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INDONESIA
Journal in Teaching and Education Area
Published by Yayasan Al Hidayah
ISSN : -     EISSN : 30477034     DOI : 10.69673
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media Mathematics Other
Journal in Teaching and Education Area is a double-blind, peer-reviewed, open-access journal in the Education and Teaching area. This journal is initialled as JITERA. JITERA journal provides an academic forum for researchers interested in discussing current and future educational and teaching issues. Experts will review all articles before they are accepted for publication. The JITERA journal is published annually in February, June and October. The Al Hidayah Foundation, Indonesia, publishes the JITERA journal. The Al Hidayah Foundation was established in 1998 based on notarial deed number 8, 1998 concerning the Ratification of the Establishment of a Legal Entity, the Al Hidayah Foundation.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 72 Documents
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Assessment on The Challenges of Using ICT for Teaching Undergraduates Students in Federal University Dutsin-Ma, Katsina Dada, Kayode Sunday John
Journal in Teaching and Education Area Vol. 2 No. 3 (2025): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/n1mc1d80

Abstract

The integration of Information and Communication Technology (ICT) in higher education has revolutionized teaching and learning worldwide, but its implementation in developing regions like Nigeria encounters substantial obstacles. This empirical study evaluates the challenges of utilizing ICT for teaching undergraduate students at Federal University Dutsin-Ma (FUDMA), Katsina, Nigeria. A cross-sectional survey was administered to 200 participants, including lecturers and students, employing structured questionnaires to assess ICT tool usage, perceived challenges, and prospective remedies. Results indicate varying levels of tool adoption: Learning Management Systems (LMS) like Moodle showed high usage (M=4.16, SD=0.63), followed by interactive whiteboards (M=4.44, SD=0.63), video conferencing such as Zoom (M=3.69, SD=0.91), PowerPoint (M=2.84, SD=1.13), email (M=2.78, SD=0.89), and social media (M=1.98, SD=0.76). Challenges were rated for severity, with large class sizes (M=4.49, SD=0.57) and lack of skills (M=4.46, SD=0.62) emerging as most critical, alongside funding issues (M=4.24, SD=0.63), electricity problems (M=3.97, SD=0.69), poor infrastructure (M=3.51, SD=0.73), and resistance to change (M=1.73, SD=0.66). These impediments restrict effective ICT incorporation, widening gaps in resource-limited settings. The study highlights the necessity for strategic measures to improve ICT effectiveness in undergraduate education. One primary recommendation is establishing mandatory ICT training initiatives for staff and students to enhance digital proficiency and assurance, thereby addressing skill deficiencies and promoting enduring tech integration. Outcomes advance discussions on ICT in African tertiary institutions, stressing tailored approaches to surmount infrastructural and workforce limitations.
Learning Architecture: How U-Shaped Desks Affect Classroom Dynamics Orhani, Senad
Journal in Teaching and Education Area Vol. 2 No. 3 (2025): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/gp83re17

Abstract

U-shaped desk organization on classroom dynamics, focusing on teachers’ experiences and perceptions. The U-shape is considered one of the most effective student seating patterns, as it allows for increased visual contact, fostering collaboration and active involvement in the learning process. Through a qualitative methodology, the research will be based on semi-structured interviews and direct classroom observations, collecting data from teachers at different levels of education. The analysis will focus on how this form of seating affects interaction, discipline, motivation, and the building of a collaborative classroom climate. The results showed that the U-shape desk arrangement significantly improves student interaction, engagement, and discipline, creating a more collaborative and democratic classroom climate, although practical challenges such as limited space remain an obstacle to its full implementation.
Penggunaan Media Gambar Picture and Picture Terhadap Hasil Belajar IPA Kelas IV di SDN 07 Depok Toroh Grobogan Sari, Ery Liana
Journal in Teaching and Education Area Vol. 2 No. 3 (2025): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/aqkv8x03

