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
Articles
365 Documents
<![CDATA[UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN THE LEARNING PROCESS IN THE DIGITAL ERA ]]>
<![CDATA[Maya Sari]]>
<![CDATA[ International Journal of Teaching and Learning Vol. 2 No. 9 (2024): SEPTEMBER ]]>
Publisher : <![CDATA[Adisam Publisher ]]>
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<![CDATA[This liteìratuìreì reìseìarch aims to eìxamineì in deìpth theì uìseì of Information and Commuìnication Teìchnology (ICT) in theì leìarning proceìss in theì digital eìra. With a focuìs on theì inteìgration of variouìs digital tools and platforms in eìduìcation, this reìseìarch ideìntifieìs how ICT can increìaseì eìngageìmeìnt, acceìssibility and peìrsonalization of leìarning. Theì meìthods uìseìd incluìdeì suìrveìys of eìduìcators and stuìdeìnts, caseì analysis of classeìs that haveì impleìmeìnteìd this teìchnology, as weìll as a reìvieìw of reìleìvant liteìratuìreì. Theì reìseìarch reìsuìlts show that ICT facilitateìs moreì fleìxibleì and adaptiveì leìarning, eìncouìrageìs moreì eìffeìctiveì collaboration beìtweìeìn stuìdeìnts and teìacheìrs, and increìaseìs eìaseì of acceìss to leìarning mateìrials from anywheìreì and at any timeì. Fuìrtheìrmoreì, theìseì findings show that theì uìseì of informativeì and commuìnicativeì teìchnology heìlps in adapting leìarning mateìrial to individuìal stuìdeìnt neìeìds, theìreìby increìasing leìarning eìffeìctiveìneìss. This reìseìarch concluìdeìs that ICT plays a cruìcial roleì in reìdeìfining eìduìcational meìthods, making theìm moreì reìleìvant to theì neìeìds of today's digital eìra. Propeìr impleìmeìntation of ICT in eìduìcation not only improveìs theì quìality of leìarning buìt also preìpareìs stuìdeìnts with theì skills neìceìssary for theì fuìtuìreì in an increìasingly teìchnology-baseìd world.]]>
<![CDATA[ANALYSIS OF TEACHER COMMUNICATION COMPETENCE IN DEALING WITH STUDENTS WITH SPECIAL NEEDS ]]>
<![CDATA[Arya Prasetya]]>
<![CDATA[ International Journal of Teaching and Learning Vol. 2 No. 9 (2024): SEPTEMBER ]]>
Publisher : <![CDATA[Adisam Publisher ]]>
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<![CDATA[This research focuses on analyzing teachers' communication competencies in dealing with students with special needs, with the aim of understanding the extent of teachers' abilities in carrying out effective communication that supports an inclusive learning process. This research uses a literature review approach to obtain an in-depth picture of the perspectives, strategies and challenges faced by teachers in communicating with students with special needs. The research results show that the majority of teachers have a high awareness of the importance of effective communication competencies in supporting the success of students with special needs. However, there are still obstacles in its implementation, such as a lack of specific training and preparation regarding appropriate communication techniques for students with special needs. Apart from that, the research results also show that the adaptation of communication methods used by teachers is very dependent on the type of special needs that students have. This reflects the importance of an individualization approach in teacher communication strategies. The recommendations put forward include strengthening capacity through regular training for teachers in effective and inclusive communication techniques, as well as implementing adequate support systems to facilitate the communication needs of students with special needs. It is hoped that with a better understanding of effective communication competencies, teachers can be more efficient in supporting successful learning for all students, especially those with special needs.]]>
<![CDATA[APPLICATION OF PROJECT BASED LEARNING IN CHEMICAL ENGINEERING EDUCATION TO IMPROVE STUDENTS' PRACTICAL SKILLS ]]>
<![CDATA[Martinus, Martinus]]>
<![CDATA[ International Journal of Teaching and Learning Vol. 2 No. 9 (2024): SEPTEMBER ]]>
Publisher : <![CDATA[Adisam Publisher ]]>
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<![CDATA[Chemical engineering education is faced with the challenge of not only imparting theoretical knowledge, but also to develop students' practical skills that meet industry needs. Project Based Learning (PjBL) has been implemented as an effective approach to answer these challenges. This research aims to evaluate the effectiveness of PjBL in improving students' practical skills in the field of chemical engineering. Research is carried out through providing projects that are integrated with the curriculum and oriented to real industrial problems. The method used is comparative analysis of pre-test and post-test to measure improvement in practical skills. The results showed that students who took PjBL showed significant improvements in collaboration skills, problem solving, and use of technology. Apart from that, this approach also increases student motivation and involvement in the learning process. In conclusion, PjBL is an innovative and effective learning strategy that strengthens the practical skills of chemical engineering students and prepares them to become part of a competent workforce in the chemical industry.]]>
<![CDATA[EFFECTIVE STRATEGIES IN OVERCOMING EDUCATION GAPS ]]>
<![CDATA[Rinda Riztya]]>;
<![CDATA[Khanali , Ahmad]]>;
<![CDATA[Fitri Rahmani, Sofia]]>
<![CDATA[ International Journal of Teaching and Learning Vol. 2 No. 9 (2024): SEPTEMBER ]]>
Publisher : <![CDATA[Adisam Publisher ]]>
