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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 133 Documents
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Implications of The Philosophy of Materialism on Education in Indonesia Yusuf, Arba’iyah; Rohmaniyah, Vivid
Indonesian Journal of Teaching and Learning Vol. 4 No. 1 (2025)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v4i1.1350

Abstract

The philosophy of materialism is a school of thought that emphasizes that the main reality in life is material. The implications of this philosophy for education in Indonesia include various aspects, ranging from the curriculum, teaching methods, to the purpose of education itself. In an education system influenced by materialism, the orientation of learning focuses more on pragmatic aspects and material outcomes, such as technical skills and economic achievement, compared to the development of moral and spiritual values. As a result, there is a paradigm shift in education that focuses more on utilitarian aspects and the reduction of human values. This article will analyse the impact of materialism philosophy on education in Indonesia and offer a critical perspective to find a balance between material and spiritual aspects in the education process.
The Effect of Self-Regulated Learning on Academic Procrastination in Mathematics of Public Junior High School Students in Pekanbaru City Tengku, Tengku Abdani Murazanty; Amelia, Sindi
Indonesian Journal of Teaching and Learning Vol. 4 No. 2 (2025)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v4i2.1369

Abstract

This study aims to determine the effect of self-regulated learning on academic procrastination in mathematics of public junior high school students in Pekanbaru City. This study is a quantitative study with a causal associative research type. The population in this study were all public junior high school students in Pekanbaru City, while the sample in this study amounted to 329 students consisting of 3 public junior high schools in Pekanbaru City, namely Junior High School 10 Pekanbaru, Junior High School 18 Pekanbaru, and Junior High School 33 Pekanbaru with a sampling technique of proportionate stratified random sampling. Data were collected using a questionnaire and analyzed using a simple linear regression analysis technique with the help of the IBM SPSS Statistics 26 program. The results showed a Sig. value of 0,000 (0,000 < 0,05) and tcount > ttable (–) (24,272 > 1,967) with a negative influence direction which means that the higher the self-regulated learning, the lower the academic procrastination and vice versa. Self-regulated learning has an R Square value of 0,643 which means that the contribution of self-regulated learning to academic procrastination is 64,3% and the remaining 35,7% is influenced by other factors. Thus it can be concluded that the effect of self-regulated learning on academic procrastination in mathematics of public junior high school students in Pekanbaru City.
English Day Program and Its Impact on Students' Speaking Proficiency A Socio-linguistic Exploration Ramadani, Lilian; Dharmawan, Yanuarius Yanu
Indonesian Journal of Teaching and Learning Vol. 4 No. 2 (2025)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v4i2.1396

Abstract

This study explores the sociolinguistic dimensions of the English Day program and its impact on students' speaking proficiency at SMA Global Madani. By examining how language practices like English Day influence students' confidence, fluency, and language identity, this research highlights the importance of authentic communication environments in language learning. The study employed qualitative methods, including observations and interviews with 15 purposively selected students. The findings indicate that while the English Day program significantly improved students' speaking proficiency, it also presented sociolinguistic challenges such as anxiety and self-consciousness. Nonetheless, consistent exposure to English and supportive social environments helped foster students' confidence and communicative skills. This study emphasizes the importance of contextual and sociolinguistic factors in shaping effective language acquisition practices.
The Effect of Problem-Based Learning Model on Students' Mathematical Problem-Solving Ability SMP Negeri 2 Bandar Petalangan Parindang, Edwin Amanu; Abdurrahman, Abdurrahman
Indonesian Journal of Teaching and Learning Vol. 4 No. 2 (2025)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v4i2.1446

Abstract

This study aims to determine the effect of the Problem-Based Learning model on the mathematical problem-solving ability. This study is a quantitative study with a quasi-experimental research type and a non-equivalent control group design. The population in this study was all students of class VIII of SMP Negeri 2 Bandar Petalangan, while the sample in this study amounted to 40 students, consisting of 2 classes, with a saturated sampling technique, meaning that all members of the population were used as samples. Data were collected using test sheets by conducting pretests and posttests, then analyzed using descriptive statistical analysis techniques and inferential statistical analysis with the SPSS program. The results showed that the Problem-Based Learning model had a significant effect on students' mathematical problem-solving abilities, with a Sig. value of 0,014 (0,014 <0,05). So it can be concluded that there is a significant influence of the Problem-Based Learning model on the Mathematical Problem-Solving Ability.
Curriculum of Love and Religious Moderation in Madrasah Learning: Strategy for Building a Generation with Humanistic and Tolerant Character Aslinda, Aslinda; Amrizon, Amrizon
Indonesian Journal of Teaching and Learning Vol. 4 No. 2 (2025)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v4i2.1477

