Journal of Education and Teaching (JET)

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.

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.

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.