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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 151 Documents
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Effects of Microlearning Based Science Modules on Conceptual Understanding and Self Regulated Learning: A Quasi Experimental Study in Senior Secondary Schools Hamdani Hamdani; Reni Marlina; Nurussaniah; Suci Siti Lathifah; Aminah Zb
International Journal of Education and Teaching Zone Vol. 5 No. 1 (2026): February 2026 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v5i1.774

Abstract

This study examined the effectiveness of a microlearning-based science module in enhancing students' conceptual understanding and self-regulated learning (SRL). Employing a quasi-experimental non-equivalent control group design, 32 secondary students were equally assigned to experimental (microlearning) and control (conventional instruction) groups. Data were collected through validated conceptual understanding tests, SRL questionnaires, and delayed post-tests to measure retention. Descriptive results showed the experimental group consistently outperformed the control group across all measures, achieving higher mean scores in conceptual understanding (M = 81.38, SD = 6.41 vs. 72.06, SD = 6.87), SRL (M = 82.25 vs. 71.81), and retention (M = 78.94 vs. 69.13). Inferential analysis revealed significant differences in overall conceptual understanding (t = 3.21, p = 0.003) with a large effect size (Cohen's d = 0.80), as well as across specific indicators of basic concepts, conceptual application, and scientific reasoning. These findings indicate that microlearning effectively supports deeper conceptual understanding, learner autonomy, and long-term retention by reducing cognitive load and enabling flexible, self-paced learning, positioning it as a promising instructional approach for strengthening science education quality at the secondary level.
Teachers’ Conceptions of Electromagnetic Radiation in Mobile and Wireless Technologies: The Role of Teaching Specialization and Gender Leonidas Gavrilas; Marianna–Sotiria Papanikolaou; Konstantinos Kotsis
International Journal of Education and Teaching Zone Vol. 5 No. 2 (2026): June 2026 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v5i2.794

Abstract

Electromagnetic radiation is a fundamental scientific concept encountered daily through mobile phones, wireless networks, and other technologies. However, it is often mistakenly associated with radioactivity and health risks, leading to widespread misconceptions. This study investigated Greek teachers’ conceptions of electromagnetic radiation in mobile and wireless technologies, examining differences by teaching specialization and gender. A quantitative survey of 455 teachers from four specialization groups used ten dichotomously scored items to assess understanding of electromagnetic radiation, radioactivity, emissions from everyday technologies, and the specific absorption rate (SAR). The total score showed acceptable internal consistency for exploratory use (Cronbach’s α = .713). The mean correctness score was 40.99% (SD = 24.24), indicating substantial variability across items. In the bivariate analysis, men scored higher than women, t(453) = 5.72, p < .001. However, in the unbalanced two-way ANOVA model, the gender effect was not statistically detectable when teaching specialization and the gender-by-specialization structure of the sample were included, F(1, 447) = 0.14, p = .708, whereas specialization remained significant, F(3, 447) = 18.57, p < .001. Computer Science and Physics teachers outperformed those in Primary and Preschool Education. The findings underscore the need for teacher education to strengthen understanding of the distinctions between electromagnetic radiation and radioactivity, emissions from mobile and wireless technologies, and the specific absorption rate (SAR).
Biology Teachers’ Awareness of the Concepts and Applications of Deep Learning in Senior High Schools Slamet Suyanto; RAHMANIA PAMUNGKAS; Wenny Pinta Litna Tarigan
International Journal of Education and Teaching Zone Vol. 5 No. 2 (2026): June 2026 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v5i2.795

Abstract

is study examines senior high school biology teachers’ understanding of deep learning and the extent to which its principles are reflected in classroom planning and practice. An exploratory descriptive mixed-methods design was used with 20 biology teachers from public and private schools in Sleman Regency, Indonesia. Data were collected through a questionnaire on conceptual, practical, and reflective understanding, semi-structured interviews, written reflections, and document analysis of lesson plans, student worksheets, and related teaching materials. Quantitative data were analyzed descriptively, while qualitative data were analyzed through reflexive thematic analysis and rubric-based document review. Findings show that 15% of teachers were in the low category, 45% in the moderate category, and 40% in the high category. Teachers generally associated deep learning with active learning, inquiry, higher-order thinking, and project-based activities. However, documentary evidence showed that transfer-oriented tasks, explicit student agency, and authentic assessment were less consistently planned than contextual tasks and higher-order questioning. Time pressure, assessment workload, student heterogeneity, and limited institutional support were major constraints. The results suggest that teachers’ readiness is promising but uneven, and that professional development should emphasize outcome-task-assessment alignment, transfer-oriented learning, and feasible authentic assessment in biology instruction
Institutional Integrity and Quality Assurance in Teaching and Learning Practices at Public Universities in Nigeria Olugbenga Ajadi
International Journal of Education and Teaching Zone Vol. 5 No. 2 (2026): June 2026 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v5i2.801

