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International Journal of Education and Teaching Zone
Published by Yayasan Nurul Yakin Bunga Tanjung
ISSN : 29637899     EISSN : 28307925     DOI : https://doi.org/10.57092/ijetz.v1i2
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
International Journal of Education and Teaching Zone (IJETZ) is a double-blind peer-reviewed and open-access journal on Education and teacher training. The focus of this journal is to discuss issues of education and teacher training in countries around the world, both in public educational institutions and private educational institutions. IJETZ Journal provides the opportunity to receive articles related to education and teaching from research results starting from preparatory levels, elementary schools, and universities. The scopes of IJETZ Journal include Islamic Education, Social Education Studies, Natural Science Education Studies, Physics Education, Physical Education, Mathematics Education, Environmental Education, Language Education, Management Education, Teaching and Learning, Quality Education, Teacher Education, Educational Technology, Early Childhood Education, Special Education, Guidance and Counseling Education, and other educational fields in the world.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 126 Documents
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Investigating the Translanguaging in South African Higher Education: Insights from Lecturers and Students Dorcas Cathrine Mokgope; Rapeta, Seshoka Joseph
International Journal of Education and Teaching Zone Vol. 4 No. 3 (2025): October 2025 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v4i3.486

Abstract

This study aims to investigate how translanguaging is practiced by both lecturers and students in South African higher education institutions, to benefit both teaching and learning processes. A qualitative case study research design was employed for this study, as it offers a comprehensive and in-depth exploration of complex phenomena within their real-life context. Six lecturers and six students from a North-West Technical and Vocational Education and Training (TVET) college in South Africa participated in this study through semi-structured interviews. Thematic data analysis was employed to interpret and make sense of the collected data. The findings revealed that translanguaging creates inclusive educational spaces where linguistic and cultural diversity are valued, supports the construction of social connections among learners from diverse backgrounds, and enables students to understand academic content more effectively and express it more clearly. These findings suggest that the use of English as a medium of instruction and its impact on teaching and learning can be a valuable framework for multilingual contexts, as it empowers learners to use their home language. It is recommended that clear language policies be developed that recognise and support translanguaging as a legitimate pedagogical strategy.
Automated Essay Assessment using Machine Learning: A Case Study on Newton's Laws of Motion Wawan Kurniawan; M Feby Khoiru Sidqi
International Journal of Education and Teaching Zone Vol. 4 No. 3 (2025): October 2025 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v4i3.511

Abstract

This study aims to develop and evaluate a machine learning–based essay assessment website designed to measure students’ understanding of Newton’s Laws of Motion. A Research and Development (R&D) approach was employed using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). This research involved physics teachers in Jambi Province, with a total population of 60 teachers. A random sampling technique was applied to select 20 teachers as respondents. The product underwent two stages of expert validation: Stage 1 scored 3.51 (70.2%), categorized as feasible, while Stage 2 achieved 3.95 (79.04%), classified as highly feasible. Field evaluations conducted with teachers experienced in assessment reported a score of 4.45 (89%), indicating a very high level of practicality and usability. These findings demonstrate that the developed system is effective, reliable, and user-friendly, supporting teachers in providing deeper, constructive feedback and improving assessment efficiency. This research highlights the potential of machine learning integration in educational assessment and offers an innovative solution to enhance the quality of physics learning and school-based evaluation practice
Integrating Problem-Based Learning and the Teaching at the Right Level Approach to Improve Students’ Collaboration Skills Alfi Andriani; Eli Trisnowati
International Journal of Education and Teaching Zone Vol. 4 No. 3 (2025): October 2025 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v4i3.515

Abstract

This study aimed to enhance Grade VIII students’ collaboration skills by integrating the Teaching at the Right Level (TaRL) methodology with the Problem-Based Learning (PBL) model. Conducted as classroom action research (CAR) involving 32 students from Class VIII F at SMP Negeri 1 Magelang, the study was implemented over two cycles, each comprising the stages of planning, implementation, observation, and reflection. Data were collected through observation sheets, questionnaires, and interviews, and analyzed using descriptive quantitative techniques. The findings revealed consistent improvement across five indicators of collaboration skills, with increases of 15%, 19%, 17%, 22%, and 18% after two cycles. The overall average score rose from 61% in the pre-cycle to 72% in Cycle I and 91% in Cycle II. These results indicate that the integration of PBL and TaRL effectively fostered students’ teamwork competencies. The study contributes to the growing body of evidence on how learner-centered and level-based instructional approaches can synergistically promote active engagement, peer collaboration, and the development of 21st-century skills in middle school education.
Educational Significance of Father–Child Play Interactions: Implications for Early Cognitive and Socioemotional Development bangsawan, Indra; Husin; Siti Mariah Ulfah
International Journal of Education and Teaching Zone Vol. 4 No. 3 (2025): October 2025 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v4i3.527

