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INDONESIA
Indonesian journal of teaching and learning
Published by Edupedia Publisher
ISSN : 29620570     EISSN : 29641446     DOI : https://doi.org/10.56855/intel
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Indonesian Journal of Teaching and Learning (INTEL) is a national journal in the fields of: 1. Education 2. Teaching and learning 3. Evaluation 4. Management in formal/non-formal schools
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "vol. 5 no. 3 (2026)" : 5 Documents clear
Assessing Teachers’ Perceived Readiness and Attitude toward AI Integration in Creating Learning Materials at Samal National High School–Main Ronnel Maghanay; Noemhay Mojica; Rana Reem Teodoro; Vanessa Dungca; Mildred Esperanza; Camille Tipay; Romeo Quintos jr.
Indonesian Journal of Teaching and Learning (INTEL) Vol. 5 No. 3 (2026)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v5i3.2024

Abstract

Purpose –The rapid integration of Artificial Intelligence (AI) in education is reshaping teaching and learning by enabling individualized instruction and enhancing curriculum development. This study examined the perceived readiness and attitudes of 69 teachers at Samal National High School–Main toward AI integration in developing instructional materials during the 2025–2026 academic year. Methodology – A descriptive–correlational survey design was employed using a validated instrument adapted from Fundi, Sanusi, Oyelere, and Ayere (2024) on a 5-point Likert scale. Findings – Results showed high levels of readiness (M = 3.65) and very positive attitudes (M = 4.30) toward AI, though formal AI training participation was low (M = 2.55). A strong, positive, and significant correlation was found between readiness and attitude (r = .749, p < .001). These findings suggest that teachers are prepared to adopt AI in instructional design, but structured professional development and institutional support are essential. Novelty – This study provides localized empirical evidence on the relationship between teachers’ readiness and attitudes toward AI integration specifically in instructional material development within a public secondary school context. Significance – The study provides insights for teacher training programs, policy development, and strategic implementation of AI to enhance educational outcomes.
Developing Talents in Elementary School Children Through Local Culture as a Psychological Ecosystem Anang Amiruddin Nugroho; Hilda Zahrani
Indonesian Journal of Teaching and Learning (INTEL) Vol. 5 No. 3 (2026)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v5i3.2172

Abstract

Purpose – This study examined how local culture supports the talent development of elementary school children by shaping their values, learning experiences, and opportunities for talent expression while preserving cultural identity. Methodology – A qualitative descriptive design was employed. Participants were selected through purposive sampling. Data were collected through semi structured interviews and observations using guidelines covering cultural values, cultural activities, social support, opportunities, and challenges related to children's talent development. Data were analyzed through data reduction, data display, and conclusion drawing. Findings – Local culture served as a meaningful learning environment that fostered children's character and provided opportunities to identify, practice, and develop their talents. Cultural values, including hard work, mutual cooperation, respect, and togetherness, encouraged active participation in community activities that strengthened talent development. Cultural activities also promoted cultural identity while enhancing children's competencies. A key challenge was the tendency of families and communities to prioritize academic achievement over non-academic talents. The findings indicate that reciprocal interactions among culture, talent, and environmental support contribute to sustainable talent development and cultural preservation. Novelty – This study proposes an integrated perspective that explains how local cultural values, community participation, and environmental support interact to simultaneously strengthen children's talent development and preserve local culture. Significance – The findings provide practical insights for teachers, parents, schools, and policymakers seeking to integrate local culture into educational practices and talent development programs for elementary school children.
The Effectiveness of Differentiated Instruction in Economics Education Learning among Students of the Economics Education Study Program at Institut Pendidikan Tapanuli Selatan Dinda Vebrina; Laila Surayya
Indonesian Journal of Teaching and Learning (INTEL) Vol. 5 No. 3 (2026)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v5i3.2187