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<![CDATA[Education inequality is a major challenge that hinders socio-economic development and justice in many parts of the world. This article explores effective strategies for addressing educational disparities with a comprehensive and sustainable approach. By increasing the capacity and distribution of teachers, adjusting the curriculum to be more inclusive and relevant, as well as a strong monitoring and evaluation system, a more just and equitable educational environment can be created. Continuous training of teachers as well as providing adequate incentives play an important role in ensuring access to quality education for all children, regardless of their socio-economic background. Curricula tailored to local needs increase student engagement and the relevance of education to their communities. Additionally, continuous monitoring and evaluation is a critical tool for assessing policy effectiveness and enabling continuous adjustments based on field conditions. This article emphasizes the importance of collaboration between government, stakeholders and society to create a more equitable education system. With a holistic approach applied consistently, it is hoped that educational gaps can be minimized, creating greater opportunities for every child to reach their full potential.]]>
<![CDATA[UTILIZATION OF TECHNOLOGY AS A MATHEMATICS LEARNING MEDIA TO SUPPORT LEARNING IN SCHOOLS ]]>
<![CDATA[Windra, Windra]]>;
<![CDATA[Intang Sappaile, Baso]]>
<![CDATA[ International Journal of Teaching and Learning Vol. 2 No. 9 (2024): SEPTEMBER ]]>
Publisher : <![CDATA[Adisam Publisher ]]>
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<![CDATA[This literature research discusses the use of technology as a mathematics learning medium to support the learning process in schools. Modern technologies such as Augmented Reality (AR), Virtual Reality (VR), and Artificial Intelligence (AI) have shown their potential in changing the way teachers and students interact with mathematical material. The use of this technology allows the application of more interactive, personalized and collaborative learning methods, which leads to increased student understanding and motivation. This study examines several important aspects in the application of technology to mathematics learning, including how the technology facilitates the visualization of complex mathematical concepts, offers personalized assistance according to student needs, and encourages collaboration between students. The results obtained show that the integration of technology in mathematics learning can increase the effectiveness and efficiency of the teaching and learning process, thereby creating an adaptive and innovative educational environment. Thus, the use of technology as a medium for mathematics learning is a strategic step in the modernization of education that contributes positively to improving the quality of students' learning experiences. This research recommendation focuses on further development and training for educators in utilizing technology optimally to support learning in schools.]]>
<![CDATA[THE LATEST TECHNOLOGY PARADIGM IN EDUCATION: THE ROLE AND CONTRIBUTION OF GAME-BASED LEARNING (GAMIFICATION) IN INCREASING STUDENT MOTIVATION ]]>
<![CDATA[Andy Rachman]]>;
<![CDATA[Adi Purwanto, Buntara]]>;
<![CDATA[Lestari, Tri Kurniah]]>
<![CDATA[ International Journal of Teaching and Learning Vol. 2 No. 9 (2024): SEPTEMBER ]]>
Publisher : <![CDATA[Adisam Publisher ]]>
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<![CDATA[One of the newest technological trends in education is game-based learning, or gamification. The use of game design features and principles in non-gaming situations, such education, to boost user motivation, engagement, and involvement is known as gamification. Gamification is a significant factor in making learning more engaging and fun for students in the setting of education. Gamification holds enormous promise for boosting student enthusiasm and involvement in the classroom. Gamification can be a useful tool in helping students have more meaningful and engaging learning experiences provided it is designed and implemented well. Student motivation and achievement can be significantly enhanced by the use of game-based learning. By creating interactive, immersive, and enjoyable learning experiences, this approach can stimulate student interest and improve the quality of their understanding of the subject matter. However, it should be remembered that the success of game-based learning lies in careful design, proper integration into the curriculum, and careful monitoring of student responses to ensure success in achieving learning objectives.]]>
<![CDATA[ANALYSIS OF THE IMPACT OF IMPLEMENTING SCHOOL ZONING POLICIES ON INCREASING ACCESS TO EDUCATION ]]>
<![CDATA[Loso Judijanto]]>;
<![CDATA[Frida Utami, Rhisty]]>;
<![CDATA[Destari, Dina]]>
<![CDATA[ International Journal of Teaching and Learning Vol. 2 No. 9 (2024): SEPTEMBER ]]>
Publisher : <![CDATA[Adisam Publisher ]]>
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<![CDATA[This research analyzes the impact of implementing school zoning policies on increasing access to education. The zoning policy, adopted by the Ministry of Education and Culture, aims to reduce educational inequality and encourage equal distribution of education quality across regions. The research results show that zoning policies have succeeded in increasing equitable access to education by ensuring students can go to school near where they live. This reduces the economic burden on families and increases learning opportunities for students from various socio-economic backgrounds. Apart from that, this policy also encourages equal distribution of educational resources, including the availability of teachers and educational facilities. However, research also finds that there are a number of challenges that need to be overcome to ensure the effectiveness of zoning policies. The main challenges include disparities in the quality of teaching staff in various zones, administrative and regulatory complexities, and uneven adaptation to educational technology. The need for uniform regulation, redistribution of teachers, and improvement of technological infrastructure are the main recommendations of this research. Overall, school zoning policies have great potential to improve access and quality of education, but require continued support and collaborative efforts from various parties to overcome existing challenges and ensure effective implementation.]]>