Abstract

This study aims to explore the implementation of the curriculum of love and religious moderation in madrasah learning and assess its impact on the learning climate and students’ character development. Using a descriptive qualitative approach and a case study method, the research was conducted at MTsN 2 Tanah Datar, involving teachers, school principals, and students as subjects. Data collection techniques included in-depth interviews, participatory observation, and document analysis of teaching tools. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, employing techniques and source triangulation to ensure validity. A hermeneutic approach was applied to capture the deeper meaning of participants' experiences in implementing values of love and moderation. The findings indicate that this curriculum fosters a more harmonious classroom climate, increases student engagement, and cultivates discipline and responsibility. In conclusion, the curriculum of love and religious moderation proves effective in shaping a conducive learning environment and developing students’ humanistic and tolerant character. It is recommended for broader implementation in madrasahs, accompanied by teacher training and value-based curriculum evaluation to ensure sustainability and relevance.
Development of Mathematics Teaching Materials on Statistics with A Problem-Solving Approach Wulan, Indah Indar; Warsito, Warsito; Iskandar, Ratu Sarah Fauziah
Indonesian Journal of Teaching and Learning Vol. 4 No. 2 (2025)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v4i2.1493

Abstract

This study aims to develop mathematics teaching materials on statistics material that is practical, effective, and valid, and suitable as a student learning module. The type of research used is Research and Development (R&D), which involves developing teaching materials in the form of modules on the subject of statistics. The model used in this teaching material research is the 4-D development model (four D models). This research model has four stages of research, namely 4-D development (four D Models), including define, design, develop, and disseminate. Based on this study, it was found that the Module with a problem-solving approach to statistics material developed by researchers with the 4D model modified into 3D was declared valid by material experts, and media experts with Very Good criteria, and based on the assessment of education experts, namely teachers and students. A module with a problem-solving approach to statistics material, developed by researchers, was declared practical. This means that the Module developed by researchers makes it easier for students to learn and can increase students' interest and motivation in learning mathematics, especially statistics material. This study aims to develop mathematics teaching materials on statistics material that is practical, effective, and valid, and suitable as a student learning module. The type of research used is Research and Development (R&D), which involves developing teaching materials in the form of modules on the subject of statistics. The model used in this teaching material research is the 4-D development model (four D models). This research model has four stages of research, namely 4-D development (four D Models), including define, design, develop, and disseminate. Based on this study, it was found that the Module with a problem-solving approach to statistics material developed by researchers with the 4D model modified into 3D was declared valid by material experts, and media experts with Very Good criteria, and based on the assessment of education experts, namely teachers and students. A module with a problem-solving approach to statistics material, developed by researchers, was declared practical. This means that the Module developed by researchers makes it easier for students to learn and can increase students' interest and motivation in learning mathematics, especially statistics material.
Too Early for Foreign Languages! A Critical Review of Young Children’s Internal Readiness for Language Learning: Fitriyah, Lailatul; Rokhmawan, Tristan; Ramdhani, Reviandy Azhar
Indonesian Journal of Teaching and Learning Vol. 4 No. 2 (2025)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v4i2.1642

Abstract

This study aims to explore the internal mechanisms, aptitude, intelligence, motivation, and cognitive style that influence second language (L2) acquisition among early childhood learners. Grounded in psycholinguistic and developmental perspectives, this research addresses the lack of contextualized strategies for foreign language instruction at the early childhood education (ECE) level in Indonesia. This qualitative study employed a library research design, using thematic analysis of selected scholarly works from 1959 to 2025. Sources were classified into three thematic clusters: (1) internal processing mechanisms (e.g., phonological memory, LAD function), (2) aptitude and intelligence (e.g., MLAT, linguistic universals), and (3) motivation and cognitive style (e.g., intrinsic-affective-social motivation, field-dependence). Data synthesis was conducted to classify key constructs and pedagogical implications. The results revealed that young learners acquire L2 more effectively through emotionally engaging, context-rich, and multisensory exposure rather than formal grammatical instruction. Children benefit from environments that support referential learning, phonological sensitivity, and social-linguistic modeling. Formal instruction was found to be less effective due to developmental mismatches. A classification model was constructed to visually present the findings. This study offers a comprehensive synthesis that bridges second language acquisition theories with early childhood development. It presents an original classification framework linking cognitive-affective variables with instructional strategies suitable for L2 exposure in early childhood. This research provides critical insights for curriculum developers, early childhood educators, and policymakers aiming to implement developmentally appropriate foreign language instruction. The findings support the need for translanguaging, play-based, and emotionally supportive environments for optimal early language acquisition.
An in-Depth Analysis of Students’ Mathematical Connections in the Context of the Pythagorean Theorem Tita Azzahra, Sevilla; Octafian, Allysa Ramadhani; Rahmah, Padilah; Fajar, Cerio Rahmat; Suripah
Indonesian Journal of Teaching and Learning Vol. 4 No. 3 (2025)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v4i3.1485

