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International Journal of Technology and Education Research
Published by CV. Cita Utilitas Utama
ISSN : -     EISSN : 29860733     DOI : https://doi.org/10.99075/ijeter.v1i01.1186
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Other
International Journal of Technology and Education Research( IJETER) is  a peer-reviewed journal which welcomes submissions involving a critical discussion of policy and practice, as well as contributions to conceptual and theoretical developments in the field. It includes articles based on empirical research and analysis (quantitative, qualitative and mixed method) and welcomes papers from a wide range of disciplinary and inter-disciplinary perspectives. The journal embraces the broad range of settings and ways in which vocational and professional learning takes place and, hence, is not restricted by institutional boundaries or structures in relation to systems of education and training. This journal covers the topics of the educational profession, curriculum, educational philosophy, educational technology, learning strategies, educational management, educational psychology, student development, general issues in primary, secondary and higher education, educational foundations, teacher professional development, out-of-school education, and excellent education, the study of curriculum, pedagogy, and assessment, as well as economic, cultural and political aspects related to the role of vocational and professional education and training in society.
Arjuna Subject : Umum - Umum
Articles 518 Documents
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Diagnostic Assessment In Identifying Learning Readiness Of Grade 1 Students At Elementary School Muhammadiyah Plus Batam Titin Listiati; Sholehuddin
International Journal of Technology and Education Research Vol. 4 No. 02 (2026): International Journal of Technology and Education Research (IJETER)
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v4i02.4161

Abstract

The gap readiness Study student grade 1 school base is problematic crucial pedagogical, where diversity background behind education child age early, stimulation family, and maturity social-emotional create variation profile wide readiness, while practice assessment comprehensive and standardized diagnostics Not yet fully institutionalized in schools basic research This aim For explore carrying out diagnostic assessments in identify readiness Study student Grade 1 of Muhammadiyah Plus Elementary School Batam. Type research used is study qualitative with field research approach, involving two class teachers, two tens eight students and parents as data sources. Research results on non- cognitive dimensions show that student enter school with enthusiasm tall However accompanied by anxiety transitional significant, reinforcement - dependent motivation external, interest strong in activity kinesthetic However low on tasks academic structured, welfare varying psychological, as well as habit minimal learning outcomes limited stimulation structured at home. In the dimensions cognitive, identified gap wide in mastery letters, numbers, motor skills smooth, and understanding beginning core material for grade 1. Mapping readiness Study produce distribution two tens nine percent student category Ready, fifty percent Less Ready category, and two tens One percent Not Ready category. Obstacles Study main detected covering disturbance focus and attention short, readiness read low, readiness social limited, maturity motor fine not optimal, and difficulty regulations emotions. Implementation results study in the form of adoption practice assessment diagnostic integrated as policy mandatory at the beginning year teachings, teacher training in development multidimensional data instruments and interpretation, design learning differentiated based profile individual readiness, as well as development system mentoring involving teachers, friends peers, and parents.
Digital Mathematics Learning Environments for Enhancing Conceptual Understanding and Technological Pedagogical Competence among Pre-Service Mathematics Teachers: A Literature Review Agusalim Juhari
International Journal of Technology and Education Research Vol. 4 No. 02 (2026): International Journal of Technology and Education Research (IJETER)
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v4i02.4168

Abstract

The rapid development of digital technology has transformed mathematics learning environments by enabling dynamic visualization, interactive exploration, multiple representations, collaborative learning, and immediate feedback. In mathematics teacher education, digital learning environments are not only used to support students’ understanding of mathematical concepts but also to prepare pre-service teachers to integrate technology meaningfully into future teaching practices. This article aims to examine the role of digital mathematics learning environments in enhancing conceptual understanding and technological pedagogical competence among pre-service mathematics teachers. This study used a literature review approach by synthesizing relevant theoretical and empirical studies on digital mathematics learning environments, GeoGebra, technology-enhanced mathematics learning, digital learning ecosystems, conceptual understanding, and technological pedagogical content knowledge. The review was guided by four questions: what are the characteristics of digital mathematics learning environments, how do they contribute to conceptual understanding, how do they support technological pedagogical competence among pre-service mathematics teachers, and what challenges affect their implementation. The findings indicate that digital mathematics learning environments can support conceptual understanding through visualization, manipulation of mathematical objects, multiple representations, exploratory tasks, collaborative interaction, and feedback. In teacher education, such environments also strengthen technological pedagogical competence through technology-rich learning experiences, digital task design, microteaching, reflection, and TPACK development. However, their effectiveness depends on meaningful task design, teacher educator competence, infrastructure readiness, students’ digital adaptation, and assessment models that capture both conceptual and pedagogical dimensions. This review concludes that digital mathematics learning environments should be positioned as pedagogical ecosystems rather than merely as technological tools.
Developing Pre-Service Mathematics Teachers’ TPACK through Digital Learning Environments: A Literature Review Agusalim Juhari; Abdurahman Hamid
International Journal of Technology and Education Research Vol. 4 No. 02 (2026): International Journal of Technology and Education Research (IJETER)
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v4i02.4169

