INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS
nternational Journal of Education, information technology and others (IJEIT) ISSN 2623-2324 (Print) ISSN 2654-2528 (Online) is printed in Indonesia and published twice a year (August and December) by peneliti.net collaborate with Indonesian education lecturer associations (ADPPI). IJEIT is dedicated to the advancement of knowledge and understanding of educational theories and issues in various disciplines, in regard to their input, process, output, outcome and impact on the education system and their implementation. Focus and Scope Focus & scope International Journal of Education, information technology and others (IJEIT) accepts unpublished, high quality, and original research manuscripts in English, resulting primarily from quantitative, qualitative, and mixed research methodology related to or associated with education. These issues include, but not limited to, practices, policies, and research in education from early childhood education to higher education which cover the areas of instruction, learning, teaching, curriculum development, educational policy, language education and policy, bilingual education, multicultural education, art education, teacher education, educational technology, educational developments, educational psychology, information Technologi, and international education in Indonesia and other parts of the world. The main Areas relevant to the scope of the International Journal of Education, information technology and others (IJEIT) and also the journal focuses on the following topics: Education Anthropology Sociology Politics Law Culture Linguistics Ethnic Relations Multicultural studies Public relations Communication Peace Studies Religious Studies
Articles
875 Documents
<![CDATA[Increasing Teachers' Creativity Through Strengthening Organizational Culture and Achievement Motivation ]]>
<![CDATA[Yatno, Nono]]>;
<![CDATA[Retnowati, Rita]]>;
<![CDATA[Suhendra, Suhendra]]>
<![CDATA[ International Journal of Education, Information Technology, and Others Vol 8 No 3.A (2025): International Journal of Education, information technology and others (On Pro ]]>
Publisher : <![CDATA[Peneliti.net ]]>
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<![CDATA[Teacher creativity is an important factor in improving the quality of learning and the quality of education. This study aims to analyze the influence of organizational culture and achievement motivation on teacher creativity. The study used a quantitative approach with a survey method of 150 public elementary school teachers in Depok City. Data were collected using a Likert scale questionnaire and analyzed using path analysis. The results of the study show that organizational culture and motivation for achievement have a positive and significant effect on teachers' creativity. In addition, organizational culture also has a positive effect on motivation to achieve. These findings show that increasing teacher creativity can be done through strengthening a conducive organizational culture and increasing motivation to excel]]>
<![CDATA[The Effect of Company Size and Sustainability Reporting on Profitability with Good Corporate Governance as a Moderating Variable ]]>
<![CDATA[Atmojo, Nanda Dwi Wahyu Bima]]>;
<![CDATA[Mukti, Nandhiko Wahyu]]>;
<![CDATA[Baskoro, Muhammad Akmal]]>;
<![CDATA[Maulidina, Arsyifa]]>;
<![CDATA[Subiyanto, Bambang]]>
<![CDATA[ International Journal of Education, Information Technology, and Others Vol 9 No 1 (2026): International Journal of Education, information technology and others ]]>
Publisher : <![CDATA[Peneliti.net ]]>
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<![CDATA[This study analyzes the effect of company size and Sustainability Reporting (SR) on Profitability (PR) with the Audit Committee (AC) as a moderating variable determined for Good Corporate Governance (GCG), in companies listed on the IDX80 Index on the IDX in 2020-2024, the research are tested using WarpPLS 8.0 as the statistical program. It was concluded that company size has a significant negative effect on profitability, while sustainability reporting and the moderating role of good corporate governance (GCG) are not significant with profitability]]>
<![CDATA[Analysis of the Role of Islamic Banks in Promoting Green Finance in West Sumatra (Realization of SDGs 8 Point 10) ]]>
<![CDATA[Amelia, Putri]]>;
<![CDATA[Dewi, Yenty Astarie]]>
<![CDATA[ International Journal of Education, Information Technology, and Others Vol 9 No 1 (2026): International Journal of Education, information technology and others ]]>
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<![CDATA[This study addresses air and environmental pollution, two significant economic issues for the long-term viability of businesses. Policymakers must prioritize green vision in economic growth now. In line with the tenets of maqasid sharia, sharia banking plays a significant role in fostering the development of green finance, which may motivate businesses to give environmental management greater attention. The purpose of this study is to provide a valuable addition to the body of knowledge on green finance and sustainable sharia banking, particularly in the context of Islamic banking. In order to fully understand sharia banking practices that prioritize sustainability and their effects on green financing, this study employs a qualitative and descriptive methodology. Three sharia banks that regularly publish reports—BSI, Bank Bukopin Syariah, and Bank Muamalat Indonesia—were the subjects of the study, which used library research as a methodology in the years 2021–2023. The findings of the study demonstrate the three sharia banks in West Sumatra's dedication to promoting sustainability via eco-friendly lending and involvement in several environmental projects. However, when using green financing, a number of institutions, such as Bank Muamalat and Bank Bukopin Syariah, see variations in their financial performance.]]>
