Journal International Journal of Teaching and Learning (INJOTEL)
International Journal of Teaching and Learning (INJOTEL) publishes articles on education and learning in general. Contains articles / research results written by experts, scientists, practitioners, and reviewers in the field of education and learning. Some of International Journal of Teaching and Learning (INJOTEL): Education and learning theory and foundation, Education and learning philosophy, Education and learning technology, Education and learning media, Education evaluation, Education Management, Education and learning innovation, Education for all levels, Formal education, Informal education, Education non-formal, Rural education, Urban education, Education and learning curriculum, Educators and students, Education and learning policies, Learning methods and strategies, Learning assessment, socio-cultural, etc. International Journal of Teaching and Learning (INJOTEL) is published Once a month in a year
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<![CDATA[STRATEGIES OF IMPLEMENTATION OF EDUCATION TECHNOLOGY IN MADRASAH ]]>
<![CDATA[Siti Maryam]]>;
<![CDATA[Haya]]>;
<![CDATA[Hosaini]]>
<![CDATA[ International Journal of Teaching and Learning Vol. 2 No. 6 (2024): JUNE ]]>
Publisher : <![CDATA[Adisam Publisher ]]>
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<![CDATA[The research aims to investigate the strategy of implementation of educational technology in Madrasah, its models and challenges. This research uses literary research methods by searching for references that match the context of the research. Research results show that major obstacles to the implementation of educational technology include inadequate technological infrastructure, a lack of technological literacy among teachers and students, and budget constraints. However, several effective strategies have been identified to address these challenges, including teacher capacity development through technology training, collaboration with stakeholders for resource support, and the use of open-source technology as a cost-effective solution. The research emphasizes the importance of a holistic approach in the planning and implementation of educational technology in the madrasah, which not only focuses on the technical aspects, but also on the development of the competence of teachers and students, as well as adaptation to local social and economic conditions. So, the findings of this research require policies that support the integration of educational technology in the madrasah and closer cooperation between governments, educational institutions, and communities to maximize the benefits of technology in learning.]]>
<![CDATA[COMPUTER-BASED MULTIMEDIA USAGE TRAINING ]]>
<![CDATA[Agus Iskandar]]>;
<![CDATA[Anugrah Pramuja]]>
<![CDATA[ International Journal of Teaching and Learning Vol. 2 No. 6 (2024): JUNE ]]>
Publisher : <![CDATA[Adisam Publisher ]]>
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<![CDATA[This community service with the title "Training on the Use of Computer-Based Multimedia" aims to improve people's digital literacy and multimedia skills in the fast-paced digital era. This program is designed to teach participants how to integrate various forms of digital media such as text, images, video, and audio in their work and daily lives. This training involves a series of modules that include an introduction to multimedia, technical training, practical applications, and evaluation. Through a combination of face-to-face and online learning methods, this program has succeeded in reaching participants from various backgrounds, including teachers, MSMEs and the general public. Evaluation results showed significant improvements in participants' skills and confidence in managing multimedia content. More than 85% of participants reported substantial improvements in their ability to implement multimedia technology in their professional and personal practices. This service not only provides technical skills but also encourages innovation and technological adaptation in various aspects of life. Suggestions for future research include expanding the scope of training with the latest technology, improving infrastructure, and creating a wider collaboration network with the technology industry. This program provides a model that can be adapted and applied in various other societal contexts to increase the accessibility and effectiveness of digital education.]]>
<![CDATA[CYBER SECURITY EDUCATION PROGRAM FOR STUDENTS TO BUILD DIGITAL SECURITY AWARENESS ]]>
<![CDATA[Agus Iskandar]]>;
<![CDATA[Bagas Ade S]]>
<![CDATA[ International Journal of Teaching and Learning Vol. 2 No. 6 (2024): JUNE ]]>
Publisher : <![CDATA[Adisam Publisher ]]>
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<![CDATA[In the ever-evolving digital era, cyber security is a major concern, especially for the younger generation who spend significant time online. The Cyber Security Education Program for Students is designed to equip students with essential knowledge and skills in dealing with cyber security threats. Through a series of interactive workshops, training and simulations, this program aims to build awareness of the importance of digital security, teach how to identify and avoid various types of cyber attacks, and promote best practices in keeping personal and sensitive information safe. The program curriculum is structured based on the latest cybersecurity frameworks and delivered in a format that is easy for students to understand. The training material covers the basics of cyber security, such as password security, recognition of phishing, malware and ransomware, as well as self-defense techniques in cyberspace. In addition, this program also integrates the use of digital tools that can help students practice cybersecurity in their daily lives. By participating in this program, it is hoped that students will become more aware and responsible in exploring the digital world, and be able to protect themselves and others from potential cyber security dangers. The Cyber Security Education Program for Students not only emphasizes the importance of cyber security knowledge and skills, but also encourages students to become digital security ambassadors in their environment, thereby creating a safer and more informed digital society.]]>
