Journal of Education and Teaching (JET)

Self-Concept on Learning English Reading Comprehension of Sophomore Secondary School Students

2025-05-08T13:55:17+07:00

This study aims to observe the senior high school learners’ self-concept in learning English reading comprehension. A survey method was applied in this study by utilizing a Self-Concept Inventory (SCI) to obtain the data on self-knowledge, self-expectation, and self-evaluation. There were 87 students, consisting of 42 male and 47 female students, involved as the research sample. The results of this study showed that the mean score of the students’ self-knowledge was 2.94, indicating that the students generally possess a high level of self-knowledge, especially in emotional awareness, acceptance of criticism, and social responsibility. The mean score of self-expectation was 2.98, affirming that participants have a strong positive self-expectation. The mean score of self-evaluation was 3.11, implying that the students perceive themselves positively across all these self-evaluation dimensions. Meanwhile, for overall self-concept, the mean score achieved 3.00 expressed that the students possessed a high level of self-concept (ranging 2.9 – 3.5), in which this self-concept is usually applied in learning reading comprehension. With higher academic self-concept, students tend to put more effort into understanding reading texts, are more motivated, and generally perform better in reading tasks compared to those with lower self-concept.

Principal Leadership and Academic Service Management in Indonesian Junior High Schools: Challenges and Opportunities

2025-06-05T15:32:45+07:00

This study aims to determine the leadership capacity of school principals in improving the quality of academic service management. A mixed-method approach was employed, involving both public and private junior high schools in Gowa Regency, South Sulawesi, Indonesia, with a total population of 523 teachers. Using Slovin’s formula, a sample size of 231 teachers was selected. Data were analyzed descriptively using mean scores to assess various leadership capacity indicators. The findings indicate that school principals in SMP/MTs in Gowa Regency, South Sulawesi, Indonesia demonstrate strong leadership capacity in enhancing the management of academic service quality, reflected by an achievement level of 80.52%, which falls into the “good” category. This capacity is evidenced by their ability to make participatory decisions, communicate and coordinate effectively, and motivate school members.However, communication remains an area for improvement, as current practices are often top-down, limiting meaningful feedback and engagement from teachers and staff. The study recommends targeted capacity-building programs-such as leadership workshops, peer mentoring, and communication training-facilitated either through self-initiated development or with support from the regional Department of Education.

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

2025-05-31T06:12:21+07:00

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.

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

2025-05-30T18:06:15+07:00

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.

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

2025-06-04T10:19:47+07:00

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.

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

2025-04-20T17:31:14+07:00

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.