<![CDATA[Strengthening Four Competencies of Teachers In Improving The Professionalism of MI/SD Educators (Personal, Social, Professional, And Pedagogical Competencies) ]]>
<![CDATA[Khoirunnisah, Alya]]>;
<![CDATA[Djeskyah, Sujenny]]>;
<![CDATA[Hairunnisak, Sania]]>;
<![CDATA[Abdurrahmansyah, Abdurrahmansyah]]>
<![CDATA[ International Journal of Education, Information Technology, and Others Vol 9 No 2 (2026): International Journal of Education, information technology and others ]]>
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<![CDATA[Education plays a crucial role in developing human potential and improving the quality of national human resources. The success of education is strongly influenced by teachers as the main actors in the learning process. However, various studies indicate that teacher competencies in several schools remain inadequate, which affects the quality of learning and student achievement. This study aims to analyze the importance of strengthening the four core teacher competencies pedagogical, professional, personal, and social competencies in improving the quality of education at the elementary level (MI/SD). This research employs a qualitative approach using a literature review method. Data were collected from scientific journals, books, regulations, and relevant academic sources accessed through Google Scholar and other educational databases. The data were analyzed descriptively by identifying, categorizing, and synthesizing key findings related to teacher competencies. The results indicate that the four competencies are interrelated and play a significant role in enhancing teacher performance and learning quality. Therefore, continuous efforts to strengthen these competencies are essential to foster effective learning and to develop students who are intellectually capable and possess strong moral character.]]>
<![CDATA[The Role of Teachers as Assessors and Mentors in Developing the Potential of MI/SD Students ]]>
<![CDATA[Oktafryani, Gita]]>;
<![CDATA[Tihuri, Cah Ayu]]>;
<![CDATA[Mutia, Tri]]>;
<![CDATA[Abdurrahmansyah, Abdurrahmansyah]]>
<![CDATA[ International Journal of Education, Information Technology, and Others Vol 9 No 2 (2026): International Journal of Education, information technology and others ]]>
Publisher : <![CDATA[Peneliti.net ]]>
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<![CDATA[This article discusses the role of teachers as assessors and mentors in developing the potential of students in Madrasah Ibtidaiyah (MI) or elementary schools (SD). Teachers function not only as transmitters of knowledge but also as facilitators, motivators, evaluators, and agents of change who play a crucial role in shaping students’ learning independence, motivation, and religious character. This study employs a literature review method with a descriptive qualitative approach to examine relevant literature concerning the role of teachers in enhancing students’ cognitive and affective potential. The findings indicate that the integration of teachers’ roles as mentors and assessors can create a holistic learning process in which students develop intellectually, emotionally, socially, and spiritually. Therefore, teachers serve as key architects in shaping a generation that is intelligent, independent, and morally upright in accordance with the demands of contemporary education.]]>
<![CDATA[Teacher Professionalism In The Modern Era: A Study Of Professional Requirements And Code Of Ethics ]]>
<![CDATA[Utami, Rani Mega]]>;
<![CDATA[Fernando, Fernando]]>;
<![CDATA[Ulya, Ratu Triana]]>;
<![CDATA[Abdurrahmansyah, Abdurrahmansyah]]>
<![CDATA[ International Journal of Education, Information Technology, and Others Vol 9 No 2 (2026): International Journal of Education, information technology and others ]]>
Publisher : <![CDATA[Peneliti.net ]]>
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<![CDATA[Teacher professionalism is a main pillar in ensuring the quality of education in the dynamic modern era. This research aims to analyze the concept of teacher professionalism by focusing on the fulfillment of professional requirements and the implementation of code of ethics amidst digital transformation. The method used is qualitative with a literature study approach (library research), which examines various scientific literatures, educational policies, and relevant research results. The results of the discussion show that teacher professionalism in the modern era is not only based on the mastery of four basic competencies (pedagogical, professional, personality, and social), but also requires adaptability to information technology and digital literacy. The main challenges found include the digital gap and the risk of dehumanizing interactions, while strengthening the code of ethics is a crucial instrument for maintaining the moral integrity of educators. This research concludes that efforts to strengthen professionalism must be carried out through continuous professional development and systematic institutional support to produce teachers who are able to balance technological skills with human values.]]>
<![CDATA[Strengthening Teacher Competence and Performance through the Teacher Professional Education Program (PPG) in Improving the Quality of Learning ]]>
<![CDATA[Ramadhan, Rahma Septa]]>;
<![CDATA[Desfika, Tatia]]>;
<![CDATA[Veronika, Nabela]]>;
<![CDATA[Abdurrahmansyah, Abdurrahmansyah]]>
<![CDATA[ International Journal of Education, Information Technology, and Others Vol 9 No 2 (2026): International Journal of Education, information technology and others ]]>
Publisher : <![CDATA[Peneliti.net ]]>