Abstract

Penelitian ini bertujuan untuk meningkatkan aktivitas dan hasil belajar siswa pada mata pelajaran Ilmu Pengetahuan Alam (IPA) melalui penggunaan media gambar picture and picture di kelas IV SDN 07 Depok Toroh Grobogan. Urgensi penelitian ini didasarkan pada rendahnya minat dan hasil belajar siswa akibat pembelajaran yang masih berpusat pada guru dan minimnya penggunaan media visual. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, masing-masing terdiri atas tahap perencanaan, pelaksanaan, observasi, dan refleksi. Data dikumpulkan melalui observasi, wawancara, tes hasil belajar, dan dokumentasi, kemudian dianalisis secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa penggunaan media picture and picture mampu meningkatkan keterlibatan siswa secara aktif dalam proses pembelajaran. Nilai rata-rata hasil belajar meningkat dari 76 pada siklus I menjadi 85 pada siklus II, dengan ketuntasan belajar naik dari 73% menjadi 92%. Dengan demikian, media gambar picture and picture terbukti efektif meningkatkan pemahaman konsep, motivasi, dan keaktifan siswa dalam pembelajaran IPA di sekolah dasar.
Representasi Gender dan Hilangnya Ruang perbedaan: Studi Streteotipe Tokoh Abang Salleh pada Film Upin dan Ipin Sari, Desfitri Puspa Permata; Phalerianti, Maya; Ananda, Anysa Rizky; Salim, Refina Maharani; Aristawidya, Lina
Journal in Teaching and Education Area Vol. 2 No. 3 (2025): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/cw7dqd56

Abstract

Penelitian ini membahas representasi gender pada tokoh Abang Salleh atau Bang Sally dalam serial animasi Upin & Ipin, dengan menyoroti bagaimana stereotipe dilekatkan, dinegosiasikan, dan akhirnya diteguhkan dalam kerangka maskulinitas hegemonik. Tokoh ini sejak awal menampilkan ekspresi femininitas melalui suara melengking, pakaian modis, dan gestur tubuh lentur, yang tampak menantang konstruksi maskulinitas dominan. Namun, perkembangan narasi justru menggeser Abang Salleh menjadi lebih maskulin, sehingga ekspresi berbeda tidak pernah benar-benar diberi ruang. Fenomena ini menunjukkan bahwa media populer anak-anak menghadirkan keberagaman hanya sebatas variasi yang terkendali, bukan pengakuan terhadap identitas non-biner atau cair. Penelitian ini menggunakan pendekatan kualitatif dengan analisis wacana, di mana data primer berupa adegan-adegan Abang Salleh yang ditranskripsi secara tekstual dan visual, serta data sekunder berupa artikel akademik, penelitian terdahulu, dan diskursus publik di media sosial. Analisis didasarkan pada teori representasi Stuart Hall, performativitas gender Judith Butler, serta semiotika Roland Barthes untuk menyingkap makna denotatif, konotatif, hingga ideologis. Hasil penelitian menunjukkan bahwa Abang Salleh bukanlah simbol inklusivitas gender yang otentik, melainkan representasi semu yang dikendalikan oleh norma konservatif. Feminitas tokoh lebih sering diposisikan sebagai lelucon, sedangkan transformasinya ke arah maskulinitas hegemonik menegaskan bahwa hanya ekspresi gender tertentu yang dianggap valid. Temuan ini memperlihatkan bahwa media populer anak-anak berperan dalam mereproduksi bias gender sekaligus mempersempit ruang perbedaan, sehingga menegaskan urgensi literasi media kritis bagi audiens anak-anak agar mampu membaca representasi gender secara reflektif.
A Systematic Review of Digital Media in Enhancing English Language Learning in Indonesian Schools Muslimawati, Alfa Oriza Sativa; Dirgantini, Alya Dwi; Humaira, Nasyila Putri; Novayana, Ririn; Wahyuni
Journal in Teaching and Education Area Vol. 2 No. 3 (2025): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/x2nt5k16

