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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 84 Documents
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Pengembangan Kurikulum Berbasis Kebutuhan Peserta Didik: Implementasi Metode UMMI di Sekolah Menengah Pertama akbar, akbar muharom; Badriyah, Lailatul
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/sfqerm80

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pengembangan kurikulum Pendidikan Agama Islam (PAI) berbasis kebutuhan peserta didik melalui implementasi metode Ummi di Sekolah Menengah Pertama (SMP). Latar belakang penelitian ini berangkat dari fenomena rendahnya kemampuan membaca dan menulis Al-Qur’an peserta didik, khususnya di SMP Pawyatan Daha Kediri. Kondisi tersebut menunjukkan adanya kesenjangan antara capaian pembelajaran PAI dengan kemampuan dasar keagamaan peserta didik.. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa implementasi metode Ummi mampu menjawab tantangan terkait lemahnya kemampuan membaca dan menulis Al-Qur’an peserta didik. Dengan metode Ummi, peserta didik mengenal huruf hijaiyah dan menghidupkan kembali ingatan membaca Al-Qur’an peserta didik karena sudah berhenti mengaji. Kemudian pengembangan kurikulum menggunakan pendekatan induktif dengan model grassroots, dalam model ini guru PAI berperan sebagai inisiator dan implementator. Guru PAI bersama Kepala sekolah, Waka kurikulum, dan Waka kesiswaan melakukan inovasi pengembangan kurikulum PAI, yaitu dengan memasukkan program baca tulis Al-Qur’an (BTAQ) metode Ummi sebagai bagian integral dari kurikulum dalam pembelajaran PAI. Kebutuhan peserta didik menjadi unsur pertama yang direfleksikan guru PAI dalam menjawab kebutuhan peserta didik. Pendekatan ini berkontribusi terhadap pengembangan kurikulum PAI yang lebih kontekstual dan adaptif.
Peran Guru PAUD dalam Mengembangkan Literasi Numerik Anak Sejak Dini Dzulaekha, Annisah Nurul
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: 10.69673/87cj8j34

Abstract

Penelitian ini bertujuan untuk mendeskripsikan peran guru PAUD dalam mengembangkan literasi numerik anak sejak dini, khususnya di kelas B pada lembaga pendidikan di Kalimantan Utara. Literasi numerik dipahami sebagai kemampuan anak dalam memahami dan menggunakan konsep bilangan dalam konteks kehidupan sehari-hari. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan subjek tiga guru PAUD berpengalaman minimal lima tahun. Data dikumpulkan melalui observasi partisipatif, wawancara semi-terstruktur, dan analisis dokumentasi rencana kegiatan mingguan serta hasil karya anak. Hasil penelitian menunjukkan bahwa guru secara konsisten mengintegrasikan konsep numerik dalam kegiatan bermain, rutinitas kelas, dan aktivitas tematik. Guru menggunakan benda konkret, lagu, cerita, serta lingkungan lokal sebagai media pembelajaran yang kontekstual dan menyenangkan. Selain itu, guru menerapkan pendekatan reflektif dan diferensiasi untuk menyesuaikan pembelajaran dengan kemampuan anak. Temuan ini menegaskan bahwa guru PAUD memiliki peran strategis dalam membangun fondasi berpikir logis dan rasa percaya diri anak terhadap matematika sejak usia dini.
Assessment on The Use of Youtube, Instagram and Tiktok Affect Study Habit and Academic Performance Among Undergraduates Students of Abubakar Tafawa Balewa University, Bauchi Dada, Kayode Sunday John; MUSA, Yunana Gladys
Journal in Teaching and Education Area Vol. 3 No. 1 (2026): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/2yzx0j81

Abstract

This study examined the use of YouTube, Instagram, and TikTok  affect study habit and academic performance among undergraduate students of Abubakar Tafawa Balewa University (ATBU), Bauchi. The study adopted the survey method using a structured questionnaire administered through Google Forms. A total of 387 responses were collected and analyzed using bar and pie charts to represent demographic data and patterns of usage. Findings revealed that while all three platforms are actively used, YouTube emerged as the most preferred, especially for educational and informational purposes. Instagram and TikTok were more associated with entertainment and social interaction. However, YouTube showed the most positive influence on academic performance, whereas Instagram and TikTok were more likely to cause distractions. The study concludes that students of ATBU, Bauchi utilized each platform to satisfy different needs ranging from learning and relaxation to self-expression and trend participation. The study recommends that students adopt more intentional use of social media, especially platforms like YouTube, to support academic goals, while being mindful of the distractions that may arise from overuse of entertainment-based platforms.
Digital Education and Artificial Intelligence: Attitudes and Readiness of Economics Teachers in Greece Stoumpos, Angelos; Stoumpou, Rodanthi; Tsiantos, Vassilis
Journal in Teaching and Education Area Vol. 3 No. 1 (2026): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/kygqxn74

