cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhamad Ahyar Rasidi
Contact Email
ccgedu.org@gmail.com
Phone
+6287865186492
Journal Mail Official
ccgedu.org@gmail.com
Editorial Address
Jln. By Pass BIL Batujai. Lombok Tenga.
Location
Kab. lombok tengah,
Nusa tenggara barat
INDONESIA
International Journal of Teaching
Published by YAYASAN CENDEKIA CITRA GEMILANG
ISSN : -     EISSN : 3031397X     DOI : https://doi.org/10.61798/ijt.v1i1
Core Subject : Religion, Education, Social,
Religion Education Mathematics Social Sciences Other
International Journal of Teaching E-ISSN: 3031-397X mainly focuses on media and methods in all levels of teaching (basic, middle, and high education levels). The detailed scopes of articles accepted for submission to the Jurnal International Journal of Teaching are: 1) Media Teaching and Learning Theory, 2) Teaching innovation, 3) Teaching practice, 4) Classroom activity, 5) Curriculum, and 6) Multidisciplinary education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 24 Documents
 1   2   3 
The Impact of Contextual Teaching and Learning on Students’ Communication Skills Akhmad Asyari; Muhamad Ahyar Rasidi
MEDIA DAN STRATEGI PEMBELAJARAN Vol 3 No 1 (2026): International Journal of Teaching: IN PROGRESS
Publisher : YAYASAN CENDEKIA CITRA GEMILANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/ijt.v3i1.429

Abstract

This study aimed to examine the effect of the Contextual Teaching and Learning (CTL) model on university students’ communication skills. The study employed a quasi-experimental method using a pretest–posttest control group design. The research subjects consisted of two classes: an experimental class implementing the CTL model and a control class using conventional instruction. The results showed that the mean pretest score of students’ communication skills in the experimental class was 66, while that of the control class was 63, indicating relatively equivalent initial abilities. After the treatment, the mean posttest score of the experimental class increased to 84, whereas the control class reached 71. The N-gain value of the experimental class was 0.50, categorized as moderate, while the control class obtained an N-gain of 0.23, categorized as low. Furthermore, an effect size of 0.82 indicated a large impact of the CTL model on students’ communication skills. Therefore, the CTL model is statistically and practically effective in improving university students’ communication skills.
Integration of Child Developmental Psychology and Character Education in School Culture: Challenges of Indonesian Education in the Era of Digitalization Syaifudin, Syaifudin Zuhri; Ari Susetiyo
MEDIA DAN STRATEGI PEMBELAJARAN Vol 3 No 1 (2026): International Journal of Teaching: IN PROGRESS
Publisher : YAYASAN CENDEKIA CITRA GEMILANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/ijt.v3i1.437

Abstract

The era of digitalization has significantly transformed the landscape of education in Indonesia, not only in terms of learning technology but also in the psychological dynamics and character formation of children. This article aims to analyze the integration of child developmental psychology and character education within school culture, as well as to identify the challenges of its implementation in Indonesia. This study employs a systematic literature review approach of scientific publications from 2020–2025 that are relevant to the themes of character education, school culture, and developmental psychology in the digital era. The findings indicate that digitalization influences children’s cognitive, socio-emotional, and moral development. Therefore, character education approaches must be grounded in an understanding of psychological developmental stages. School culture serves as the primary medium for internalizing values through habituation, role modeling, and the hidden curriculum. However, the integration of these elements faces psychological, cultural, and structural challenges. This article proposes a three-pillar integrative model psychological, cultural, and digital ethics as a conceptual framework for strengthening character education in Indonesia
Dynamics, Problems, and Solutions in the Implementation of a Love-Based Curriculum as Reinforcement of the Merdeka Curriculum in the Deep Learning Approach Husna Dzakia Aini; Ari Susetiyo
MEDIA DAN STRATEGI PEMBELAJARAN Vol 3 No 1 (2026): International Journal of Teaching: IN PROGRESS
Publisher : YAYASAN CENDEKIA CITRA GEMILANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/ijt.v3i1.441

Abstract

The transformation of education in the twenty-first century requires learning approaches that not only emphasize cognitive achievement but also foster character development and humanistic values. In Indonesia, educational reform has been implemented through the Merdeka Curriculum, which promotes student-centered learning, flexibility in instructional practices, and the development of the Pancasila Student Profile. In this context, the Love-Based Curriculum emerges as an innovative pedagogical approach that integrates empathy, compassion, and ethical values into the learning process. This study aims to analyze the dynamics, theoretical foundations, challenges, and strategic solutions related to the implementation of the Love-Based Curriculum in the context of the Merdeka Curriculum and deep learning approaches. The research employs a qualitative method using a literature review design by examining relevant national and international scholarly sources.The findings indicate that the integration of love-based pedagogy and deep learning can support meaningful and holistic learning by fostering students’ intellectual, emotional, and social development. The implementation of this approach also aligns with the principles of the Merdeka Curriculum, particularly in promoting student-centered learning and character education. However, several challenges remain, including limited teacher understanding of love pedagogy, assessment systems that focus primarily on cognitive outcomes, and institutional constraints within schools.To address these challenges, the study proposes several strategies, including strengthening teacher professional development, developing holistic assessment models, and fostering collaboration among schools, families, and communities. Overall, the Love-Based Curriculum offers a promising framework for supporting holistic education and character development in Indonesian educational contexts.
Revisiting the Role of Education in Social Transformation: Insights from Fianarantsoa, Madagascar Michel, Rakotoniriana Noelisoa Jean; Sulla, Razafitahindraza Erica Feyzine; Esmati, Shahabuddin
MEDIA DAN STRATEGI PEMBELAJARAN Vol 3 No 1 (2026): International Journal of Teaching: IN PROGRESS
Publisher : YAYASAN CENDEKIA CITRA GEMILANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/ijt.v3i1.443

Abstract

This study aims to examine the role of education in social transformation within the context of Fianarantsoa in Madagascar, with particular attention to how access, quality, and learning outcomes influence individual and collective trajectories. Grounded in a socio-educational perspective, the research addresses the gap between the widespread expectation that education leads to social mobility and the observed realities of persistent inequality and limited employment opportunities. A qualitative research design was adopted, involving purposive sampling of 20 participants, including teachers, students, parents, school administrators, and community leaders. Data was collected through semi-structured interviews and supported by document analysis, then analyzed using a thematic approach to identify key patterns related to educational experiences and social impact. The findings indicate that education is highly valued as a pathway to improved living conditions and social recognition, reflecting its strong symbolic importance within society. However, disparities between urban and rural areas in terms of infrastructure, resources, and teaching quality contribute to uneven learning outcomes. Many students complete schooling without mastering essential literacy, numeracy, and practical skills, which limits their ability to access meaningful employment. The results suggest that education functions as a necessary but insufficient condition for social mobility, as broader socio-economic and institutional constraints shape its impact. The study highlights the need to improve the quality and relevance of education, strengthen teachers’ capacity, and address structural inequalities to enhance education’s contribution to sustainable development and social transformation

Page 3 of 3 | Total Record : 24

 1   2   3 

Filter by Year

2024 2026


Reset
Filter By Issues
All Issue Vol 3 No 1 (2026): International Journal of Teaching: IN PROGRESS Vol 2 No 2 (2025): JULY-IN PRESS-International Journal of Teaching Vol 2 No 1 (2025): International Journal of Teaching Vol 1 No 2 (2024): International Journal of Teaching Vol 1 No 1 (2024): International Journal of Teaching