Abstract

This systematic review aims to comprehensively evaluate the extent to which and how the integration of Digital Media and Information and Communication Technology (ICT) has transformed the process of English Language Learning (ELL) in Indonesian schools, and to identify the most effective digital tools for addressing the common challenges of motivation and the limitations of traditional pedagogy. Utilizing the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) 2020 checklist, this research systematically evaluated recent peer-reviewed articles, primarily sourced from the ERIC database, to understand the role of digital tools, such as mobile applications, interactive games, and social media platforms. The findings reveal that the integration of digital media significantly promotes student engagement and motivation, offers personalized learning experiences, and effectively improves specific language skills, including vocabulary acquisition and writing proficiency. Furthermore, digital media fosters a collaborative learning environment and enhances accessibility. This research underscores the necessity of adapting pedagogical practices to fully leverage the potential of digital media, thereby providing valuable insights for Indonesian educators, curriculum developers, and policymakers in shaping a more effective and relevant English education system for the digital era.
A Systematic Review of Enhancing English Learning Motivation through Mobile Learning and Gamified Activities Al Gifari, Ahmad Zidan; Cintria; Oktasya, Mira Fadellah; Nabila; Festyanisa, Okta
Journal in Teaching and Education Area Vol. 2 No. 3 (2025): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/kyd4za18

Abstract

This study aims to systematically review the role of mobile learning and gamification in enhancing English learning motivation within the ASEAN context. Using the PRISMA 2020 framework, fourteen journal articles published in 2025 were analyzed. The findings reveal that gamification elements such as points, badges, leaderboards, and interactive platforms like Quizizz, Blooket, Kuartet, and gamified MOOCs consistently foster learners’ engagement, confidence, and participation. Mobile learning was also found to support autonomy and flexibility, while its effectiveness strongly depends on students’ ICT competence and perceived usefulness. Despite these positive outcomes, challenges remain, including limited digital literacy, teacher readiness, and infrastructure barriers, particularly in under-resourced areas. Moreover, although motivation increased significantly, measurable academic performance improvements were less consistent, emphasizing the need for robust pedagogical integration. Overall, this review highlights that mobile learning and gamification are promising strategies to address motivational issues in English learning, but their long-term success requires teacher training, adequate infrastructure, and culturally responsive instructional design.
AI Tools in Improving Speaking Skills: A Literature Review Ramadhani, Ilma Sania; Khotimah, Khusnul; Putri, Ratih Dwi; Arisya, Syahra
Journal in Teaching and Education Area Vol. 2 No. 3 (2025): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/n7ebwk13

Abstract

This study is a systematic literature review that aims to examine the extent to which Artificial Intelligence (AI) and various AI tools are used to improve the speaking skills of English language learners. The main focus of this study is to identify the benefits of using AI in vocabulary, grammar, pronunciation, fluency, and student confidence, while also reviewing the challenges that accompany it, such as technological limitations, ethical issues, and accessibility problems. Based on the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, 960 articles published in 2025 from the ERIC database were reviewed, with 7 studies identified as most relevant for further analysis. The findings reveal that AI applications such as chatbots, speech recognition tools, and project-based learning models contribute to improving vocabulary, grammatical accuracy, pronunciation, fluency, and learners’ confidence. Moreover, integrating AI with project-based and blended learning approaches fosters collaboration, critical thinking, and more authentic language use. Nevertheless, several challenges remain, including overreliance on technology, reduced human interaction, as well as ethical and accessibility concerns. Therefore, while AI holds considerable promise in transforming speaking instruction, teachers continue to play a crucial role in providing pedagogical guidance, cultural sensitivity, and emotional support. The review also highlights the need for further research to evaluate the long-term impact of AI integration in language education..
Model Pembelajaran Inklusif Berbasis Pemberdayaan Sosial Bagi Komunitas Tuli: Studi Kasus Program Perintis PT. Kilang Pertamina International RU VI Balongan Hekmatyar, Versanudin; Mildawati, Milly; Subarkah, Ade; Kuswanda, Dede; Tukino; Wibisono, Eko Gunawan; Arsyad, Fachry; Zulkifli, Mohamad; Purnomo, Andromedo Cahyo; P, Shafira Putri Kusuma
Journal in Teaching and Education Area Vol. 2 No. 3 (2025): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/fea1cj78