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<![CDATA[This study aims to analyze the role of the Teacher Professional Education Program (PPG) in strengthening teacher competence and performance and its impact on improving the quality of learning. This research uses a qualitative approach with a library research method. Data were obtained from various secondary sources such as scientific journals, books, and relevant educational policy documents. Data collection was carried out through documentation by reviewing and analyzing various literature related to teacher competence and the PPG program. Data analysis used content analysis through the stages of data reduction, data presentation, and conclusion drawing. The results show that the PPG program plays an important role in improving teachers’ pedagogical, professional, social, and personal competencies. These competencies influence teachers’ performance in planning, implementing, and evaluating the learning process. In addition, the PPG program encourages teachers to be more innovative in utilizing technology and implementing student-centered learning strategies. Therefore, the PPG program contributes positively to improving the quality of learning in schools.]]>
<![CDATA[The Function Of Teacher Organizations In Improving Teacher Discipline And Professionalism ]]>
<![CDATA[Daniati, Vidya]]>;
<![CDATA[Melandari, Saskia]]>;
<![CDATA[Abdurrahmansyah, Abdurrahmansyah]]>
<![CDATA[ International Journal of Education, Information Technology, and Others Vol 9 No 2 (2026): International Journal of Education, information technology and others ]]>
Publisher : <![CDATA[Peneliti.net ]]>
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<![CDATA[Teacher organizations have an important role in improving the quality of human resources in the field of education, particularly in building teachers’ discipline and professionalism. This study aims to analyze the function of teacher organizations in improving work discipline and teacher professionalism in carrying out their duties and responsibilities. This research uses a qualitative approach with a descriptive method. Data collection techniques were conducted through observation, interviews, and documentation involving teachers and teacher organization administrators. The results show that teacher organizations function as a forum for guidance, competency development, and as a means of communication and collaboration among teachers. Through activities such as training, seminars, scientific discussions, and professional ethics development, teacher organizations are able to increase teachers’ awareness of the importance of discipline in carrying out their duties and improve their professional competence. In addition, teacher organizations also play a role in instilling values of responsibility, professional commitment, and improving teachers’ pedagogical and professional abilities.]]>
<![CDATA[The Reality and Challenges of Teachers in Realizing Innovative Learning in Elementary Schools ]]>
<![CDATA[Khotimah, Husnul]]>;
<![CDATA[Amilda, Lisa]]>;
<![CDATA[Ezi, Sahikmah]]>;
<![CDATA[Abdurrahmansyah, Abdurrahmansyah]]>
<![CDATA[ International Journal of Education, Information Technology, and Others Vol 9 No 2 (2026): International Journal of Education, information technology and others ]]>
Publisher : <![CDATA[Peneliti.net ]]>
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<![CDATA[Innovative learning is an important approach inimproving the quality of teaching and learning processes in elementary schools. Teachers are required to create creative, active, and student-centered learning in order to develop students’ critical thinking and 21st- century skills. However, in practice, there are still various challenges faced by teachers in implementing innovative learning in the classroom. This study aims to analyze the realities and challenges faceed by elementary school teachers in implementing innovative learning. The method used in this study is a library research findings. The results of the study show that several major challenges faced by teachers include limited pedagogical competence, inadequate learning facilities and infrastucture, high administrative workload, differences in students characteristics and abilities, and the demands of curriculum changes. Therefore, various efforts are needed, such as improving teacher compotence, providing adequate learning facilities, and strengthening educational policies to support the implementation of innovative learning effectively in elementary schools.]]>
<![CDATA[Teacher Competencies in the Era of the Industrial Revolution 4.0: Transformation of Roles, Digital Skills, and Challenges of 21st-Century Education ]]>
<![CDATA[Fajri, Muhammad Ash'aril]]>;
<![CDATA[Pratama, Jumidi Eka]]>;
<![CDATA[Abdurrahmansyah, Abdurrahmansyah]]>
<![CDATA[ International Journal of Education, Information Technology, and Others Vol 9 No 2 (2026): International Journal of Education, information technology and others ]]>
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<![CDATA[The Industrial Revolution 4.0 era has brought major disruption, changing the educational landscape through the integration of digital technologies such as Artificial Intelligence (AI) and the Internet of Things (IoT). These changes demand a fundamental transformation of the teacher's role, from a mere deliverer of material to a dynamic learning facilitator. This study aims to analyze the transformation of the teacher's role, the mastery of digital skills, as well as the challenges and strategies in facing 21st-century education. The research method used is a literature study (library research) by analyzing various relevant scientific sources. The results show that teachers in the digital era must master Technological Pedagogical Content Knowledge (TPACK), data literacy, and social-emotional learning (SEL) skills to create student-centered learning. The main challenges identified include technological infrastructure gaps and the need for continuous training. As a strengthening strategy, higher education institutions play a central role in shaping the character and work ethic of future educators, while teachers must adopt a lifelong learning mindset. The conclusion of this article emphasizes that the success of educational transformation depends on the synergy between technological sophistication and the cultivation of strong character values.]]>