<![CDATA[ANALYSIS OF PEDAGOGICAL COMPETENCY OF PROSPECTIVE MIDDLE SCHOOL PROFESSIONAL TEACHERS ]]>
<![CDATA[Sinta Nurlela]]>;
<![CDATA[Taopik Ramdan]]>;
<![CDATA[Opi Ropiqoh]]>;
<![CDATA[Novi Ardilah]]>
<![CDATA[ International Journal of Teaching and Learning Vol. 2 No. 6 (2024): JUNE ]]>
Publisher : <![CDATA[Adisam Publisher ]]>
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<![CDATA[This research aims to describe: 1) students' mastery of pedagogical competencies in the scientific field of Junior High School Teacher Education Services; 2) obstacles to pedagogical competence faced by informants; 3) the efforts made by the informant to overcome obstacles to pedagogical competence. This research is qualitative research using descriptive methods. The research results show that 1) prospective teachers are able to master several competencies, so informants need to improve the implementation of educated learning; 2) the obstacles faced by informants are that they still do not master the content material well; lack of creativity in media development; and they haven't mastered classical management well; 3) the effort required by the informant is to increase knowledge about learning materials by looking for references from various sources, increasing creativity in media development, as well as being able to be firm and able to reprimand students.]]>
<![CDATA[INTERNALIZATION OF EXAMPLE VALUES IN SOCIAL SCIENCE LEARNING ]]>
<![CDATA[Agus Salam]]>
<![CDATA[ International Journal of Teaching and Learning Vol. 2 No. 6 (2024): JUNE ]]>
Publisher : <![CDATA[Adisam Publisher ]]>
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<![CDATA[Exemplification in education is an effective method that most ensures success in preparing and forming students with noble character and morals. Social studies subjects are one of the fields of science taught in junior high schools. In relation to the internalization of exemplary values, this research will focus on Social Sciences subjects in an integrated manner. To teach exemplary values in social studies learning, of course it cannot be taught using a factual teaching approach (lecture), but appropriate approaches must be used so that students understand, appreciate and integrate the values of national character which will be integrated into competency standards and basic competencies in social studies subjects. In this case, social studies as a school subject not only develops theoretical values that prioritize logic and rationality, but also becomes a subject that can be used to develop other values. By providing conducive Social Sciences (IPS) learning conditions, it will enable students to be directly involved in learning as an effort to develop knowledge, values, attitudes, morals and social skills.]]>
<![CDATA[LOCAL CULTURE-BASED EDUCATION: CREATING A LEARNING ENVIRONMENT THAT PROMOTES LOCAL INTEGRITY ]]>
<![CDATA[Eka Sartika]]>;
<![CDATA[Salam]]>;
<![CDATA[Trubus Semiaji]]>
<![CDATA[ International Journal of Teaching and Learning Vol. 2 No. 6 (2024): JUNE ]]>
Publisher : <![CDATA[Adisam Publisher ]]>
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<![CDATA[Local culture-based education represents a learning paradigm that integrates local cultural wisdom and values into educational curricula and practices. The aim of this approach is to create a learning environment that is rooted in the social, cultural, and student environment, thus enriching the learning process with relevant experiences and perspectives. In this study, we explored the benefits of local culture-based education, including strengthening cultural identities, developing skills relevant to local contexts, and increasing community engagement and participation in the educational process. The method of research used is literature by searching for references that match the context of research. Research results show that students who participate in local culture-based education tend to have a greater sense of pride and appreciation for their cultural heritage, which has a positive impact on learning motivation and a sense of attachment to the community. Furthermore, curricula designed to meet local needs and potential encourage the application of skills in authentic settings, enhancing the relevance and applicability of learning. Implementation of local culture-based education also facilitates intercultural dialogue, strengthens tolerance, and encourages intergenerational collaboration, enriching the learning environment and society as a whole.]]>
<![CDATA[THE DIGITAL LEARNING REVOLUTION: UTILIZING EDUCATION PLATFORMS IN THE SELF-CURRICULAR AGE ]]>
<![CDATA[Novianty Djafri]]>;
<![CDATA[Syamsu Qamar Badu]]>;
<![CDATA[Mardia Bin Smith]]>
<![CDATA[ International Journal of Teaching and Learning Vol. 2 No. 6 (2024): JUNE ]]>
Publisher : <![CDATA[Adisam Publisher ]]>