Abstract

Penelitian ini bertujuan untuk mengkaji model pembelajaran inklusif berbasis pemberdayaan sosial bagi komunitas Tuli melalui studi kasus Program PERINTIS (Pemberdayaan Inklusi Teman Istimewa) PT. Kilang Pertamina International RU VI Balongan. Program ini memadukan pelatihan barista, pendampingan humanistik, dan interaksi sosial di kedai kopi inklusif sebagai ruang belajar bersama antara masyarakat dan penyandang disabilitas rungu-wicara. Pendekatan penelitian menggunakan metode kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan analisis dokumen, lalu dianalisis menggunakan teknik thematic analysis. Hasil penelitian menunjukkan bahwa pembelajaran melalui pengalaman nyata (learning by doing), mentoring humanistik, dan ruang sosial inklusif mampu meningkatkan kepercayaan diri, kesadaran diri, dan kemampuan sosial peserta. Ketiganya membentuk Model Pembelajaran Inklusif Berbasis Pemberdayaan Sosial, yang tidak hanya menumbuhkan keterampilan kerja, tetapi juga menciptakan transformasi psikososial dan pengakuan sosial bagi komunitas Tuli. Penelitian ini menegaskan bahwa pendidikan inklusif merupakan proses sosial yang transformatif, yang dapat tumbuh melalui kolaborasi antara dunia pendidikan, komunitas, dan sektor industri.
Dekolonisasi Epistemik dalam Pendidikan Indonesia: Rekontekstualisasi Warisan Kolonial Belanda dalam Pembentukan Kurikulum Nasional Muslim; Erniati; Ihsan; Handrianto, Ciptro
Journal in Teaching and Education Area Vol. 2 No. 3 (2025): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/xp4dj332

Abstract

Peninggalan kolonial Belanda meninggalkan jejak mendalam  pada sistem pembelajaran Indonesia, paling utama dalam struktur kurikulum, bahasa pengantar, serta paradigma pengetahuan yang digunakan di sekolah. Proses dekolonisasi pembelajaran tidak hanya menuntut penghapusan simbol-simbol kolonial, namun rekonstruksi epistemologi pembelajaran supaya berpihak pada nilai-nilai lokal serta kebangsaan. Tujuan kajian ini untuk menganalisis dekolonisasi epistemik berlangsung dalam konteks pembelajaran Indonesia lewat rekontekstualisasi peninggalan kolonial dalam pembuatan kurikulum nasional. Memakai pendekatan deskriptif-historis serta analisis dokumen, kajian ini menelaah dinamika antara peninggalan kolonial Belanda serta upaya modernisasi pembelajaran nasional, tercantum dalam kebijakan Merdeka Belajar. Hasil temuan menunjukkan orientasi pembelajaran kolonial yang berakar pada kepentingan kolonial masih terwariskan dalam wujud hierarki pengetahuan, bahasa, serta sistem penilaian, tetapi kebijakan pembelajaran pascareformasi berupaya mendekolonisasi kurikulum lewat integrasi nilai-nilai kearifan lokal, semangat kebangsaan, serta penguatan profil pelajar Pancasila. 
Students’ Perception on The Use of Wordwall.Net as The Media for Learning English Grammar Nirwana, Iin; Takriyanti , Rizky; Nafiah, Uyun; Salsabila , Widia
Journal in Teaching and Education Area Vol. 2 No. 3 (2025): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/70bfjb35

Abstract

The research aimed to know students' perception on the use of Wordwall.net as the media for learning English grammar at Junior High School Darul Arifin Muaro Jambi. This research used descriptive quantitative method with a survey design. This method is considered as the right approach for this type of research. The sample of this research is all students of ninth grade from class 9I,9J,9K,9L, and 9M at Junior High School Darul Arifin Muaro Jambi which 102 students. The instrument used in data collection was questionnaires. The data was collected using a close-ended questionnaire based on a Likert scale and analyzed with SPSS Version 26. The findings indicated that the use of Wordwall.net was clearly positive for the students on the indicators of feeling (86,04%), attitude (80,3%), and engagement (82,62%). The final results of the research showed the students' perceptions on the use of Wordwall.net as the media for learning English grammar are in very good category with percentage 83%.

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