Abstract

This study examined the causes and types of academic misconduct and their relationship with institutional integrity in public universities in Southwest Nigeria. A total of 450 academic staff, non-academic staff, and students from three selected public universities were recruited using purposive, stratified, and disproportionate sampling techniques. Data were analyzed using descriptive statistics and Pearson's product-moment correlation. The findings identified examination malpractice, plagiarism, and academic dishonesty as the most prevalent forms of misconduct, while weak accountability and governance transparency emerged as the primary contributing factors. The reliability of the questionnaire was established using Cronbach's alpha, yielding coefficients of 0.84, 0.81 and 0.88 for perception, types of academic misconduct and institutional integrity and academic misconduct respectively.  The survey found among sampled students and staff, inadequate accountability mechanisms (84.7%, mean = 4.24) and governance transparency deficits (80.0%, mean = 4.12) significantly contributed to academic misconduct. The study also found moderate negative relationship between academic misconduct and institutional integrity (r = -0.482, p < 0.01). The coefficient of determination (r² = 0.232) showed that institutional integrity explained 23.2% of academic misconduct variance, indicating a moderate-to-large effect. The study concluded that institutional integrity requires stronger accountability and transparency, but findings may be affected by social desirability bias in self-reported data.
Optimizing Digital Library Services to Support Teaching and Learning in Higher Education: A Strategic Governance Approach saharudin saharudin; Regita Riani Putri
International Journal of Education and Teaching Zone Vol. 5 No. 2 (2026): June 2026 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v5i2.805

Abstract

Digital transformation has redefined university libraries as strategic digital service ecosystems that support teaching, learning, and institutional governance. Despite substantial investments in digital library infrastructure, empirical evidence on users’ perceptions of service quality within institutional governance frameworks remains limited, particularly in Indonesian higher education. This study evaluated students’ perceptions of digital library service quality within the SMART UNJA institutional governance framework and examined whether these perceptions differed across gender and faculty groups. A quantitative cross-sectional survey was conducted with 303 students selected through stratified random sampling. Data were collected using a validated questionnaire measuring six dimensions of digital library service quality: reliability, responsiveness, assurance, empathy, tangibility, and digital infrastructure. Descriptive statistics, independent-samples t-tests, and MANOVA were employed for data analysis. The findings indicate that students generally perceived digital library services positively across all dimensions, with tangibility receiving the highest ratings and empathy the lowest. No statistically significant differences were found across gender or faculty groups, suggesting a consistent service experience among users. These findings provide empirical evidence that the SMART UNJA governance framework supports equitable and user-centered digital library services while highlighting the importance of strengthening personalized service interactions. The study contributes to the growing literature on digital library service quality by offering evidence from an institutional digital governance perspective in higher education.
Quality Assurance Systems and Student Academic Learning Outcomes among Private Universities: An Ordinal Orbit Regression Analysis Mapheleba Lekhetho; Christina Maame Pomaah Opoku
International Journal of Education and Teaching Zone Vol. 5 No. 2 (2026): June 2026 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v5i2.806

Abstract

This study examines the relationship between quality assurance (QA) systems and student academic performance and satisfaction in Ghana’s private universities. Guided by total quality management theory, QA is seen as a continuous improvement framework that integrates stakeholder satisfaction, process optimisation, and institutional learning. The study used ordinal probit regression to analyse how students perceive QA in shaping their learning experiences and to evaluate the effects of QA practices on academic performance and satisfaction. Surveys were used to collect data from 281 students in selected private universities. Key QA dimensions included teaching quality improvement, curriculum review, institutional self-assessment, and resource adequacy. Findings show that QA systems are widely institutionalised, but their impact on student outcomes is uneven. Teaching quality improvement is the strongest predictor of academic performance and satisfaction. The findings verify the significance of TQM in higher education institutions. They offer practical guidance for university leaders and regulators to prioritise QA investments that directly enhance teaching, evaluation, assessment, and resource allocation. This alignment can improve student performance, satisfaction, and institutional credibility in competitive higher education environments.
Transforming Student Evaluation Policy through the Student Satisfaction Index on Lecturer Performance: Strengthening Learning Governance Mujazi; Muhammad Soleh Hapudin; Ainur Rosyid
International Journal of Education and Teaching Zone Vol. 5 No. 2 (2026): June 2026 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v5i2.807

