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Vol.3 No.2 October (2025)
Vol. 3 No. 2 (2025)
- Published: 21-10-2025
- 6 articles
- 6 authors
- 1 countries
- DOI: 10.59211/mjpjetl.v3i2
Authors' countries
- Indonesia 6
Vol. 3 No. 2 (2025) menyajikan kajian mengenai penguatan mutu pendidikan melalui pengembangan profesionalisme guru abad ke-21, pemanfaatan Mobile-Assisted Language Learning (MALL) berbasis Quizlet untuk penguasaan kosakata EFL, serta pengembangan media literasi keuangan interaktif bagi siswa sekolah dasar di wilayah perdesaan. Edisi ini juga menyoroti pemanfaatan lingkungan sekolah untuk meningkatkan keterlibatan dan hasil belajar IPS, faktor-faktor penyebab kesulitan belajar IPS, serta peran guru dan hambatan sosial-budaya dalam implementasi pendidikan karakter di sekolah dasar.
Articles 6 articles
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Integration of Mobile-Assisted Language Learning (MALL) Using Quizlet to Enhance EFL Students' Vocabulary Mastery
Abstract
Vocabulary mastery is a foundational element in English as a Foreign Language (EFL) acquisition, yet traditional instructional methods often fail to maintain student engagement and retention. This study aims to investigate the effectiveness of integrating Quizlet, a Mobile-Assisted Language Learning (MALL) application, to significantly improve the vocabulary mastery of first-semester students at Universitas Pohuwato. Employing a quantitative pre-experimental research design (one-group pre-test and post-test), the study involved a sample of 23 students selected through a total sampling technique. Primary data were collected utilizing a validated 25-item multiple-choice vocabulary test administered before and after a four-meeting instructional treatment. The collected data were analyzed using descriptive statistics and a paired sample t-test via SPSS. The findings revealed a substantial increase in students' learning outcomes; the pre-test mean score of 62.13 rose significantly to a post-test mean of 81.74. Inferential analysis yielded a significance value of 0.000 (p < 0.05) with a t-value of -9.87, unequivocally rejecting the null hypothesis. The integration of Quizlet’s interactive flashcards and gamified repetition fostered an engaging, independent learning environment that successfully bridged the vocabulary deficit. In conclusion, Quizlet is a highly effective pedagogical tool for vocabulary acquisition, and it is strongly recommended that EFL educators incorporate such digital applications into their teaching strategies.
- 33 Views
- 39 Downloads
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Mitigating the "Leaky Tin" Phenomenon: Developing Interactive Financial Literacy Media for Rural Elementary Students
Abstract
Low financial awareness among children can have severe negative impacts on their future economic management, as early childhood habits significantly shape adult financial character. In rural areas, financial literacy education in elementary schools remains severely neglected, often resulting in temporary and ineffective saving behaviors. This study aims to investigate the financial behavior of rural elementary students and identify effective instructional media to cultivate their financial awareness. Employing a qualitative descriptive method, data were collected through participatory observation and in-depth interviews with students and teachers at a rural elementary school in Pohuwato. The findings revealed a prevalent "leaky tin" (tabungan kaleng bocor) phenomenon, where students possess a basic instinct to save using used cans but frequently withdraw the money prematurely for short-term consumptive needs due to a lack of self-control and parental guidance. To mitigate this, theoretical instructional media are highly ineffective. The study identifies that integrating interactive-visual and applicative media—such as Creative Saving Books with visual targets, Wise Shopping Simulation Board Games, and Digital Storytelling—is urgently needed. In conclusion, synergistic efforts between schools and parents, facilitated by these interactive media, are crucial to shifting students' mindsets from merely storing money to strategically planning for the future.
- 19 Views
- 36 Downloads
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Beyond the Classroom Boundaries: Utilizing the School Environment to Enhance Student Engagement and Social Studies Learning Outcomes
Abstract
Social Studies (IPS) instruction in elementary schools often suffers from theoretical monotony, leading to low student engagement and sub-standard academic outcomes. This study aims to enhance both student learning activities and academic outcomes by utilizing the school environment as a contextual learning resource for fifth-grade students at SDN 09 Marisa. Employing a Classroom Action Research (CAR) design, the study was conducted over two cycles, consisting of planning, action, observation, and reflection phases. The subjects were 17 students (6 males and 11 females). Data were collected through direct observation rubrics to measure student activity and cognitive tests to evaluate learning outcomes against the Minimum Mastery Criterion (KKM). The synthesized results demonstrated a significant improvement; initial pre-cycle data showed only a 35% classical mastery rate. Following the implementation of outdoor environmental observation in Cycle I, mastery increased to 64%, and further optimization in Cycle II resulted in an 88% mastery rate, successfully exceeding the target. Student engagement drastically shifted from passive listening to active inquiry and exploration. In conclusion, strategically utilizing the school environment as a primary learning resource effectively breaks classroom monotony, actualizes constructivist learning theories, and significantly boosts both student participation and cognitive achievement in Social Studies.