Abstract

The development of pre-service mathematics teachers’ competence in integrating technology has become a central issue in contemporary teacher education. One of the most widely used frameworks for understanding this competence is Technological Pedagogical Content Knowledge (TPACK), which refers to the integrated knowledge of technology, pedagogy, and subject matter. This article aims to review how digital learning environments contribute to the development of pre-service mathematics teachers’ TPACK. Using a narrative literature review approach, this article synthesizes studies published between 2010 and 2025 that discuss TPACK, mathematics teacher education, digital learning environments, dynamic mathematics software, virtual simulations, technology-based microteaching, collaborative task design, online and hybrid learning, and professional development. The review indicates that digital learning environments can strengthen TPACK when technology is not treated merely as a technical tool, but is embedded in pedagogical design and mathematical representation. TPACK development is more effective when pre-service teachers engage in authentic learning experiences, such as technology-based task design, digital microteaching, virtual simulation, collaborative lesson planning, feedback, reflection, and the use of dynamic mathematics software. However, several challenges remain, including infrastructure limitations, unequal access to digital tools, variation in digital literacy, limited institutional support, and the lack of longitudinal evidence on the sustainability of TPACK development in real teaching practice. This article argues that mathematics teacher education programs need to design digital learning environments that are structured, contextual, reflective, collaborative, and sustainable so that TPACK development moves beyond technical proficiency toward meaningful pedagogical competence.
A The Role of Islamic Education in Combating Radicalism Through Religious Moderation Dinda Sukmayanti; Siti Soleha; Ahmad Sulhan
International Journal of Technology and Education Research Vol. 4 No. 02 (2026): International Journal of Technology and Education Research (IJETER)
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v4i02.4185

Abstract

In Indonesia, Islamic education plays a very important role in efforts to combat radicalism while promoting religious moderation. The Ministry of Religious Affairs emphasizes that religious education should be an integral part of the school curriculum, highlighting the balance between intellectual and spiritual development. This emphasis has become increasingly relevant due to the emergence of horizontal conflicts often triggered by radicalism and intolerance resulting from narrow and non-moderate interpretations of religion. Teachers and Islamic education institutions bear significant responsibility in disseminating a correct understanding of key Islamic concepts such as tolerance, jihad, and tawhid. A proper understanding of these concepts can prevent students from adopting extremist interpretations and guide them toward the values of Islam as rahmatan lil ‘alamin (a mercy to all creation). The findings indicate that inclusive character education is capable of shaping a younger generation that appreciates multicultural life and is accustomed to living in diversity with mutual respect. Madrasahs and Islamic boarding schools (pesantren) function as important Islamic educational institutions in instilling moderate values. Through comprehensive learning processes, these institutions not only provide religious knowledge but also foster students’ morality and character, enabling them to become more open-minded and tolerant. However, to effectively address the challenges of radicalism, strong synergy among educational institutions, parents, communities, and the government is essential.
An Analysis of English Textbook for Junior High School Students Based on Curriculum Relevance and Language Skills Development Nur Mashlihah; Nurhijjah Nelly Waty Siregar; Nurlatifah; Tias Hadaning; Sarah; Elyza Martiarini
International Journal of Technology and Education Research Vol. 4 No. 02 (2026): International Journal of Technology and Education Research (IJETER)
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v4i02.4197

Abstract

This study aims to analyze English textbooks for junior high school students based on curriculum relevance and language skill development. The study employed a qualitative approach using library research. Data were obtained from various scientific articles published between 2021 and 2025, discussing English textbook analysis, curriculum suitability, and the development of listening, speaking, reading, and writing skills. Data collection was conducted through a literature search in academic databases, then analyzed using content analysis techniques through the stages of identification, classification, evaluation, and synthesis of research findings. The results indicate that, in general, junior high school English textbooks align with the requirements of the applicable curriculum. The material presented encompasses contextual themes, clear learning objectives, and the integration of character values ​​and language competencies. Textbooks also accommodate the four language skills, although their distribution is not balanced. Reading and writing skills receive a more dominant portion than listening and speaking skills. Furthermore, it was found that activities that encourage critical thinking, creativity, and project-based learning are still limited. This study concludes that junior high school English textbooks are well-relevant to the curriculum, but still require further development to optimally balance language skills and 21st-century competencies. The research findings are expected to serve as evaluation material for teachers, textbook authors, and curriculum developers in improving the quality of English teaching materials.
Transformation of the Situ Cikaret Landscape (1901-2025):Spatial Change Analysis Based on Colonial Maps and Satellite Imagery: Spatial Change Analysis Based on Colonial Maps and Satellite Imagery Vauzul Rahmat; Syachrul Arief; Asep Adang Supriyadi
International Journal of Technology and Education Research Vol. 4 No. 02 (2026): International Journal of Technology and Education Research (IJETER)
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v4i02.4221