Abstract

Purpose – This study examined the effectiveness of differentiated instruction in economics education among students of the Economics Education Study Program at Institut Pendidikan Tapanuli Selatan. The study addressed the need for adaptive and student-centered instruction that accommodates differences in students’ readiness, interests, and learning preferences. Methodology – A quantitative approach with a quasi-experimental pretest–posttest control group design was employed. Participants were undergraduate students divided into an experimental group receiving differentiated instruction and a control group receiving conventional instruction. Data were collected through learning achievement tests, student engagement questionnaires, and classroom observations, then analyzed using descriptive statistics, paired-sample t-tests, and independent-sample t-tests with SPSS. Findings – Differentiated instruction significantly improved students’ learning outcomes and classroom engagement. The experimental group achieved higher posttest scores and demonstrated greater participation than the control group. The findings indicate that flexible learning pathways tailored to students’ diverse learning profiles enhance conceptual understanding and improve the quality of learning in economics education. Novelty – This study provides empirical evidence of the effectiveness of differentiated instruction in higher education economics by demonstrating how adaptive learning strategies accommodate student diversity and improve both academic achievement and engagement. Significance – The findings benefit university lecturers, curriculum developers, and higher education institutions by providing evidence to support the adoption of differentiated instructional strategies for creating more inclusive, meaningful, and student-centered learning environments.
Enhancing Students' Mathematical Interpretation Ability through Project-Based Learning in Statistics: Evidence from a Quasi-Experimental Study Syauqi Fari Hapittullah; Ratu Sarah Fauziah Iskandar; Rika Sukmawati; Muhammad Hafeez
Indonesian Journal of Teaching and Learning (INTEL) Vol. 5 No. 3 (2026)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v5i3.2366

Abstract

Purpose – Mathematical interpretation ability is a key component of mathematical literacy, enabling students to interpret mathematical representations and solve contextual problems. However, many junior secondary students struggle to interpret statistical information presented in pie charts. This study examined the effectiveness of Project-Based Learning (PjBL) in improving students' mathematical interpretation ability in statistics. Methodology – A quasi-experimental study using a non-equivalent control group design was conducted with 42 Grade VII students from MTs Al-Layyinah, Indonesia. The participants were assigned to an experimental group (n = 21) and a control group (n = 21). Data were collected using a six-item essay test and analysed through descriptive statistics, the Shapiro–Wilk test, Levene's test, and an Independent Samples t-test. Findings – Students in the experimental group outperformed those in the control group (74.05 vs. 64.05). The difference was statistically significant (t = 3.044, p = 0.004), indicating that PjBL effectively improved students' mathematical interpretation ability. Novelty – This study provides empirical evidence that authentic project activities integrating data collection, pie-chart construction, and contextual interpretation effectively develop mathematical interpretation ability in statistics. Significance – The findings support the integration of PjBL into mathematics instruction to strengthen students' mathematical interpretation ability and statistical literacy.
The Intellectual Structure and Emerging Research Frontiers of Mathematical Reasoning in Cognitive Processes: A Bibliometric Analysis and Systematic Literature Review Miratus Sholikha; Arif Abdul Haqq; Nasir Umar
Indonesian Journal of Teaching and Learning (INTEL) Vol. 5 No. 3 (2026)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v5i3.2369

Abstract

Purpose – Mathematical reasoning has become a central focus of mathematics education research; however, existing evidence remains fragmented across cognitive, pedagogical, affective, and representational perspectives. Previous reviews have rarely integrated bibliometric mapping with systematic evidence synthesis to explain the intellectual development of this field. This study aims to examine the intellectual structure, thematic evolution, and emerging research frontiers of mathematical reasoning in cognitive processes. Methodology – This study employed a mixed-review design integrating bibliometric analysis and a Systematic Literature Review (SLR). Bibliographic data were retrieved from the Scopus database and selected using the PRISMA 2020 framework, resulting in 334 eligible journal articles. Bibliometric mapping was conducted using VOSviewer to analyse publication trends, country productivity, author collaboration, keyword co-occurrence, and density visualization, while qualitative synthesis was used to interpret thematic development and identify research gaps. Findings – The results reveal three major findings. First, scientific production has increased markedly since 2018, reflecting growing international interest in mathematical reasoning within cognitive processes. Second, mathematical reasoning functions as the intellectual hub linking cognitive, pedagogical, linguistic, semiotic, and affective perspectives. Third, affective constructs, particularly motivation and self-efficacy, remain underrepresented, highlighting important opportunities for future interdisciplinary research. Novelty – This study provides the first integrated synthesis combining bibliometric analysis and PRISMA-guided SLR to map the intellectual structure, thematic evolution, and research frontiers of mathematical reasoning in cognitive processes. Significance – The findings offer an evidence-based foundation for researchers, curriculum developers, and mathematics educators to develop more comprehensive theoretical models and interdisciplinary research agendas that integrate cognitive, affective, and instructional dimensions of mathematical reasoning.

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