Journal of Teaching and Education for Scholars

Descriptive Study of The Application of The Mind Mapping Method in Learning Islamic Civilization History Courses

2025-08-19T03:23:12+00:00

This study addresses the monotonous use of lecture-based methods in teaching the History of Islamic Civilization (SPI) at the Faculty of Tarbiyah and Teacher Training, UIN KH Abdurrahman Wahid Pekalongan. It aims to examine the implementation of the mind mapping method as an innovative alternative to enhance student engagement and comprehension. Employing a qualitative descriptive approach within a case study design, data were collected through interviews, observations, and documentation. The findings reveal that the integration of the mind mapping method in SPI learning occurs through several key stages: establishing learning contracts, deepening conceptual understanding, creating and presenting mind maps, delivering material using mind mapping, and conducting interactive discussions. The study identifies both supporting and inhibiting factors influencing the implementation process. Supporting factors include students’ enthusiasm, collaborative learning, and the flexibility of online learning platforms, while inhibiting factors relate to limited digital skills and time constraints. Overall, the application of the mind mapping method fosters creativity, strengthens analytical thinking, enhances comprehension of historical materials, and provides a reference for developing more interactive learning models. The findings imply that adopting mind mapping in higher education, particularly in historical studies, can transform traditional pedagogical practices into more participatory and student-centered learning experiences.

Uncovering Lecturers' Perceptions of the Contextual Teaching and Learning (CTL) Approach for Teaching Reading in Two Different Institution Contexts

2025-11-09T12:54:18+00:00

This study investigates the perceptions and experiences of educators regarding the implementation of Contextual Teaching and Learning (CTL) in reading instruction across diverse educational contexts. Utilizing a qualitative research design, including multiple case studies, data were collected through interviews with three experienced lecturers. Thematic analysis revealed insights into lecturers' interpretations of CTL, their experiences in its implementation, approaches to selecting teaching materials, challenges encountered, and perceived benefits. Findings indicate varying interpretations of CTL, emphasizing the importance of tailoring lessons to students' interests and backgrounds. Lecturers demonstrated how CTL fosters active participation and engagement, particularly using culturally relevant materials. Challenges such as limited resources and low English proficiency required multifaceted solutions. Nevertheless, lecturers unanimously recognized CTL's effectiveness in enhancing student learning outcomes and fostering meaningful learning experiences. This study advances knowledge about the potential of CTL to strengthen reading instruction and guides curriculum writers, educators

The Role of Religious Moderation in ELT: A Systematic Literature Review on Language, Identity, and Intercultural Understanding

2025-11-04T09:57:31+00:00

This literature review evaluates the impact of religious moderation on English Language Teaching (ELT) in terms of its effects on language acquisition, identity change, and intercultural relations. Despite the growing attention to religious moderation in education, there remains a glaring gap in the literature regarding its application in ELT contexts. The analysis was conducted on published peer-reviewed articles, book chapters, and conference papers from major Scopus, Web of Science, ERIC, and Google Scholar databases within the past ten years. The review employed thematic analysis to identify patterns and trends in the moderation of religion in teaching English as a foreign language. The research results demonstrate three notable features. Firstly, religious moderation in pedagogy in ELT enhances religious student engagement through intercultural communicative competence pedagogy. Secondly, students attending ELT classes with a moderate religious atmosphere show greater positive outcomes in identity change, including increased motivation to learn English. These results highlight how religious moderation can foster tolerant, inclusive, and culturally sensitive ELT practices that promote social harmony worldwide. The review, however, admits many limitations, such as its regional scope and the paucity of empirical investigations. The educational effects of religious moderation in ELT should be assessed through classroom-based and longitudinal studies in the future, especially in a variety of institutional and cultural contexts.

Students’ Learning Styles and Their Speaking Proficiency: Evidence from MAN 1 Makassar

2025-11-09T12:53:20+00:00

This study investigates how different learning styles—visual, auditory, and kinesthetic—influence students’ English-speaking performance. Speaking is widely recognized as the most challenging language skill, and students’ preferred modes of learning are believed to shape how effectively they develop oral proficiency. Using a descriptive quantitative design, data were collected from eleventh-grade students at MAN 1 Makassar through a learning style questionnaire adapted from the VAK model and a speaking performance test assessed using Heaton’s criteria of accuracy, fluency, and comprehensibility. The results reveal clear performance differences across learning style categories. Auditory learners achieved the highest mean score, classified as Very Good, demonstrating strong fluency and clear comprehensibility with only minor pronunciation or grammatical issues. Visual learners obtained a Good classification; they performed well overall but showed noticeable limitations in grammatical accuracy. Kinesthetic learners received a Fairly Good classification, exhibiting moderate ability and particular challenges in fluency, as their speech tended to be fragmented and required more processing time. These findings indicate that students' learning styles are meaningfully associated with their speaking performance, with auditory learners showing the greatest advantage—likely due to their preference for processing spoken input and verbal explanations. Meanwhile, kinesthetic learners may require more interactive, movement-based activities to support their oral production. The study underscores the importance of incorporating varied instructional strategies that align with different learning preferences. Teachers are encouraged to design multimodal speaking activities to ensure equitable support for all learner types and to maximize students’ opportunities for successful oral communication.