Abstract

Urban water bodies such as situ play a crucial role in maintaining hydrological, ecological, and spatial balance in the region, yet their existence is increasingly threatened by urbanization, settlement expansion, and uncontrolled land conversion. Situ Cikaret is one of the water bodies in Bogor Regency experiencing high development pressure amid the growth of the Cibinong area. This study aims to analyze the landscape transformation of Situ Cikaret over the period 1901–2025 using a spatial-historical approach to identify changes in water body area, morphological changes, and surrounding land use dynamics. The research employs descriptive-quantitative methods based on spatial-temporal analysis, integrating 1901 colonial maps, multitemporal Landsat imagery, high-resolution imagery, and Geographic Information Systems. Historical maps were georeferenced using four control points, achieving a Root Mean Square Error of ±2.11 meters. Classification accuracy tests yielded an overall accuracy of 89% and a Kappa coefficient of 86.26%, indicating high data accuracy. The results show that the water body area of Situ Cikaret shrank from 49.97 hectares in 1901 to 21.08 hectares in 2025, a reduction of 57.82%. Additionally, the settlement area increased significantly from 14.78 hectares to 205.61 hectares, accompanied by morphological changes such as narrowing, loss of water body branches, and fragmentation due to landfilling activities. This study concludes that long-term urbanization is the dominant factor in the landscape transformation of Situ Cikaret and underscores the importance of protecting situ buffer zones in sustainable spatial planning.
National Defense Education and Training Strategies in Utilizing Demographic Bonuses to Strengthen National Defense Fatwa Budiyanti; Afrizal Hendra; Almuchalif Suryo; Muhammad Noor Gibran
International Journal of Technology and Education Research Vol. 4 No. 02 (2026): International Journal of Technology and Education Research (IJETER)
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v4i02.4234

Abstract

Defending the country, supported by love for the homeland, is increasingly important in the face of global threats such as terrorism, cyber conflicts, and natural disasters. The demographic bonus provides great potential for the younger generation, especially generations Y and Z, to strengthen defense through national defense education that integrates technology, digital literacy, and adaptation to modern challenges. The purpose of this study is to analyze the Optimization of Strengthening the Competitiveness of National Films to Maintain Cultural Resilience of National Defense Education and Training Strategies in Utilizing Demographic Bonuses to Strengthen National Defense. The method used in this study is qualitative with SWOT analysis. The results of the research show that first, integrating national defense education in formal and digital curricula, utilizing educational infrastructure and technology to reach the young generation throughout Indonesia, including remote areas. Second, increasing private sector participation through cooperation that supports training and facilities, expanding opportunities for communities to contribute to the country's defense. Third, strengthening international collaboration in defense education, utilizing cooperation with developed countries for knowledge and technology transfer, improving the quality of Indonesia's national defense program through student exchanges and international training.
Textbook Analysis of English Learning Materials in Enhancing Students’ Reading Comprehension at Secondary School Level Naufal Budiman; Azana Rahma; Putri Rizky Ramadhani; Lia Nur Amaliah; Mulida Isfandiawaty; Elyza Martiarini
International Journal of Technology and Education Research Vol. 4 No. 02 (2026): International Journal of Technology and Education Research (IJETER)
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v4i02.4287

Abstract

Reading comprehension is an essential skill in English learning at the secondary school level because it supports students' ability to understand, analyze, and evaluate information contained in texts. Textbooks, as the primary learning resource, play a crucial role in shaping the quality of reading learning. This study aims to analyze English learning materials in textbooks and their contribution to the development of secondary school students' reading comprehension skills. This study used a qualitative approach with a literature study method through content analysis of relevant scientific articles published in the 2021–2025 period. The results showed that the reading materials in textbooks generally met curriculum requirements, had an adequate level of readability, and provided a variety of text types and exercises that supported the development of basic reading skills, such as identifying main ideas, understanding vocabulary, and finding detailed information. The main findings of this study revealed that most reading activities still focused on literal comprehension, so the development of inferential, evaluative, and critical thinking skills was not optimally accommodated. Some reading materials were still not contextualized to students' experiences and environments. This study contributes by identifying the strengths and weaknesses of reading materials in English textbooks and emphasizes the importance of integrating Higher Order Thinking Skills (HOTS)-based activities, the use of authentic texts, and more relevant contexts to improve the quality of reading instruction in secondary schools. These findings can serve as a reference for teachers, textbook developers, and curriculum designers in developing more effective reading instructional materials that meet the demands of 21st-century learning.

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