cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Nodi Marefanda
Contact Email
nodimarefanda@utu.ac.id
Phone
+6281269379267
Journal Mail Official
ijtte@pencerah.org
Editorial Address
Jl. Garuda LK 1 Rundeng, Kecamatan Johan Pahlawan
Location
Unknown,
Unknown
INDONESIA
Indonesian Journal of Teaching and Teacher Education
Published by Pencerah Publishing
ISSN : 28298349     EISSN : 2809266X     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Indonesian Journal of Teaching and Teacher Education (IJTTE) is a scholarly periodical. IJTTE publishes research papers, conceptual papers, and case study reports. Article manuscripts are published after a thorough peer-review process. The journal publication is maintained by the Pencerah, Meulaboh, West Aceh, Indonesia as the publisher and addresses recent trends on social and policy issues. Accepted papers are in Bahasa Indonesia or English. We welcome other language articles, subject to translation cost prior to publication acceptance. Indonesian Journal of Teaching and Teacher Education provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The aim of this journal publication is to disseminate the conceptual thoughts or ideas and research results that have been achieved in the area of Teaching and Teacher Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 66 Documents
 3   4   5   6   7 
Makna Dan Nilai Perkawinan Jujur Dalam Masyarakat Adat Wewewa Kabupaten Sumba Barat Daya Ngongo, Maria Hendritha Lidya; Bustan, Fransiskus; Nope, Hotlif Arkilaus
Indonesian Journal of Teaching and Teacher Education Vol. 5 No. 2 (2025): Juli-Desember
Publisher : Pencerah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58835/ijtte.v5i2.591

Abstract

This study aims to examine and interpret the meanings and values embedded in jujur marriage as practiced by the Wewewa community. Employing a qualitative ethnographic approach, data were collected through participant observation, in-depth interviews, and focus group discussions involving seven key informants selected purposively based on their cultural knowledge and social roles. Data were analyzed through stages of reduction, categorization, interpretation, and verification. The findings reveal that jujur marriage embodies three interrelated meanings: symbolic meaning, which reflects social status and respect for women; relational meaning, which strengthens kinship ties and social alliances; and spiritual-cultural meaning, which emphasizes the role of ancestors in sanctifying marriage. Furthermore, this tradition is underpinned by core values of responsibility, political legitimacy, cultural identity, familial solidarity, and religiosity. In conclusion, jujur marriage functions as an integrated cultural system that regulates marital relations while simultaneously reproducing indigenous values across generations, thereby sustaining the social structure and cultural identity of the Wewewa people in a changing social context.
Exploring Elementary Teacher’s Understanding and Classroom Practices in Fostering Students’ Emotional Intelligence in Myanmar Hlaing, Nwaye Nwaye
Indonesian Journal of Teaching and Teacher Education Vol. 5 No. 2 (2025): Juli-Desember
Publisher : Pencerah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58835/ijtte.v5i2.603

Abstract

This study explores Myanmar elementary school teachers’ understanding of emotional intelligence (EI) and the classroom practices they use to foster students’ EI within the challenging educational context following the 2021 military coup, which disrupted schooling, limited resources, and created emotionally demanding environments. Employing a qualitative phenomenological design, data were collected through semi-structured interviews with twelve elementary school teachers from public, private, and community schools across six regions in Myanmar. The data were analysed using thematic analysis guided by Goleman’s (1995) five components of emotional intelligence: self-awareness, self-regulation, motivation, empathy, and social skills. The findings indicate that teachers demonstrate a partial yet practical understanding of EI and apply various classroom strategies, including integrating emotional learning into academic subjects, using positive communication, promoting cooperative learning activities, and encouraging students’ self-expression. Teachers perceived these practices as contributing to improvements in students’ behaviour, learning motivation, academic performance, and social interaction. Furthermore, EI-based approaches were reported to strengthen teacher–student relationships, improve classroom management, and enhance teachers’ job satisfaction. However, teachers also faced challenges such as limited instructional time, a lack of formal training in emotional intelligence, and contextual constraints related to political instability and scarce educational resources. Overall, the study concludes that fostering emotional intelligence in Myanmar elementary classrooms is essential for students’ holistic development and teachers’ professional effectiveness, underscoring the need for systematic teacher training and policy support to integrate emotional intelligence into everyday teaching practices.
Digital Learning Readiness of Pre-Service Elementary Teachers in Myanmar: Perceptions of Learning Management Systems and Human Resource Management Implications Thet, Min Min; Rahadi, Dedi Rianto
Indonesian Journal of Teaching and Teacher Education Vol. 5 No. 2 (2025): Juli-Desember
Publisher : Pencerah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58835/ijtte.v5i2.610