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Analyzing Internal and External Factors Contributing to Students' Learning Difficulties in Elementary Social Studies
Abstract
Social Studies (IPS) is fundamentally designed to develop elementary students' social competencies; however, it is frequently perceived as a difficult and uninteresting subject. This study aims to identify and analyze the specific internal and external factors causing students' learning difficulties in IPS at SDN 09 Duhiadaa. Employing a qualitative descriptive method, the research data were systematically collected through participatory observation, in-depth interviews with teachers and students, and documentation study. The data were analyzed using the Miles and Huberman interactive model. The findings revealed that learning difficulties stem from a complex interplay of internal and external factors. Internally, students exhibited a profound lack of interest, difficulty in grasping abstract social concepts, and poor memory retention. Externally, the difficulties were heavily exacerbated by the school environment—specifically the teacher's reliance on conventional lecturing methods and an extreme lack of instructional media. Furthermore, the un-fenced school environment bordered by rubber plantations served as a massive physical distraction. From the family environment, parents' low educational backgrounds and busy working schedules resulted in a total absence of academic guidance at home. In conclusion, overcoming IPS learning difficulties requires a synergistic approach involving pedagogical innovation by teachers and increased parental involvement to create a supportive learning ecosystem.
- 1 Views
- 1 Downloads
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Navigating Character Education: The Multifaceted Role of Social Studies Teachers and Socio-Cultural Barriers in Elementary Schools
Abstract
The role of a Social Studies (IPS) teacher extends far beyond mere knowledge transfer; it encompasses the critical responsibility of shaping students' social character and civic competence. This study aims to determine the multifaceted roles of teachers in enhancing IPS learning and to identify the supporting and inhibiting factors in character formation at SDN 03 Patilanggio. Employing a qualitative descriptive method, data were systematically collected through direct observation, in-depth interviews with teachers and the school principal, and documentation study. The data were analyzed using an interactive model comprising data reduction, display, and conclusion drawing. The results reveal that teachers perform four primary roles: as educators planning the curriculum, as demonstrators executing active learning, as role models exhibiting positive social behavior, and as coaches instilling discipline. While these roles are supported by teachers' professional competence and clear school visions, a significant inhibiting factor was identified. Teachers frequently encounter socio-cultural barriers, specifically miscommunication and resistance from parents and school foundations regarding the firmness required in character building. In conclusion, optimizing IPS learning requires not only pedagogical mastery from the teacher but also a highly synergistic and transparent partnership between the school, parents, and the community to ensure consistent character education.
- 3 Views
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Impact of Continuous Training to Improvement 21st Century Teacher Professionalism
Abstract
Transformation education the 21st century demands that teachers have competence adaptive professional to development technology, application pedagogy innovative, as well as need participant continuous education developing. Research This aim For analyze influence training sustainable to improvement 21st century teacher professionalism in schools Senior High School (SMA) in Bandung Regency, West Java. Research use approach quantitative with method survey descriptive correlational. Population study totaling 185 high school teachers, while sample study a total of 120 teachers were determined use purposive sampling technique. Data collection technique carried out through questionnaire based Likert scale, observation, and documentation. Data analysis using statistics descriptive, normality test, linearity test, simple linear regression, hypothesis test, and coefficient determination with help SPSS application version 26. Research results show that training sustainable own influence significant to 21st century teacher professionalism with mark significance of 0.000 < 0.05. The equation regression obtained is : Y=32.417+0.633X. The result is show that every improvement training sustainable will increase teacher professionalism. Coefficient determination show contribution training sustainable to teacher professionalism is : R^2=0.562 or 56.2%, while the rest influenced other external factors research. Training sustainable proven capable increase competence digital pedagogy, creativity learning, ability collaboration, communication professional, as well as development teacher self in face challenge education 21st century. Therefore that, research This recommend strengthening sustainable, relevant teacher training programs with need learning, as well as integrated with development technology education to improve quality education in a way sustainable.