<![CDATA[PARADIGM OF ISLAMIC RELIGIOUS EDUCATION TEACHERS AS PROFESSIONAL EDUCATORS ]]>
<![CDATA[MZ Muttaqien H. Lagala]]>
<![CDATA[ International Journal of Teaching and Learning Vol. 2 No. 9 (2024): SEPTEMBER ]]>
Publisher : <![CDATA[Adisam Publisher ]]>
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<![CDATA[The paradigm of Islamic education, Islamic Religious Education teachers have an important role in shaping the Islamic personality of students. They are also expected to be able to develop knowledge without reducing the values it contains, thus creating a strong education system both materially and spiritually. Thus, the paradigm of Islamic Religious Education teachers as professional educators have moral responsibility, professional abilities, pedagogical competence, and an important role in shaping the Islamic personality of students. Teacher professionalism is crucial because without it, teachers cannot improve the quality of learning. As professional educators, Islamic Religious Education teachers are required to have professional abilities because educating is the main task entrusted to them. They are responsible for shaping the Islamic personality of students. Islamic Religious Education teachers are one of the professional jobs, which starts with a calling, moral, social, and scientific responsibility. They can work not only as teachers but also as researchers guides and motivators who support the spiritual and academic development of students. This ensures that religious education emphasizes more than just theoretical concepts; it also practical applications in everyday life.]]>
<![CDATA[IMPROVING THE QUALITY OF EDUCATION IN THE DIGITAL ERA ]]>
<![CDATA[Loso Judijanto]]>;
<![CDATA[Riztya, Rinda]]>;
<![CDATA[Kristiono, Natal]]>
<![CDATA[ International Journal of Teaching and Learning Vol. 2 No. 9 (2024): SEPTEMBER ]]>
Publisher : <![CDATA[Adisam Publisher ]]>
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<![CDATA[In the digital era, the integration of technology in the educational process is important to improve the quality of learning. This article explores how technology can be used to support wider access and more effective learning, as well as the challenges that need to be overcome to achieve optimal educational quality. Technology allows access to diverse educational resources and interactive teaching methods that can be tailored to students' individual needs and potential. However, truly harnessing the benefits of technology presents some challenges. Key issues include equal access to devices and the internet, the need for ongoing training for teachers, the security and privacy of student data, the importance of maintaining a balance between digital learning and social interaction, and the need for continuous evaluation of the impact of technology on learning outcomes. With a comprehensive and adaptive approach, as well as attention to these critical aspects, the implementation of technology in education can contribute significantly to creating an education system that is inclusive, effective and relevant to the needs of the times. This article concludes that continuous innovation and adaptation are the main keys to exploiting the full potential of technology in improving the quality of education in the digital era.]]>
<![CDATA[THE EFFECT OF TRANSFORMATIONAL LEADERSHIP ON TEACHER PERFORMANCE AND STUDENT ACHIEVEMENT: ANALYSIS OF SCHOOLS IN REMOTE AREAS ]]>
<![CDATA[Sri Astuti]]>;
<![CDATA[Fitriana S, Onny]]>
<![CDATA[ International Journal of Teaching and Learning Vol. 2 No. 9 (2024): SEPTEMBER ]]>
Publisher : <![CDATA[Adisam Publisher ]]>
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<![CDATA[This research aims to examine the influence of transformational leadership on teacher performance and student achievement in schools located in remote areas. Transformational leadership, characterized by a clear vision, inspirational motivation, intellectual stimulation, and individual attention, is believed to bring positive change in educational environments that are often faced with limited resources. The research method used is a literature study with qualitative analysis of various relevant academic journals, books and previous research reports. The results of the study show that transformational leadership has a significant influence on improving teacher performance through providing motivation, support and continuous professional development. Apart from that, transformational leadership also contributes positively to student achievement, both in academic and non-academic terms, by creating a conducive and inspiring learning environment. However, there are several challenges faced in implementing transformational leadership in remote areas, including limited access to training and resources. It is hoped that the findings of this research will provide insight for educational policy makers and school practitioners in designing effective leadership strategies to improve the quality of education in remote areas.]]>