Abstract

The integration of Learning Management Systems (LMS) has become increasingly significant in higher education, particularly in contexts where access to face-to-face learning is disrupted. This qualitative phenomenological study investigates pre-service elementary teachers’ perceptions of Learning Management System use in Myanmar, focusing on their experiences at a University of Teaching. Data were collected through semi-structured interviews and a focus group discussion involving twelve pre-service elementary teachers who had prior experience using Moodle during their coursework. The findings indicate that participants generally perceived LMS as a useful and flexible tool that supported access to learning materials, facilitated revision through recorded lectures, promoted autonomous learning, and reduced costs related to transportation and physical resources. However, participants also reported significant challenges, including unstable internet connectivity, technical system limitations, restricted access to downloadable materials, and insufficient system notifications. In addition to technical barriers, psychological challenges such as boredom, loneliness, reduced motivation, and lack of social interaction were identified. These findings suggest that while LMS plays an essential role in sustaining teacher education in Myanmar, particularly under unstable conditions, its effectiveness is constrained by infrastructural and emotional factors. The study highlights the need for improved technological infrastructure, enhanced system design, and supportive pedagogical strategies to strengthen LMS implementation in pre-service elementary teacher education.
Efektivitas Penggunaan Mendeley dalam Penyusunan Skripsi oleh Mahasiswa Program Studi Pendidikan Bahasa Indonesia Periode Juli–Desember 2025 Putri, Theodelind Eunike Pramesti Dawa; Hariadi, Try
Indonesian Journal of Teaching and Teacher Education Vol. 5 No. 2 (2025): Juli-Desember
Publisher : Pencerah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58835/ijtte.v5i2.613

Abstract

This study aims to examine the effectiveness of using Mendeley in supporting thesis writing, particularly in citation and bibliography preparation among Indonesian Language Education students. This research employed a descriptive qualitative approach involving students who actively used Mendeley during the thesis-writing process. Data were collected through open-ended questionnaires distributed via Google Forms and supported by documentation in the form of screenshots of citations and bibliographies generated using Mendeley. Data analysis was conducted using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The results indicate that the use of Mendeley is effective in assisting thesis writing. Mendeley helps students improve ease of use, increase time efficiency in writing citations and bibliographies, maintain consistency of citation formats, and manage references more systematically. However, several technical challenges were identified, such as incomplete metadata and synchronization issues, which require manual verification by users. Overall, Mendeley is considered an effective reference management tool in supporting the technical aspects of academic writing when accompanied by adequate user understanding.
Pengaruh Efektivitas Dana BOS terhadap Standar Nasional Pendidikan melalui Kepemimpinan Kepala Sekolah dan Partisipasi Warga Sekolah di SMK Kota Kupang Sanam, Ayub Simon Petrus; Wulakada, Hamza H.; Nalle, Agus
Indonesian Journal of Teaching and Teacher Education Vol. 5 No. 2 (2025): Juli-Desember
Publisher : Pencerah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58835/ijtte.v5i2.673

Abstract

This study aims to analyze the effectiveness of the utilization of School Operational Assistance Funds (BOS) on the achievement of National Education Standards (SNP) through the mediating role of principal leadership and school community participation in Vocational High Schools (SMK) in Kupang City. The study used a quantitative approach with a survey method. The research sample consisted of 198 respondents from 21 SMK in Kupang City and were selected using a stratified sampling technique. Data were collected through a structured questionnaire and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The results showed that the effectiveness of BOS Funds significantly influenced the achievement of SNP with a total effect of 0.77 (p<0.001), consisting of a direct effect of 0.38 and an indirect effect through principal leadership (0.21) and school community participation (0.18). The research model was able to explain 63% of the variation in SNP achievement. These findings confirm that optimizing BOS Funds requires effective principal leadership and active participation of school community so that the utilization of funds has a maximum impact on improving the quality of vocational education.
Negotiating Native-Speaker Norms, Accent Diversity, and English Ownership: First-Year it Students' Attitudes Toward English Varieties in the EFL Context Ismar, Randila Tiayu; Julia Rizki
Indonesian Journal of Teaching and Teacher Education Vol. 5 No. 2 (2025): Juli-Desember
Publisher : Pencerah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58835/ijtte.v5i2.674

Abstract

This study examines first-year Information Technology (IT) students' perceptions and attitudes toward English varieties in an English as a Foreign Language (EFL) context, with particular attention to preferences for English varieties, perceptions of accent and pronunciation variation, and beliefs about English ownership and legitimacy. Using a quantitative survey design, data were collected via an online questionnaire comprising 22 Likert-scale items and administered to first-year IT students at an Indonesian university. The findings indicate that students do not hold a single, fixed orientation toward English. While American and British English continue to be associated with academic authority, correctness, and institutional standards, students also demonstrate growing openness toward linguistic diversity, including positive attitudes toward local accents, tolerance for pronunciation variation, and recognition of English as a shared communicative resource. Students' views reflect an ongoing negotiation between established educational norms and the practical demands of global communication, particularly in digital and multilingual environments relevant to the IT field. Rather than a clear shift away from native-speaker norms, the results suggest the emergence of hybrid, context-sensitive orientations, in which different expectations for English are applied depending on communicative purposes. These findings highlight the importance of moving beyond rigid notions of linguistic correctness and support the integration of Global Englishes-informed perspectives in EFL pedagogy, especially in English for Specific Purposes contexts, to better align instruction with students' academic, professional, and communicative needs.

Page 7 of 7 | Total Record : 66

 3   4   5   6   7 

Filter by Year

2021 2025


Reset
Filter By Issues
All Issue Vol. 5 No. 2 (2025): Juli-Desember Vol. 5 No. 1 (2025): January-June Volume 4, No 2 (2024) July - December Volume 4, No 1 (2024) January - June Volume 3, No 2 (2023) July - December Volume 3, No 1 (2023) January - June Volume 2, No 2 (2022) July - December Volume 2, No 1 (2022) January - June Volume 2, No 1 (2022): January - June Volume 1, No 1 (2021): July - December Volume 1, No 1 (2021) July - December More Issue