Abstract

Purpose – Mathematical connection ability is a high-order thinking skill necessary for linking mathematical concepts across topics, disciplines, and real-life contexts. Preliminary observations suggest that many students struggle to establish these connections, particularly when learning the Pythagorean Theorem. Methodology – This study employed a qualitative descriptive research design using a case study method. The sample consisted of 22 students, with four participants purposively selected to represent varying levels of mathematical connection ability. Data were collected through a six-item written test developed based on NCTM indicators and supported by semi-structured interviews for triangulation. Data were analyzed qualitatively to identify patterns in students' mathematical connection performance. Findings – The study found that students generally demonstrated high levels of mathematical connection ability, with a mean score of 70.26%. Most students were able to connect mathematical concepts across different topics and disciplines. However, they encountered difficulties in applying mathematical ideas to real-life situations. These findings highlight the gap between theoretical understanding and practical application. Novelty – This study contributes to the literature by providing in-depth insights into students’ levels of mathematical connection ability, particularly in contextual problem-solving involving the Pythagorean Theorem. Significance – The findings are beneficial for mathematics educators, curriculum designers, and educational policymakers to enhance instructional strategies and support applied mathematical thinking in students.
Penerapan Metode Peer Questioning untuk Meningkatkan Hasil Belajar IPS di Kelas 7 Hanifah, Nisa
Indonesian Journal of Teaching and Learning Vol. 4 No. 3 (2025)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v4i3.1492

Abstract

Tujuan – Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa pada mata pelajaran Ilmu Pengetahuan Sosial (IPS) kelas 7 di SMPIT As Syifa Boarding School Jalancagak melalui penerapan metode peer questioning atau tanya jawab antar teman. Penelitian ini dilatarbelakangi oleh rendahnya nilai rata-rata siswa pada penilaian awal, yaitu sebesar 70—di bawah kriteria ketuntasan minimal (KKM) 75—dan menjadi yang terendah di antara empat kelas paralel. Metodologi – Penelitian ini menggunakan desain Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Sampel terdiri dari 30 siswa yang diambil secara keseluruhan dari satu kelas. Intervensi dilakukan melalui kegiatan peer questioning dalam pembelajaran topik Kerajaan Hindu-Buddha dan Islam, di mana siswa secara aktif saling mengajukan dan menjawab pertanyaan. Data dikumpulkan melalui tes, observasi, dan dokumentasi, kemudian dianalisis secara deskriptif dan komparatif antar siklus. Temuan – Penerapan peer questioning secara signifikan meningkatkan hasil belajar siswa. Nilai rata-rata meningkat dari 70 pada penilaian tengah semester menjadi 83 pada penilaian sumatif akhir tahun. Siswa juga menunjukkan peningkatan partisipasi, keterlibatan, dan pemahaman konsep. Metode ini efektif dalam mengubah dinamika kelas dari pasif menjadi interaktif. Kebaruan – Penelitian ini berkontribusi dengan mengintegrasikan metode peer questioning dalam pembelajaran sejarah pada kurikulum IPS, yang berlandaskan pada teori konstruktivisme Vygotsky dan Piaget. Signifikansi – Penelitian ini bermanfaat bagi guru, pengembang kurikulum, dan praktisi pendidikan yang mencari strategi pembelajaran interaktif untuk mendorong kolaborasi dan berpikir kritis di kelas.
Implementation of Digital Product-Based Deep Learning with a Deep Learning Approach Rohmaniyah, Vivid; Sapari, Imam; Sabara, Rahma; Banjar, Banjar; Haris, Abdul
Indonesian Journal of Teaching and Learning Vol. 4 No. 3 (2025)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v4i3.1627

Abstract

Purpose – This study aims to describe the concepts, implementation strategies, and impacts of digital product-based deep learning on student learning outcomes in the era of the Industrial Revolution 4.0 and Society 5.0. The background of this research lies in the demand for mastering 21st-century skills—critical, creative, collaborative, and communicative thinking—which requires a paradigm shift from mere knowledge transfer to meaningful and applicable learning. Methodology – This study employed a qualitative descriptive approach. Data were collected through literature review, observation of implementation, and interviews with teachers and students. The analysis was conducted descriptively to present the relationship between deep learning concepts, digital product-based implementation strategies, and their impacts on students’ competency achievement. Findings – The results indicate that the application of deep learning in modern education is implemented through contextual learning, project- or problem-based models, and the strengthening of 21st-century skills. Digital product-based implementation strategies include creative planning, the use of collaborative applications, strengthening the role of teachers as facilitators, and the adoption of authentic assessment. The impacts include improved conceptual understanding, higher-order thinking skills, creativity, and student learning motivation. Novelty – This study contributes by integrating digital product-based deep learning that incorporates interactive technologies such as videos, e-books, and educational applications, thereby expanding opportunities for meaningful learning in the 21st-century context. Significance – This research provides insights for teachers, curriculum developers, and education practitioners on innovative strategies to optimise the competencies of the digital generation while addressing learning challenges in the era of the Industrial Revolution 4.0 and Society 5.0.

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