EFL contexts. Future research should involve larger and more diverse participant groups, extend intervention and retention periods, incorporate qualitative methods to explore learners’ experiences, and compare alternative instructional approaches to further clarify the effectiveness of this combined strategy.
Copyright (c) 2026 Durotunnasihah, Iis Sujarwati, Kasmaini https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of English Language Learning Among Elementary School Students
This study explores the effectiveness of English language learning among elementary school students at State Elementary School 20 Bireuen, Aceh, Indonesia. Effective English instruction at the elementary level is essential because it provides a strong foundation for students’ future language development and communication skills. This study aims to identify students’ learning experiences, teaching practices, and the factors influencing the effectiveness of English language learning. A qualitative descriptive approach was employed. Data were collected through classroom observations, questionnaires, and documentation involving 100 fifth- and sixth-grade students. The findings indicate that English language learning is generally effective, as reflected in students’ positive attitudes, active participation, and satisfactory understanding of the learning materials. Approximately 75% of students expressed a high interest in learning English, while 68% reported that they understood the lessons delivered by the teacher. Interactive teaching methods, including games, group discussions, and the use of visual media, were found to enhance students’ engagement and motivation. However, some students continued to experience difficulties, particularly in grammar and vocabulary, indicating the need for more individualized instructional support. In addition, teacher creativity, student motivation, and support from the home environment emerged as important factors influencing learning effectiveness. The findings suggest that implementing interactive teaching strategies and strengthening collaboration between schools and families can improve the quality of English language learning at the elementary school level.
Copyright (c) 2026 Ika Rahmani, Nabila Aura Yusra, Anisa Amelia, Fatimah Zuhra, Suci Isnaini Mauliza, Zuraini https://creativecommons.org/licenses/by-sa/4.0
Manajemen Waktu dan Kedisiplinan Guru SD Negeri 1 Binakarya Baru: A Systematic Literature Review
Akselerasi transformasi digital dan pelaporan administrasi berbasis aplikasi pasca-pandemi telah memicu fragmentasi waktu mengajar yang berdampak signifikan pada tingkat kepatuhan profesional guru di sekolah dasar. Penelitian ini bertujuan untuk mengidentifikasi, mengevaluasi secara kritis, dan mensintesis bukti empiris dari studi primer global dua dekade terakhir mengenai pengaruh manajemen waktu terhadap kedisiplinan guru sekolah dasar negeri, guna memberikan landasan solusi bagi dinamika operasional pada SD Negeri 1 Binakarya Baru. Menggunakan metode Systematic Literature Review (SLR) yang dipandu oleh protokol internasional PRISMA 2020, penelusuran dokumen dilakukan secara mekanis pada basis data indeksasi global Scopus, Web of Science, dan Google Scholar dalam rentang waktu publikasi tahun 2016 hingga tahun 2026. Hasil sintesis temuan menyingkap bahwa kemampuan regulasi diri guru dalam menetapkan tujuan dan skala prioritas waktu bertindak sebagai prediktor internal paling fundamental dalam menekan angka kebocoran waktu (time leakage) dan prokrastinasi birokratis harian. Lebih lanjut, analisis tematik membuktikan bahwa hambatan teknis akibat tingginya beban kognitif digital dapat dimitigasi secara taktis melalui reorientasi supervisi akademik kepala sekolah dari inspeksi fisik menjadi sistem pengawasan berbasis luaran digital yang terbukti meningkatkan akuntabilitas mandiri pendidik hingga tujuh puluh lima persen. Kajian ini memberikan kontribusi teoretis berupa integrasi konseptual antara psikologi perilaku individu dengan teori tata kelola organisasi, sekaligus kontribusi praktis bagi para kepemimpinan sekolah dasar dalam merumuskan model pemantauan kinerja yang adaptif demi menjamin keberlanjutan mutu instruksional dan mencegah kegagalan akademik siswa.
Copyright (c) 2026 Kasiyanto, Sujino, Garianto https://creativecommons.org/licenses/by-sa/4.0