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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 128 Documents
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Navigating Research Formatting Dilemmas among College Students: Extent of Formal Instruction and Access to Resources Toward Ramified Research Guidelines Pecson, Ryan; Quintos Jr, Romeo; Olubia, Leandro; Santos, Lourdes; Forbes, Jaime; Lugtu, Normita; Santos, Paulo Joseph
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.v4i3.1666

Abstract

Purpose – This study aims to determine the extent of formal instruction or guidance on research formatting among college students, as well as the availability of resources to assist them in addressing research formatting issues in a state university in the Philippines. The research intends to inform the development of standardized and effective research guidelines for higher education institutions. Methodology – The study employed a descriptive qualitative design using semi-structured interviews. Fifteen (15) purposively selected student research leaders participated in the interview process. Stringent research protocols and ethical considerations were strictly followed. Data from the interview transcripts were analyzed using Clarke and Braun’s thematic analysis approach to identify recurring patterns and insights. Findings – The results reveal that the degree of formal instruction on research formatting significantly influences students’ ability to manage and complete their research projects, impacting both efficiency and quality. Identified challenges include limited guidance, inconsistent formatting standards, and resource constraints. Key strategies to overcome these challenges include faculty mentoring, accessible support systems, and standardized institutional policies. Novelty – This study provides an in-depth exploration of research formatting challenges from the perspective of student research leaders—an often underrepresented group in academic discourse—highlighting the interplay between formal instruction, resource access, and research productivity. Significance – The findings serve as a valuable reference for higher education administrators, faculty, and policymakers in crafting research guidelines that enhance students’ efficiency, reduce anxiety, and foster innovation in research practices.
Reframing EFL Classrooms Students’ Perspectives on Translanguaging as a Pedagogical Strategy in Indonesian Senior High School Cahyanti, Agnes Dewi; Dharmawan, Yanuarius Yanu
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.v4i3.1673

Abstract

Translanguaging has emerged as a powerful pedagogical approach in multilingual EFL classrooms, especially in culturally and linguistically diverse contexts. This study aimed to explore the perspectives of tenth-grade students at SMA Gajah Mada Bandar Lampung towards the use of translanguaging strategies in their English classes. The research employed a qualitative case study design, involving 30 participants selected through purposive sampling. Data were collected using classroom observations, semi-structured interviews, and a structured questionnaire. The analysis revealed that students frequently resorted to their first language (L1) to alleviate anxiety and enhance comprehension, especially when encountering difficulties with English (L2). The majority expressed positive attitudes towards translanguaging, believing that the integration of L1 alongside L2 helped them engage more actively, understand instructions better, and participate with greater confidence. However, a small number of students were hesitant, citing concerns over overdependence on L1. Teachers’ reactions also played a significant role in shaping students’ comfort, as those who positively acknowledged L1 use were more likely to foster inclusive participation. The findings suggest that translanguaging supports learners’ emotional, cognitive, and linguistic development when strategically integrated by teachers. This study offers new insight into how translanguaging not only aids language acquisition but also reduces classroom anxiety. It contributes to the growing body of research advocating for flexible language practices in EFL settings. The results are significant for EFL educators, curriculum developers, and policy-makers seeking to create inclusive and supportive language learning environments in multilingual classrooms.
Enhancing Cognitive Learning Outcomes through HOTS-Based Learning in Indonesian Language Education: A Study of Grade VIII Students at SMPN 8 Sampang Kurniawan, Yayak; Desiyanto, Jatim; Nur Aisiyah, Siti
Indonesian Journal of Teaching and Learning Vol. 4 No. 4 (2025)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v4i4.1798

Abstract

Purpose – This study aims to analyse the implementation of HOTS-based learning and its impact on improving cognitive learning outcomes in Indonesian language subjects for eighth-grade students at SMP Negeri 8 Sampang. The study is motivated by the low cognitive achievement of students, which is primarily influenced by conventional learning approaches centred on memorisation, despite the Merdeka Curriculum's emphasis on Higher Order Thinking Skills (HOTS). Methodology – The research uses the Classroom Action Research (CAR) model by Kemmis and McTaggart, conducted over two cycles. The sample consists of 32 eighth-grade students. Data were collected using cognitive learning achievement tests, observation sheets, and field notes. Quantitative data were analysed through average score calculations and completion rates, while qualitative data were analysed descriptively to complement the results. Findings – The study found a significant improvement in students' cognitive achievement. The average score increased from 62.50 in the pre-test to 80.31 in cycle II, and the mastery percentage rose from 31.25% to 87.50%. These results demonstrate that HOTS-based learning strategies effectively enhance cognitive outcomes and foster critical, analytical, and creative thinking skills. Novelty – The research contributes original insights into the effectiveness of HOTS-based learning in the context of Indonesian language education, particularly in junior high school settings. Significance – This study is beneficial for educators, curriculum developers, and policymakers seeking to improve cognitive learning outcomes by incorporating HOTS in educational strategies.
Implementasi Outdoor Learning untuk Meningkatkat Hasil Belajar IPA Siswa Kelas V SD Swata NU Medan Khairuna, Annisa
Indonesian Journal of Teaching and Learning Vol. 4 No. 4 (2025)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v4i4.1824

