https://www.ojs.ycit.or.id/index.php/JOTES <h2 data-path-to-node="3"><strong data-path-to-node="3" data-index-in-node="0">Journal of Teaching and Education for Scholars (JOTES)</strong></h2> <p data-path-to-node="4"><strong data-path-to-node="4" data-index-in-node="0">(e-ISSN: 2830-1064)</strong></p> <p data-path-to-node="5">The Journal of Teaching and Education for Scholars (JOTES) is an international, double-blind peer-reviewed, open-access journal dedicated to the advancement of educational theory and practice. Published twice a year in May and November by the Yayasan Cendekiawan Indonesia Timur (YCIT), JOTES serves as a premier platform for global scholars to disseminate high-quality, rigorous scientific works.</p> <p data-path-to-node="6">To maintain the highest academic standards and impact, JOTES exclusively invites submissions of original and unpublished manuscripts in the following categories:</p> <ul data-path-to-node="7"> <li> <p data-path-to-node="7,0,0"><strong data-path-to-node="7,0,0" data-index-in-node="0">Original Research Articles:</strong> Empirical studies (quantitative, qualitative, or mixed-methods) that provide novel findings and robust methodological frameworks in education.</p> </li> <li> <p data-path-to-node="7,1,0"><strong data-path-to-node="7,1,0" data-index-in-node="0">Systematic Literature Reviews (SLR):</strong> Protocol-driven reviews and meta-analyses that offer a comprehensive synthesis of existing educational research and identify critical gaps for future study.</p> </li> </ul> <p data-path-to-node="8">Every submitted manuscript undergoes a rigorous double-blind peer-review process and a mandatory plagiarism check (Turnitin) to ensure excellence, originality, and scientific integrity. JOTES strictly adheres to the APA 7th Edition citation style and requires all authors to utilize the official JOTES Article Template for submission.</p> <p data-path-to-node="9">JOTES is managed by a dedicated editorial board and published by <strong data-path-to-node="9" data-index-in-node="65">Yayasan Cendekiawan Indonesia Timur (YCIT)</strong>, a non-profit organization committed to fostering academic excellence and professional development for scholars worldwide.</p> Yayasan Cendekiawan Indonesia Timur en-US Journal of Teaching and Education for Scholars 2830-1064 <p data-path-to-node="12">All articles published in JOTES are fully open-access. The use, distribution, and reproduction of published material are strictly regulated under the <a href="https://creativecommons.org/licenses/by/4.0/"><strong data-path-to-node="12" data-index-in-node="165">Creative Commons Attribution 4.0 International License (CC BY 4.0)</strong></a>.</p> <p data-path-to-node="13">Under this license, users are free to:</p> <ul data-path-to-node="14"> <li> <p data-path-to-node="14,0,0"><strong data-path-to-node="14,0,0" data-index-in-node="0">Share:</strong> Copy and redistribute the material in any medium or format.</p> </li> <li> <p data-path-to-node="14,1,0"><strong data-path-to-node="14,1,0" data-index-in-node="0">Adapt:</strong> Remix, transform, and build upon the material for any purpose, even commercially.</p> </li> </ul> <p data-path-to-node="15"><strong data-path-to-node="15" data-index-in-node="0">Condition:</strong> Users must give appropriate credit, provide a link to the license, and indicate if changes were made.</p> https://www.ojs.ycit.or.id/index.php/JOTES/article/view/289 <p>The General English course is a compulsory subject for non-English major students in Indonesian higher education. However, the curriculum is not comprehensive enough to meet the learners’ needs for academic and communicative competence. This study aims to investigate the needs of non-English-major students in the General English course at Universitas Halu Oleo, Indonesia, regarding language components, skills, learning difficulties, and classroom activities. The quantitative study involved 123 students in the 2025/2026 academic year. Data were collected through a questionnaire with a Likert scale, and analysed through descriptive statistics in IBM SPSS Statistics. The results showed that students were interested in improving their pronunciation and that the most difficult part was grammar. The most developed and desirable skill in the classroom was listening. The less developed skill was speaking. Students also complained about sentence structure, vocabulary, grammar accuracy, and pronunciation. Results show a re-organization of the general English teaching through a needs-based approach that includes pronunciation practice, vocabulary development, contextualized grammar, guided speaking tasks, reading support, and a variety of classroom activities.</p> Husniatul Amalia Hanna Hanna Waode Ade Sarasmita Uke Yustih Yasin Rizky Neguita Hanna Copyright (c) 2026 Husniatul Amalia, Hanna Hanna, Waode Ade Sarasmita Uke, Yustih Yasin, Rizky Neguita Hanna https://creativecommons.org/licenses/by/4.0 2026-11-02 2026-11-02 3 2 103 113 10.59065/jotes.v3i2.289 https://www.ojs.ycit.or.id/index.php/JOTES/article/view/284 <p>Ionic bonding is a foundational concept in secondary school chemistry, yet it remains challenging for many learners because it involves submicroscopic processes that cannot be directly observed. Research consistently shows that students struggle with chemical bonding when instruction relies mainly on symbolic or verbal explanations without effectively linking macroscopic, submicroscopic, and symbolic representations. This study evaluated the effectiveness of 3D-Printed Ionic Tiles in improving Grade 9 students’ conceptual understanding of ionic bonding and their engagement in class. A quasi-experimental pretest–posttest control group design was used, involving 76 students from two intact Grade 9 sections at Suarez National High School during the School Year 2025–2026. One section was assigned as the experimental group and used 3D-Printed Ionic Tiles as instructional manipulatives, while the other served as the control group and received conventional lecture-discussion instruction. Data were collected using a teacher-made multiple-choice achievement test administered as both pretest and posttest, along with an adapted student engagement questionnaire. The data were analyzed using descriptive statistics and Analysis of Covariance (ANCOVA) at the 0.05 level of significance. Results revealed that the experimental group obtained higher posttest and adjusted mean scores, with ANCOVA indicating a statistically significant difference (p = .048), reflecting a modest but meaningful effect of the intervention. The experimental group also demonstrated higher levels of engagement. These findings suggest that 3D-Printed Ionic Tiles can serve as a practical, low-cost instructional tool to enhance conceptual understanding and foster active participation in learning abstract chemistry concepts.</p> Zim Xuitaltzin A. Suico Leadean Jay A. Capacio Copyright (c) 2026 Zim Xuitaltzin A. Suico, Leadean Jay A. Capacio https://creativecommons.org/licenses/by/4.0 2026-11-02 2026-11-02 3 2 93 102 10.59065/jotes.v3i2.284