Abstract

The rapid development of digital technology and artificial intelligence, combined with their rapid integration into education, is transforming educational processes and methods worldwide. This study investigates the attitudes, familiarity, and experiences of economics teachers in Greece regarding the use of digital tools and artificial intelligence. Using the snowball method, a structured electronic questionnaire was distributed and 100 valid responses were collected from active economics teachers. Factor analysis revealed two key dimensions: (1) attitudes and perceived benefits of artificial intelligence and digital technologies in education, and (2) familiarity and technical skills in using these tools. The results show that teachers recognize the potential of artificial intelligence to contribute to improving learning, student engagement, and the development of 21st-century skills. At the same time, they point out the need for appropriate training and support for its effective implementation. The reliability of the questionnaire was confirmed by a high Cronbach's Alpha index (0.948), and the findings provide important information for policies and practices of digital transformation in economics education.
Pedagogical Content Knowledge, Religious Self-Concept, and Academic Achievement: Mediation of Intrinsic Religious Orientation Syafii, hisyam; Azhari , Husain; Alaldaya, Rudyn
Journal in Teaching and Education Area Vol. 3 No. 1 (2026): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/cpw07f84

Abstract

Academic success in religious studies is a complex phenomenon necessitating a thorough comprehension of pedagogical, psychological, and spiritual elements within educational settings. This study examines the intricate relationship between Pedagogical Content Knowledge (PCK), Religious Self-Concept, and their impact on academic accomplishment, mediated by Intrinsic Religious Orientation among students in Yogyakarta. A quantitative cross-sectional survey design was utilized including 150 students from senior high schools and Islamic high schools in Yogyakarta. Data were gathered utilizing validated tools that assess Pedagogical Content Knowledge (PCK), Religious Self-Concept, Intrinsic Religious Orientation, and Academic Achievement. Structural Equation Modeling (SEM) using AMOS 24.0 was performed to examine direct and indirect effects, whereas mediation analysis utilized bootstrapping techniques with 5,000 samples. The results indicate substantial direct impacts of Pedagogical Content Knowledge (PCK) on Academic Achievement (β = 0.342, p < 0.001) and of Religious Self-Concept on Academic Achievement (β = 0.186, p = 0.025). Intrinsic Religious Orientation acts as a notable partial mediator in both associations, exhibiting indirect effects of β = 0.116 (p = 0.006) for PCK and β = 0.177 (p = 0.001) for Religious Self-Concept. The model accounts for 68.4% of the variance in Academic Achievement, validating the theoretical synthesis of Shulman's PCK theory with Allport's religious orientation theory within educational frameworks.
Management of Islamic Education Curriculum in Madrasahs: Analyzing Alignment with Labor Market Needs Dermawan, Oki; Sain, Zohaib Hassan; Defriyanto; Busmayaril
Journal in Teaching and Education Area Vol. 3 No. 1 (2026): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/sq0srx86

Abstract

This article examines the management of the Islamic education curriculum in madrasahs and its alignment with the demands of the labor market. It highlights the challenges faced by madrasahs in Indonesia, including resource limitations, insufficient teacher training, and inadequate infrastructure, which hinder the development of curricula that meet workforce needs. While national educational policies like the Merdeka Curriculum provide flexibility, madrasahs must make significant adjustments to enhance the relevance of their offerings. This study recommends the regular updating of teaching materials, the enhancement of teacher skills through professional development, and the creation of partnerships with industries to ensure curricula remain aligned with labor market demands. The paper further advocates for competency-based education, stakeholder collaboration, and the integration of lifelong learning principles to prepare students for an evolving job market. Additionally, the study proposes future research directions, including longitudinal studies tracking the career trajectories of madrasah graduates, implementation studies on curriculum management, and comparative studies across different regions. Ultimately, this research provides actionable recommendations to improve the alignment of Islamic education curricula in madrasahs with labor market needs.
The Impact of the Zoning System Policy on Students in Public Schools Dewanti, Amelia; Madjid, Abd.
Journal in Teaching and Education Area Vol. 3 No. 1 (2026): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/26j9kf72

Abstract

The zoning system policy in New Student Admissions aims to provide equal access and improve the quality of education by prioritizing the distance between students’ homes and schools. This study investigates the effects of zoning policies on public secondary schools through a systematic literature review of 20 articles published between 2020 until 2024, using the PRISMA approach to ensure data accuracy. The findings show that zoning supports a more even distribution of students and better access to education. However, challenges persist, such as disparities in school quality, limited infrastructure, lack of public awareness, and fraudulent practices during the Admission of New Students. Furthermore, students who fail to enter their preferred schools often experience a decline in motivation. Collaboration between central and local governments is crucial to address these issues, especially by strengthening policies through adequate socialization, improving school quality, ensuring fair teacher distribution, and infrastructure development. When implemented effectively, the zoning system can serve as a strategic tool to promote justice and equity in education. Moreover, it fosters character building and environmental care, as students live closer to school and are more likely to maintain their learning environment, resulting in stronger community involvement and sustainable school development.
Implementasi Silabus Akidah Akhlak dalam Pembelajaran Integratif antara Iman, Ilmu, dan Amal di tingkat SMA Anis, Abdul Latief; Abd Madjid
Journal in Teaching and Education Area Vol. 3 No. 1 (2026): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/kcme9v94