Abstract

Tujuan – Penelitian ini dilatarbelakangi oleh rendahnya aktivitas dan hasil belajar siswa kelas V SD Swasta NU Medan pada mata pelajaran IPA. Penelitian ini bertujuan untuk mengetahui peningkatan aktivitas dan hasil belajar siswa melalui penerapan metode Outdoor Learning pada pembelajaran IPA kelas V SD Swasta NU Medan. Metodologi – Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) dengan model Kurt Lewin yang terdiri dari empat tahap, yaitu perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian adalah 9 siswa (4 laki-laki dan 5 perempuan). Penelitian ini dilaksanakan dalam dua siklus dengan total empat kali pertemuan. Instrumen penelitian berupa lembar observasi digunakan untuk mengukur aktivitas siswa, sedangkan soal tes digunakan untuk menilai hasil belajar. Temuan – Hasil penelitian menunjukkan adanya peningkatan baik pada aktivitas maupun hasil belajar siswa. Aktivitas belajar siswa pada siklus I diperoleh rata-rata 55% dan meningkat pada siklus II menjadi 79%, sehingga terjadi peningkatan sebesar 24% dengan kategori baik. Sementara itu, hasil belajar siswa juga mengalami peningkatan. Pada siklus I, ketuntasan belajar baru mencapai 42%, kemudian meningkat pada siklus II menjadi 83%, sehingga terjadi peningkatan sebesar 41% dan telah melampaui target ketuntasan klasikal yang ditetapkan. Kebaruan – Penelitian ini berkontribusi dengan mengintegrasikan metode outdoor learning pembelajaran IPA kelas V, yang berlandaskan pada teori Piaget. Signifikansi – Penelitian ini bermanfaat bagi guru, pengembang kurikulum, dan praktisi pendidikan yang mencar imedia  pembelajaran interaktif untuk mendorong kolaborasi dan hasil belajar siswa di kelas.
Penerapan Media Wordwall pada Materi Berhitung untuk Meningkatkan Hasil Belajar Siswa Sekolah Dasar Nabillah, Syahfitri
Indonesian Journal of Teaching and Learning Vol. 4 No. 4 (2025)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v4i4.1825

Abstract

Tujuan – Penelitian dilatarbelakangi oleh kurangnya media pembelajaran yang digunakan oleh guru karena kurangnya keterlibatan peserta didik dalam pembelajaran sehingga mengakibatkan rendahnya hasil belajar peserta didik pada materi berhitung jauh dari kentutas. Penelitian ini bertujuan untuk meningakatkan hasil belajar peserta didik pada materi berhitung dengan menggunakan media wordwall. Metodologi – Penelitian ini menggunakan desain Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus Data hasil penelitian diperoleh dari observasi, tes hasil belajar, dan dokumentasi. Teknik analisis data menggunakan metode konvensional. Temuan – Dari sebelum tindakan (pra siklus) hasil presetase klasikal diperoleh 4 peserta didik (33,33 %). Kemudian pada siklus 1 dengan menerapkan media wordwall hasil presentase klasikal diperoleh 6 peserta didik (50%). Kemudian setelah dilakukan perbaikan dari siklus 1, hasil presentase klasikal pada siklus II diperoleh 10 peserta didik (83,33%). Kebaruan – Penelitian ini berkontribusi dengan mengintegrasikan media Wordwall pembelajaran Matematika materi penjumlahan bilangan cacah dikelas V, yang berlandaskan pada teori konstruktivisme Vygotsky dan Piaget. Signifikansi – Penelitian ini bermanfaat bagi guru, pengembang kurikulum, dan praktisi pendidikan yang mencar imedia pembelajaran interaktif untuk mendorong kolaborasi dan hasil belajar siswa di kelas.
Improving Students’ Interest and Learning Outcomes in Producing Explanation Texts Through the Scientific Approach Using the Problem-Based Learning Model Ghofir, Abdul
Indonesian Journal of Teaching and Learning Vol. 4 No. 4 (2025)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v4i4.1826