Abstract

Student evaluation data are often underutilized in higher education despite their potential to support evidence-based academic decision-making. The Student Satisfaction Index on Lecturer Performance (IKMKD), which measures teaching quality from students’ perspectives, has received insufficient attention as a tool for study program governance and quality improvement. This study looks at how the IKMKD can be used not only as a tool for evaluation but also as a basis for policies to improve academic management in the Elementary School Teacher Education program at Universitas Esa Unggul, Indonesia. The study employed a convergent parallel mixed-methods design involving 399 students across five academic semesters. Data were collected through IKMKD questionnaires and semi-structured interviews using purposive sampling. Quantitative data were analyzed using descriptive statistics, and qualitative data were analyzed using thematic analysis to explore students' evaluation experiences and perceptions of teaching practices. The findings indicate that the average IKMKD score reached 3.51, which falls within the good category, indicating that students generally perceived lecturers’ teaching performance positively across key aspects of the learning process. Nevertheless, several recurring issues were identified, including unclear assignment instructions, limited transparency in grading criteria, delayed feedback, and inconsistent lecture schedules. The value of IKMKD as a data-informed feedback mechanism that can support pedagogical improvement, lecturer development, and continuous quality enhancement at the study program level. 
A Blended ESP Learning Model Integrated with Digital Literacy Si Putu Agung Ayu Pertiwi Dewi; Ni Komang Purwaningsih
International Journal of Education and Teaching Zone Vol. 5 No. 2 (2026): June 2026 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v5i2.814

Abstract

Contemporary nursing practice requires professionals to integrate English communication, nutritional literacy, and digital competence to support interdisciplinary healthcare. However, English for Specific Purposes (ESP) curricula often fail to address these competencies in an integrated manner. This study conducted a multidimensional needs analysis to identify the ESP learning materials and pedagogical approaches required to enhance nutritional awareness among undergraduate nursing students. A mixed-methods sequential explanatory design was employed with 46 nursing students in Bali, Indonesia. Data were collected through a 70-item questionnaire and semi-structured interviews and analyzed using quantitative and qualitative approaches. The findings revealed strong support for an ESP curriculum integrating nutrition and digital technology. Students identified limited mastery of medical and nutritional terminology as a major challenge affecting their ability to read scientific literature and communicate effectively in clinical settings. They also expressed a clear preference for blended learning because of its flexibility and interactive learning opportunities. These findings highlight the need for contextualized, technology-enhanced ESP materials that integrate language learning with professional nursing competencies. The study contributes practical guidance for designing ESP curricula that better prepare nursing students for digitally supported and internationally oriented healthcare practice.
A Quasi-Experimental Study of Inquiry-Based Learning for Enhancing Motivation and Reflective Thinking in EFL Recount Writing Ikha Listyarini; Davron Aslonqulovich Juraev; Sri Wahyuni; Nur Hidayat; Muhammad Arief Budiman
International Journal of Education and Teaching Zone Vol. 5 No. 2 (2026): June 2026 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v5i2.821

Abstract

This study investigated the effectiveness of ChatGPT-assisted Inquiry-Based Learning (IBL) in enhancing English as a Foreign Language (EFL) students' writing performance, reflective thinking, and motivation. A quasi-experimental pretest–posttest non-equivalent control group design was employed with 80 undergraduate EFL students assigned to either a conventional IBL group or a ChatGPT-assisted IBL group. Data were collected through IELTS-based writing assessments and validated questionnaires on reflective thinking and motivation and analyzed using descriptive and inferential statistics. The findings showed that students in the ChatGPT-assisted IBL group significantly outperformed those in the conventional IBL group in writing performance, reflective thinking, and motivation. Positive associations were also observed among the three learning outcomes, suggesting that integrating generative AI into inquiry-based instruction supports both cognitive and affective aspects of learning. These findings highlight the pedagogical potential of ChatGPT to enrich inquiry-based writing instruction by promoting reflective learning, increasing student motivation, and improving writing quality. Although the quasi-experimental design limits causal inference, the study provides empirical evidence supporting the integration of generative AI into EFL teaching and offers practical implications for AI-enhanced language learning in higher education.
Decoupling Literacy and Verification: A Quantitative Study of Misinformation Resistance among Undergraduate Students Kadek Devi Kalfika Anggria Wardani; Anak Agung Ngurah Eddy Supriyadinata Gorda; Steviona Abigael Lepong
International Journal of Education and Teaching Zone Vol. 5 No. 2 (2026): June 2026 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v5i2.832

Abstract

The rapid spread of misinformation on social media has increased the importance of developing social media literacy as a core educational competency in higher education. This study examined the relationship between social media literacy and hoax-news prevention among undergraduate students and identified the specific competencies requiring instructional attention. A cross-sectional survey was conducted with 100 undergraduate students using a validated 27-item questionnaire measuring social media literacy and hoax-news prevention. Data were analyzed using descriptive statistics and simple linear regression after confirming instrument validity, reliability, and model assumptions. The findings revealed that students demonstrated a high overall level of social media literacy, which was positively and significantly associated with hoax-news prevention (p < .001). However, indicator-level analysis showed that source verification, particularly verifying the credibility of accounts before sharing information, was the weakest competency despite the high overall literacy score. These findings suggest that general social media literacy does not necessarily translate into effective misinformation verification behaviours. From an educational perspective, the results highlight the need to integrate structured instruction on critical evaluation and source verification into higher education curricula. Strengthening these competencies through teaching and learning activities may better prepare students to critically evaluate online information and reduce the spread of misinformation.

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