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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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Research Competency Needs of University Students: Baseline for Research Manual Formulation Quintos, Jr., Romeo; Pecson, Ryan
Indonesian Journal of Teaching and Learning Vol. 5 No. 1 (2026)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v5i1.1807

Abstract

Purpose – This study describes and analyzes the research competency needs of college students in a state university in the Philippines. The research intends to inform the formulation of a research manual for higher education institutions. Methodology – The study employed a descriptive, quantitative design using a researcher-developed survey questionnaire (eight domains) that was validated (CVI=1.00) and tested for reliability (α=0.963). One hundred fifty (150) selected student-researchers, acting as leaders and members, participated in the survey process. The said respondents were selected using a simple random sampling technique. Stringent research protocols and ethical considerations were strictly followed. Data from the survey were analysed using descriptive statistics (i.e., mean and standard deviation) and inferential statistics, such as the Kruskal-Wallis (H) test for the non-normal data analysed. Findings – The results reveal that the student-researchers have the highest research competency needs. Moreover, there is no variation in their research competency needs (p<0.05), indicating a statistically identical highest level of need to improve their research competencies. At the outset, a research manual was developed to complement the proposed research policy on standardizing the research format and addressing the research competency needs of university students. Novelty – The development research manual, as an output of the study, provides an innovative way to contextualize instruction and foster creative thinking and innovative solutions to real-life academic and societal problems. Significance – The findings serve as a valuable reference for using research-based competency needs assessment to foster innovation in research practices.
Learners’ Engagement of Artificial Intelligence in Compliance of Formative Assessment Tasks in Mathematics Dandoy, Jam Marie; Sibug, Angelika; Loreto, Anne Jasmin; Duran, Evangelyn; Baque, Sharmaine; Quintos Jr., Romeo
Indonesian Journal of Teaching and Learning Vol. 5 No. 1 (2026)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v5i1.1861

Abstract

Purpose – This study aims to evaluate junior high school students’ engagement in using Artificial Intelligence (AI) tools in formative assessment activities in Mathematics. The study is grounded in the growing integration of AI in education and the need to understand students’ engagement patterns to support an effective, responsible implementation. Methodology – A quantitative research design was employed. The respondents consisted of 112 junior high school students (55 males and 57 females) from Jose Rizal Institute–Orani, selected through simple random sampling. The sample size was determined using G*Power 3.1.9.4. A researcher-made questionnaire was used as the research instrument, and its validity and reliability were established using Cronbach’s Alpha. Data were analyzed using descriptive statistics, the Independent Samples T-test, and the One-Way Analysis of Variance (ANOVA). Findings – The findings revealed that the majority of students were slightly engaged in using AI tools for formative assessment tasks in Mathematics. A significant difference in AI engagement was observed by sex, with male students demonstrating higher engagement than female students. However, no significant differences were identified across grade levels, except in performance tasks and group activities, where Grade 7 students showed greater engagement. Novelty – This study provides original empirical evidence on students’ engagement with AI tools in formative assessment, highlighting differences by sex and specific assessment activities at the junior high school level. Significance – The findings benefit educators, school administrators, and policymakers by providing insights to inform the responsible and meaningful integration of AI into formative assessment and mathematics instruction.
Rationalization and Bureaucratization in the Indonesian Education System: An Analysis of Teacher Administrative Burden and Digitalization Complaints on KOMPAS Online Media Inayah Islamiya, Nurul; Saputra, Hadi; Annisa, Nurul; Zalsabila, Naila
Indonesian Journal of Teaching and Learning Vol. 5 No. 1 (2026)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v5i1.1908

Abstract

Purpose – This study examines the phenomena of rationalization and bureaucratization in the Indonesian education system, focusing on teachers’ administrative burdens and complaints related to educational digitalization. The study is grounded in the growing implementation of efficiency-oriented, technology-driven education policies that aim to simplify bureaucracy but are often perceived by teachers as increasing administrative burdens. Methodology – A qualitative research design with a document analysis approach was employed. Data were collected from online media reports published by KOMPAS and Kompas.id using purposive sampling to select articles addressing teachers’ administrative workloads, bureaucratic simplification, digital education applications, and policy responses. Data were analyzed using thematic content analysis, including data reduction, categorization, and thematic interpretation, guided by Max Weber’s concept of the iron cage of bureaucracy. Findings – Policies emphasizing efficiency, accountability, and administrative modernization paradoxically expanded teachers’ administrative workloads. Digitalization has generated new forms of bureaucracy that demand continuous adaptation, increase work pressure, and shift teachers’ focus from pedagogical practices to documentation and reporting tasks. Consequently, teachers’ professional autonomy is diminished, revealing a misalignment between policy objectives and teachers’ lived experiences. Novelty – This study contributes original insights by combining media discourse analysis with Weberian bureaucratic theory to reveal the unintended consequences of digitalization on teacher professionalism and identity. Significance – The study has significant implications for policymakers, school administrators, and education researchers by highlighting the need to reorient policy to prioritize pedagogical quality and teacher autonomy.

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