Unlocking Learner Potential Through Well-being: A Conceptual Framework for Integrating Positive Psychology to Foster Deep English Language Learning

2025-11-09T12:56:03+00:00

Second language (L2) learning is often undermined by significant psychological barriers like anxiety and fragile motivation, trapping students in surface-level memorization. This conceptual paper proposes a fundamental paradigm shift from a deficit-remediation model to one centered on fostering learner well-being. Drawing on a systematic literature review, we introduce 'Positive Language Pedagogy,' a framework integrating the five pillars of positive psychology's PERMA model (Positive Emotions, Engagement, Relationships, Meaning, Accomplishment). We argue that this systematic integration proactively dismantles affective filters, cultivates intrinsic motivation, and builds psychological resources essential for deep learning. The result is a pathway toward not only linguistic competence but also the development of resilient, autonomous, and confident language learners.

Voices from the Virtual Classroom: Experiences of English for Nursing Lecturers in Online Teaching

2025-10-26T05:01:20+00:00

This study explores how English for Nursing (EfN) lecturers experienced, adapted to, and reflected on online teaching practices during and after the COVID-19 pandemic. Using a qualitative design, data were collected through semi-structured interviews with EfN lecturers from higher education institutions. The findings revealed four major themes: (1) General Background, which highlighted lecturers’ diverse experiences and gradual adaptation to online instruction; (2) Teaching Practices and Strategies, showing that interactive and case-based learning were considered the most effective methods to engage nursing students virtually; (3) Challenges and Adaptation, which included issues such as limited digital access, low student participation, and difficulties in evaluating clinical communication skills; and (4) Reflection and Professional Insights, where lecturers reported personal and professional growth, emphasizing empathy, creativity, and flexibility as essential teaching qualities. The study concludes that online teaching not only transformed pedagogical practices but also redefined lecturers’ professional identities in English for Specific Purposes (ESP) contexts.

The Role of Teachers in Developing Character Education in Elementary Schools: Literature Review

2025-09-28T13:16:22+00:00

Teachers, as educators, are not only responsible for teaching academic material but also serve as role models, mentors, demonstrators, and motivators in shaping students' character. This study aims to analyze the role of teachers in developing character education in elementary schools. The main focus of this research is to understand how teachers act as educators, role models, and motivators in character formation. This study employs a qualitative descriptive method using a literature review technique to collect data from various sources such as journals, books, and related scientific articles. The findings reveal that teachers play a strategic role in instilling character values such as discipline, responsibility, and honesty through interactive teaching methods and a supportive learning environment. Teachers also contribute to building a school culture that supports character development by appreciating good behavior, guiding students in both academic and non-academic activities, and creating an enjoyable learning atmosphere. The conclusion of this study emphasizes that character education must become an integral part of school culture and be supported by the synergy between schools, parents, and the wider community

21st-Century Educational Leadership: A Review of Core Theories, Managerial Perspectives, and Emerging Trends

2025-10-01T00:28:42+00:00

Educational leadership is a key factor in improving the quality of learning, teacher professionalism, and the effectiveness of school and university organizations. This article aims to review the development of core educational leadership theory, the integration of management and business perspectives, and contemporary trends that shape 21st-century leadership. Using a scoping review approach, this study analyzes 30 selected articles published between 2019 and 2024, sourced from international databases (Scopus, Web of Science, Springer, Taylor & Francis, Sage, and ERIC). The articles were categorized into three groups: (1) core models of educational leadership such as instructional, strategic, spiritual, and emotional leadership; (2) interdisciplinary perspectives linking education with management theory, including governance, resource management, and empowerment leadership; and (3) contemporary trends in digital, global, innovative, and character-based leadership. The results of the review show that instructional and strategic leadership remain the main foundation, but are increasingly reinforced by organizational management theory and business innovation. In addition, the demands of globalization, digitalization, and social change have led to the emergence of new leadership models that are more collaborative, adaptive, and value-oriented. The implications of this study emphasize the importance of integrating classical theory, managerial insights, and contemporary trends to shape educational leaders who are capable of responding to the complexities of the modern era while preparing the research agenda for the future.