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All Journal Jurnal Ilmu Pendidikan dan Bahasa International Journal of Teaching and Learning (INJOTEL)
Esther Hesline Palandi
Politeknik Negeri Malang, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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TECHNOLOGY-ENHANCED EDUCATION: NURTURING THE DIGITAL GENERATION- EXPERIENCES IN ISLAMIC SCHOOLS IN INDONESIA Kasmudin Mustapa; Yusdin Bin Mahmudin Gagaramusu; Esther Hesline Palandi; Abdul Wahab Syakhrani; Hadenan Towpek
International Journal of Teaching and Learning Vol. 1 No. 1 (2023): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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Abstract

This study delves into the transformative journey of technology-enhanced education within Islamic schools in Indonesia. As the largest Muslim-majority country globally, Indonesia stands at the intersection of tradition and innovation, presenting a unique context for the evolution of Islamic education. This research offers insights into the adoption of emerging technologies, the role of artificial intelligence (AI) and virtual reality (VR), and the preservation of cultural heritage within the Islamic educational landscape. The findings highlight the pivotal role of technology in shaping the future of education, especially in nurturing a digital generation. Online and blended learning, personalized education powered by AI, and immersive VR experiences are revolutionizing the delivery of Islamic teachings. Indonesia's rich cultural diversity adds depth to these experiences as local traditions harmoniously merge with Islamic values. This study underscores the importance of technological integration in Islamic education and emphasizes the need for teacher training, inclusivity, and interfaith dialogue. It also calls for international collaborations to elevate the quality of education. Ultimately, the research emphasizes the alignment of technology with Islamic principles, ensuring that the digital generation emerges with a strong foundation in Islamic teachings, digital literacy, and a deep appreciation for Indonesia's cultural heritage. In today's rapidly evolving world, technology has become an integral part of nearly every aspect of our lives, and its presence in education is particularly profound. This introduction provides a brief overview of the importance of technology in education, emphasizes the significance of technology in the context of Islamic schools in Indonesia, and outlines the purpose and scope of this study.
Building Inclusive Empathetic Learning Environments through Emotional Intelligence Practices among Teachers in Diverse Educational Contexts Sarbaini Sarbaini; Hendrawan Timothy; Esther Hesline Palandi; Ninik Probosari; Muh. Zuhdy Hamzah
Mandalika: Jurnal Ilmu Pendidikan dan Bahasa Vol 4 No 1 (2026): Mandalika Jurnal Ilmu Pendidikan dan Bahasa
Publisher : Mandalika Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/jipb.v4i1.387

Abstract

This study aims to analyze how emotional intelligence (EI) practices among teachers contribute to fostering inclusive and empathetic learning environments within diverse educational contexts. Employing a qualitative library research design, the study systematically reviews and synthesizes scholarly literature from peer-reviewed journal articles, academic books, and institutional reports related to emotional intelligence, empathy, and inclusive education. The analysis focuses on teachers’ emotional competencies—particularly self-awareness, self-regulation, empathy, and social skills—and their contribution to addressing students’ diverse emotional and cultural needs. The findings reveal that emotionally intelligent teachers are more capable of creating inclusive classroom climates that promote equity, respect diversity, and support students’ socio-emotional development. Furthermore, the study identifies empathy-driven pedagogy, reflective practices, and adaptive communication as key mechanisms through which EI is translated into effective teaching practices. These approaches enable teachers to build meaningful relationships with students and foster a sense of belonging in the classroom. The study also highlights the importance of integrating EI frameworks into teacher professional development programs to enhance responsiveness and inclusivity. The findings indicate that emotional intelligence functions not only as an individual competence, but also as a pedagogical foundation for strengthening inclusive education and improving students’ well-being. Ultimately, cultivating emotionally intelligent educators is essential for creating learning environments where all students feel recognized, supported, and empowered, thereby promoting more equitable and compassionate education systems.
Co-Authors Abdul Wahab Syakhrani Hadenan Towpek Hendrawan Timothy Kasmudin Mustapa Muh. Zuhdy Hamzah Ninik Probosari Sarbaini Sarbaini Yusdin Gagaramusu