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi silabus Akidah Akhlak dalam pembelajaran integratif antara iman, ilmu, dan amal di tingkat Sekolah Menengah Atas (SMA), serta mengidentifikasi faktor-faktor yang mendukung dan menghambat pelaksanaannya. Latar belakang penelitian ini berangkat dari fenomena krisis moral di kalangan peserta didik yang menunjukkan bahwa pembelajaran Akidah Akhlak masih cenderung berorientasi pada aspek kognitif dan belum sepenuhnya terinternalisasi dalam perilaku nyata. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus, melibatkan guru Pendidikan Agama Islam sebagai informan utama melalui teknik wawancara mendalam. Hasil penelitian menunjukkan bahwa secara konseptual silabus dan perangkat pembelajaran telah dirancang dengan mengintegrasikan nilai iman, ilmu, dan amal. Namun, dalam praktiknya, integrasi tersebut belum berjalan optimal, terutama pada aspek amal yang masih bersifat insidental dan belum terstruktur secara berkelanjutan. Faktor pendukung implementasi meliputi kompetensi dan keteladanan guru, budaya religius sekolah, serta dukungan sarana prasarana. Adapun faktor penghambat mencakup keterbatasan waktu pembelajaran, dominasi penilaian kognitif, pengaruh lingkungan luar sekolah, dan lemahnya sinergi dengan keluarga. Penelitian ini menegaskan pentingnya penguatan aspek praksis, evaluasi multidimensi, serta kolaborasi seluruh pemangku kepentingan pendidikan guna mewujudkan pembelajaran Akidah Akhlak yang holistik dan berorientasi pada pembentukan karakter Islami.
Deep Learning Strategies as a Moderator of the Influence of Spiritual Habituation and Teacher Support on Students Islamic Character Gusri, Nelly; Madjid, Abdul
Journal in Teaching and Education Area Vol. 3 No. 1 (2026): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/cg9rgf40

Abstract

The formation of Islamic character is a primary objective of Moral Faith learning in secondary schools, yet its achievement is influenced by pedagogical and spiritual factors. This study aims to examine the effects of teacher support and spiritual habituation on students’ Islamic character, as well as the mediating role of deep learning. A quantitative approach was employed involving 48 students of SMA Muhammadiyah 5 Yogyakarta selected through saturation sampling. Data were collected using a Likert-scale questionnaire and analyzed using SEM-PLS with SmartPLS 3. The results indicate that teacher support has a positive and significant effect on deep learning and Islamic character, while spiritual habituation significantly influences deep learning but not Islamic character directly. Deep learning does not significantly affect Islamic character and does not mediate the proposed relationships. These findings highlight the central role of teachers and contextual spiritual reinforcement in shaping students’ Islamic character.
Analisis Buku Akidah Akhlak MTS Kelas VII: Studi Komparasi dengan Pendekatan Multikomponen Yazid, Ahmad; Madjid, Abd
Journal in Teaching and Education Area Vol. 3 No. 1 (2026): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/mragxs16

Abstract

Penelitian ini bertujuan untuk menganalisis kualitas buku teks Akidah Akhlak MTs Kelas VII ditinjau dari aspek komponen isi, kebahasaan, penyajian, konsep tematik, dan evaluasi pembelajaran. Metode yang digunakan adalah penelitian kualitatif dengan pendekatan analisis dokumen, yaitu menelaah isi buku secara sistematis berdasarkan kriteria penilaian buku teks yang mengacu pada standar kurikulum madrasah dan prinsip penyusunan bahan ajar. Hasil analisis menunjukkan bahwa secara umum buku Akidah Akhlak MTs Kelas VII telah memenuhi kriteria kelayakan sebagai bahan ajar, ditandai dengan kesesuaian materi dengan Kompetensi Dasar, keterpaduan konsep akidah dan akhlak, penggunaan bahasa yang komunikatif dan sesuai dengan perkembangan peserta didik, serta penyajian pembelajaran yang mendukung pembentukan sikap dan karakter. Selain itu, konsep tematik dalam buku telah tergambar melalui pemetaan kompetensi, jaringan tema dan subtema, indikator pembelajaran, serta upaya integrasi antarkomponen pembelajaran. Namun demikian, masih ditemukan beberapa kelemahan, antara lain keterbatasan visualisasi konsep tematik, belum optimalnya integrasi lintas mata pelajaran, variasi evaluasi yang masih didominasi aspek kognitif, serta perlunya penguatan instrumen penilaian sikap dan keterampilan. Oleh karena itu, buku ini dinilai layak digunakan sebagai bahan ajar dengan catatan perlu dilakukan penyempurnaan pada aspek penyajian tematik dan evaluasi agar pembelajaran menjadi lebih kontekstual, holistik, dan bermakna bagi peserta didik.

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