Abstract

This study investigates fathers’ unique contributions to the cognitive and emotional development of young children a dimension of early childhood education often overshadowed by maternal-focused research. It examines the evolving role of fathers from traditional authority figures to responsive play partners, the adaptive interaction strategies they employ, and the developmental outcomes of their engagement. Using a qualitative exploratory case study design, data were collected from 12 purposively selected fathers in Teluk Rendah Pasar Village, Tebo Regency, through in-depth interviews, participant observation, and documentation. Thematic analysis validated through source triangulation (fathers, mothers, and children) revealed three major findings. First, fathers experienced a meaningful transformation toward emotionally engaged and pedagogically responsive caregivers. Second, they developed adaptive strategies emphasizing intentional quality time, play integration into daily routines, and symbolic family rituals such as “Saturday morning adventures.” Third, paternal play fostered children’s cognitive growth (problem-solving, focus) and socioemotional competence (self-regulation, confidence, and social skills). These findings highlight the educational significance of paternal play as a catalyst for holistic child development and call for father-education initiatives and family-friendly workplace policies that support sustained paternal engagement in early learning.
Collaborative and Reflective Learning Approaches in Biology Teacher Preparation: Emerging Insights and Future Directions Marlina, Reni; Yuenyong, Chokchai; Hamdani, Hamdani; Pamungkas, Rahmania; Zb, Aminah
International Journal of Education and Teaching Zone Vol. 4 No. 3 (2025): October 2025 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v4i3.524

Abstract

This study aims to analyze research trends and characteristics related to collaborative reflective learning in educational contexts, particularly among pre-service biology teachers, and to recommend courses that align with this strategy. The method used in this study was a Systematic Literature Review (SLR). The researchers reviewed 33 scientific articles selected based on the criteria of being in English, published in reputable journals indexed by Scopus, and published between 2000 and 2025. The results revealed a significant increase in publications on this topic since 2018, with a peak in 2020 and 2024, which may have been influenced by the COVID-19 pandemic and the application of technology in online learning. The results also revealed that the concept of "collaborative" is often associated with professional identity, teaching and learning processes, and teacher competency development. Overall, research trends indicate that collaborative reflective learning is a strategic approach to professional development and pedagogical innovation. These strategies are crucial for preparing pre-service biology teachers who are adaptive and competent. This approach not only deepens understanding of biological concepts but also enhances critical thinking, problem-solving, and reflective skills. Through the implementation of this strategy, prospective teachers are expected to develop strong pedagogical competencies and be ready to face the challenges of 21st century education.
Navigating the Standard-based Creative Arts Curriculum Challenges in Primary Schools: A Qualitative Exploration Alhassan, Hamza; Essel, Harry Barton; Kquofi, Steve
International Journal of Education and Teaching Zone Vol. 4 No. 3 (2025): October 2025 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v4i3.497

Abstract

This study explores the challenges and coping strategies associated with implementing the Standard-Based Creative Arts Curriculum (SBC) in Ghanaian primary schools. Guided by an interpretivist paradigm, a qualitative case study approach was used to capture the lived experiences of teachers and headteachers from selected public and private schools. Data were collected from two headteachers and six classroom teachers through structured interviews. While the small sample size limits generalizability, it enabled an in-depth examination of practitioner perspectives. Findings reveal a range of institutional, pedagogical, and resource-related barriers to effective curriculum implementation, including inadequate training, lack of materials, insufficient instructional time, and limited policy prioritization of Creative Arts. Despite these constraints, teachers demonstrated resilience by improvising with local resources, adapting culturally relevant content, and engaging in peer collaboration. The study calls for systemic reforms in teacher training, curricular support, school leadership, and resource allocation. It advocates for greater inclusion of teacher voices in policy development, promotion of culturally responsive pedagogy, and future longitudinal, multi-stakeholder research to maintain quality and equality in Creative Arts education both now and in the future.

Page 13 of 13 | Total Record : 126

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