Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal JURNAL ILMIAH EDUKATIF International Journal of Teaching and Learning (INJOTEL)
Agustin Nurya Savitri
Unknown Affiliation
Religion Education Environmental Science Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
TEACHERS, CURRICULUM AND PROBLEMS: A CRITICAL REFLECTION ON EDUCATION Loso Judijanto; Agustin Nurya Savitri; Darry Christine Silowaty Purba
Jurnal Ilmiah Edukatif Vol. 10 No. 2 (2024): Desember
Publisher : FAKULTAS TARBIYAH INSTITUT AGAMA ISLAM SULTAN MUHAMMAD SYAFIUDDIN SAMBAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/jie.v10i2.3307

Abstract

This article examines the relationship between teachers, curriculum and various problems in the education system through critical reflection. Teachers play a central role in curriculum implementation and its influence on the quality of student learning. Nonetheless, they are often faced with various challenges, including lack of welfare, limited professional training and high workloads, which impact on their ability to teach effectively. In addition, rigid curricula that are sometimes irrelevant to 21st century needs often hinder the development of students' cognitive and creative capacities. These problems highlight the need for a more flexible and adaptive curriculum revision and the contribution of all parties in creating a better education system. Collaboration between the government, education managers, teachers and the community is needed to produce an education that not only focuses on academic knowledge, but also on developing important life skills for students.
TRANSFORMING MODERN EDUCATION SYSTEMS THROUGH TECHNOLOGICAL AND SCIENTIFIC APPROACHES: EVIDENCE FROM LITERATURE Agustin Nurya Savitri
International Journal of Teaching and Learning Vol. 3 No. 10 (2026): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20222134

Abstract

The transformation of modern education systems has become increasingly important in response to rapid technological advancement and the growing complexity of contemporary educational challenges. This study aims to examine the transformation of education systems through technological integration and scientific approaches by synthesizing recent scholarly literature. The research employed a library research method with a qualitative descriptive approach. Data were collected from scientific journal articles, books, conference proceedings, and international reports published within the last five years and indexed in reputable databases such as Scopus, ScienceDirect, SpringerLink, and Google Scholar. The findings indicate that technological integration significantly enhances learning accessibility, flexibility, interactivity, and instructional efficiency by implementing digital platforms, artificial intelligence, virtual learning environments, and hybrid learning systems. In addition, scientific approaches foster critical thinking, creativity, analytical reasoning, collaboration, and problem-solving skills among students. However, the study also reveals several major challenges, including digital inequality, limited teacher competence, inadequate infrastructure, and insufficient institutional readiness. The review further emphasizes that successful educational transformation requires strategic integration between technology, scientific pedagogy, institutional support, and sustainable educational policies. Therefore, modern education systems should prioritize human-centered digital transformation that balances technological innovation with meaningful learning experiences, ethical values, and holistic student development. This study contributes to the existing literature by providing a comprehensive understanding of how technological and scientific approaches can collectively support sustainable and adaptive educational transformation in the digital era.
Co-Authors Darry Christine Silowaty Purba Loso Judijanto