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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 140 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.
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.
The Evolution of Mathematical Communication Research in Mathematics Education: A Bibliometric Analysis Miftakhul Jannah; Arif Abdul Haqq; Raman Kumar; Muhammad Hafeez
Indonesian Journal of Teaching and Learning (INTEL) Vol. 5 No. 2 (2026)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v5i2.2388

Abstract

Purpose – Mathematical communication is a fundamental component of mathematics education that supports conceptual understanding, reasoning, and collaborative learning. Despite the rapid growth of related studies, the field remains fragmented, limiting a comprehensive understanding of its scientific development, intellectual structure, and emerging research directions. This study aimed to map the global research landscape of mathematical communication through bibliometric analysis. Methodology – A bibliometric analysis was conducted on 9,574 English-language journal articles indexed in Scopus. Following the PRISMA guidelines, the study employed VOSviewer to analyse publication trends, co-authorship networks, keyword co-occurrence, Total Link Strength (TLS), overlay visualization, and density visualization. Findings – Publication output has increased markedly since 2015, reflecting the growing importance of mathematical communication in mathematics education. Scientific production remains concentrated in a few countries, while collaboration networks are fragmented. The field is intellectually structured around mathematical communication, collaborative learning, self-regulated learning, cognitive engagement, and higher-order thinking skills. Recent research has shifted towards digital pedagogy and technology-enhanced communication, whereas technology-integrated communication, co-regulated learning, longitudinal studies, and cross-cultural research remain underexplored. Novelty – This study presents the first comprehensive bibliometric mapping that integrates scientific development, intellectual structure, thematic evolution, and research frontiers of mathematical communication research. Significance – The findings provide an evidence-based foundation for future research, instructional innovation, and international collaboration in mathematics education.
Mapping the Intellectual Landscape of Mathematical Literacy in Mathematics Education: Thematic Evolution, Collaboration Networks, and Emerging Research Frontiers Siti Nurfadillah; Arif Abdul Haqq; Ebenezer Bonyah
Indonesian Journal of Teaching and Learning (INTEL) Vol. 5 No. 2 (2026)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v5i2.2399

Abstract

Purpose – Mathematical literacy has expanded beyond its traditional association with large-scale assessment toward a broader domain encompassing pedagogical, technological, and contextual dimensions. This study maps the development, collaboration structure, thematic evolution, underexplored areas, and emerging research frontiers of mathematical literacy research in mathematics education. Methodology – A systematic literature review integrated with bibliometric analysis was conducted using 281 English-language journal articles indexed in Scopus and published between 2016 and March 2026. Following systematic screening procedures, publication trends and geographical distribution were examined alongside co-authorship, keyword co-occurrence, Total Link Strength, overlay and density visualization, and bibliographic coupling using VOSviewer. Findings – The field shows accelerated publication growth, with the United States and Indonesia as the leading contributors, although international and author collaboration remains uneven and fragmented. Six thematic clusters reveal diversification from assessment-oriented foundations toward pedagogy, digital technology, teacher education, STEM, numeracy, and broader quantitative literacy contexts. Ethnomathematics, gender, early childhood education, and several digital and contextual intersections remain comparatively underexplored. Novelty – This study integrates collaborative, intellectual, temporal, and bibliographic structures to demonstrate that mathematical literacy research is undergoing simultaneous quantitative expansion and intellectual reorganization, rather than merely increasing in publication volume. Significance – The findings provide researchers, mathematics educators, and policymakers with an evidence-based map for strengthening cross-context collaboration, connecting fragmented research themes, and developing culturally responsive, technology-supported, and context-sensitive mathematical literacy research.

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