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<![CDATA[The digital age has brought significant transformations in many aspects of life, including in the education sector. The digital education revolution, especially in the implementation of online learning platforms, has opened wide doors to self-learning and lifelong learning. The aim of this research is to explore how digital education platforms affect the learning process and identify the benefits and challenges that arise from its implementation. Using a qualitative approach through literary research methods, the study collects and analyzes data from various related sources to gain a comprehensive understanding of this phenomenon. The findings show that despite some challenges, such as accessibility and digital disparity, the widespread implementation of digital learning platforms provides more equitable educational opportunities, encourages self-learning, and prepares students with skills relevant to the digital age.]]>
<![CDATA[STRATEGY OF INTEGRATION OF LOCAL WISDOM IN THE CURRICULUM OF HIGHER EDUCATION ]]>
<![CDATA[Judijanto, Loso]]>;
<![CDATA[Rengga Yudha Santoso]]>;
<![CDATA[Lensi Megah Retta]]>;
<![CDATA[Suhana Sarkawi]]>
<![CDATA[ International Journal of Teaching and Learning Vol. 2 No. 6 (2024): JUNE ]]>
Publisher : <![CDATA[Adisam Publisher ]]>
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<![CDATA[In a context of globalization that is increasingly eroding local values and cultural identities, the integration of local wisdom into higher education curricula offers an innovative solution to preserve and enhance those values. The research aims to identify and analyse effective strategies in integrating local intelligence into the curriculum, as well as measure its impact on student character education and multicultural abilities. The methods used in this research include examining literature by looking for literature in accordance with the context of the research. The findings show that the integration of local wisdom can be realized through several ways, such as inclusion in learning materials, the establishment of extracurricular activities that focus on local values, as well as the development of a school culture that embraces local identity. This strategy not only enriches students' learning experiences by introducing them to traditional values and practices, but also strengthens character education through the internalization of values such as diversity, tolerance, and appreciation of other cultures.]]>
<![CDATA[DEVELOPING A CONSTRUCTIVISM APPROACH IN MATHEMATICS LEARNING ]]>
<![CDATA[Nursupiamin]]>;
<![CDATA[N.Tangge, Lilies]]>;
<![CDATA[Afadil, Afadil]]>
<![CDATA[ International Journal of Teaching and Learning Vol. 2 No. 6 (2024): JUNE ]]>
Publisher : <![CDATA[Adisam Publisher ]]>
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<![CDATA[Mathematics learning characterized by constructivism emphasizes building one's own understanding actively, creatively and productively based on previous knowledge and experience. The teacher's task in applying constructivism to mathematics learning is not only to transmit ideas to students, but also to change the conceptions they have to develop them, therefore teachers need to pay attention to students' initial conceptions before learning begins, this aims to make it easier for students in the process. processing new knowledge that will be received. In the implementation stage of constructivist mathematics learning, teachers must understand aspects of mathematics learning that are based on constructivist theory. In this regard, a number of aspects related to mathematics learning, namely (1) students construct mathematical knowledge by integrating the ideas they have, (2) mathematics becomes more meaningful because students understand it, (3) students' strategies are better assessed, and ( 4) students have the opportunity to discuss and exchange experiences and knowledge with their friends. Based on these aspects, as much as possible, the implementation of constructivism in mathematics learning must start from basic education for children.]]>
<![CDATA[CREATE A LOCAL INTELLIGENCE-BASED LEARNING ENVIRONMENT ]]>
<![CDATA[Septo Pramesworo, Ignatius]]>;
<![CDATA[Erna Widyasari]]>;
<![CDATA[Sigit Haryanto]]>;
<![CDATA[Mohammad Ahmad Bani Amer]]>
<![CDATA[ International Journal of Teaching and Learning Vol. 2 No. 6 (2024): JUNE ]]>
Publisher : <![CDATA[Adisam Publisher ]]>
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<![CDATA[The research aims to explore the development and application of a local wisdom-based learning environment in the context of modern education. By adopting a qualitative approach, the study examines various strategies and methodologies for integrating local values, practices, and knowledge into the school curriculum, as well as identifying their impact on student learning experiences. Research results show that integrating local wisdom into education not only enriches curricula but also improves the relevance and contextualization of learning, facilitating critical thinking, creativity, and intercultural understanding among students. In addition, this approach supports the preservation of local culture and the promotion of diversity. This research suggests that to effective implementation, it requires teacher training, development of learning resources, and active involvement of the local community. Therefore, the importance of creating a local wisdom-based learning environment thus holds significant potential in improving the quality of education and preparing students with relevant capabilities to face global challenges with a strong local perspective.]]>