Abstract

Purpose – This study aims to address the low interest and learning outcomes of students in producing explanation texts at MA Nurul Muttaqin Wedi Kapas Bojonegoro. The main objective is to determine the improvement in students’ interest and learning outcomes through the Scientific Approach using the Problem-Based Learning (PBL) model during the 2024/2025 academic year. Methodology – This research employed a classroom action research (CAR) design involving 15 students of Grade XII Social Sciences. The study consisted of a pre-cycle and one cycle of intervention. Data were collected through observation and written tests. During the pre-cycle, students received explanation text material through conventional lecturing and completed a preliminary test. In Cycle 1, instructional actions were implemented using the PBL model to enhance students’ engagement and performance. Data analysis included descriptive comparison of student interest and test achievement before and after the intervention. Findings – The pre-cycle results showed that only 5 students (33%) demonstrated interest in producing explanation texts, while 10 students (67%) exhibited low interest. Learning outcomes were also low, with merely 1 student (6.66%) achieving the minimum mastery criterion (75). After implementing PBL in Cycle 1, student performance improved significantly: 8 students (54%) scored 100, while the remaining 7 students (46%) scored 80, resulting in a 100% mastery rate. Student interest also increased substantially based on observation indicators. These findings indicate that the PBL model effectively enhances both student interest and learning outcomes. Novelty – This study contributes to the field by demonstrating the effectiveness of integrating the Scientific Approach with the PBL model to improve students’ ability to produce explanation texts—an area that has received limited empirical attention in Indonesian secondary education. Significance – The findings provide practical insights for teachers, curriculum developers, and education practitioners in designing learning strategies that enhance student engagement and performance, especially in language learning and text production.
The Use of Digital Technology in the Processing and Interpretation of Assessment Data at the Primary School Level Aini, Nurul; Amiani, Destin; Mutallaah, Indah; Yasin, Muhammad Hadi; Hasannah, Niswatun
Indonesian Journal of Teaching and Learning Vol. 4 No. 4 (2025)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v4i4.1836

Abstract

ABSTRACT This study aims to analyse the challenges, opportunities, and impacts of utilising digital technology in improving the quality of assessment in primary schools. The method used is qualitative with a Library Research and Integrative Review approach through a systematic review of scientific articles from Google Scholar, Scispace, DOAJ, and Scopus published between 2015 and 2025. Literature selection was carried out through identification, screening, and eligibility stages, then analysed using thematic analysis techniques to identify patterns and key findings related to the management and interpretation of assessment data. The results showed that digital technology plays a significant role in improving the efficiency, accuracy, and transparency of the assessment process through recording, processing, and automatic data visualisation. In addition, digital technology supports more accurate pedagogical decision-making through real-time data analysis. However, its implementation still faces challenges in the form of infrastructure limitations, variations in teachers' digital competencies, and data security issues. On the other hand, great opportunities arise from the potential of technology to realise objective, adaptive, and student-centred evaluation. Overall, the integration of digital technology has strategic potential to improve the quality of assessment in primary schools if implemented in a planned and sustainable manner.
The Role of Madrasah Supervisors in Implementing Parent Classes as Part of EDRA to Strengthen Parent–Teacher Collaboration at RA As Sholihat Cangkringturi Wulyaningsih, Nani
Indonesian Journal of Teaching and Learning Vol. 4 No. 4 (2025)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v4i4.1839

Abstract

Purpose – This study aims to examine the effectiveness of Parent Class/Parenting programs as part of the supervisory assistance and the implementation of the Roudlotul Athfal Self-Evaluation (EDRA) system in improving parent–teacher collaboration at RA As Sholihat Cangkringturi, Prambon District, in 2025. Methodology – This research employed a qualitative descriptive design with observation and documentation as the primary data collection techniques. The subjects included teachers, students, and parents of RA As Sholihat. Data were analyzed using a flow model consisting of data reduction, data display, and conclusion drawing. The supervisory intervention introduced the EDRA self-evaluation application to help identify weaknesses, needs, and potential within the institution, followed by mentoring sessions and the implementation of Parent Class activities. Findings – Initial observations revealed limited understanding among teachers and school leaders regarding essential documents such as RKT, RKRA, RKJM, and the curriculum, with many relying on copied templates without understanding their substance. Through EDRA-based supervision and the implementation of Parent Class activities, the institution successfully identified root problems and improvement strategies. By the second cycle, parent involvement and communication with teachers increased significantly, indicating a positive impact of the parenting program on strengthening collaboration. Novelty – This study highlights the emerging role of madrasah supervisors as educational companions in line with the new national supervisory framework, demonstrating how EDRA-based mentoring combined with Parent Class implementation can effectively. Significance – The findings provide practical insights for madrasah supervisors, school leaders, and early childhood educators on optimizing supervision practicesto support learning in early childhood education settings.

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