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INDONESIA
IJITL
Published by Academia Edu Cendekia Indonesia
ISSN : 30629772     EISSN : 30483816     DOI : https://doi.org/10.64420/ijitl
Core Subject : Education,
Education
Indonesian Journal of Innovative Teaching and Learning (IJITL) (Online ISSN 3048-3816 - Print ISSN 3062-97720 is a peer-reviewed, open-access academic journal dedicated to advancing and disseminating state-of-the-art knowledge in the field of teaching and learning. The journal aims to serve as a platform for scientific publications, promoting high-quality research findings, supporting evidence-based theory and practice, and providing an academic forum for researchers, scholars, professionals, teachers and college students to explore, share, and discuss critical ideas, strategic issues, innovations, implications, and scientific contributions in teaching and learning. Aims: The journal aims to promote excellence by publishing high-quality research findings and providing a global platform for researchers, academicians, school counselors, professionals, teachers, college students, and education practitioners to share and discuss emerging issues and developments in teaching and learning innovations through a scientific approach.. Focus and Scope: The Indonesian Journal of Innovative Teaching and Learning (IJITL) covers a broad range of topics related to teaching and learning innovations, including but not limited to the following areas: (1) Contemporary Issues in Teaching and Learning in the 5.0 Era; (2) Development of Pedagogy and Teacher Competencies; (3) Education Issues in Teaching and Learning in the 21st Century; (4) Evaluation of Teaching and Learning in Schools; (5) Implementation of Teaching and Learning in Kindergarten and Early Childhood Education; (6). Implementation of Teaching and Learning in Elementary Schools and Islamic Elementary Schools; (7) Implementation of Teaching and Learning in Junior High Schools and Islamic Junior High Schools; (8) Implementation of Teaching and Learning in Senior High Schools and Islamic Senior High Schools; (9) Implementation of Teaching and Learning in Higher Education; (10) Innovation and Development of Teaching and Learning in Schools; (11) Learning Curriculum Development in Schools; (12) Learning Approaches, Methods, and Techniques in Schools; (13) Pedagogy and Teacher Competency Development; (14) Construction of Teaching and Learning Materials in Schools; (15) Technology and Media for Teaching and Learning in Schools; (16) Other Relevant Topics related to Teaching and Learning.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 27 Documents
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The Role of Digital Tools in Assessment and Their Impact on Educational Practices Okafor, Josephine Obiageli
Indonesian Journal of Innovative Teaching and Learning Vol. 2 No. 1 (2025): IJITL, Volume 2, Issue 1 (2025): February-July Period
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijitl.v2i1.202

Abstract

Background: The rapid advancement of technology in the 21st century has significantly influenced various aspects of education, particularly in assessment practices. Traditional assessment methods, often limited by time and scope, are increasingly being supplemented or even replaced by innovative digital tools that offer greater flexibility, accessibility, and interactivity. Objective: This study explores the role of digital tools in assessment and their impact on educational practices, focusing on how they transform traditional methods and enhance learning outcomes. Method: The study examines key technologies such as LMS, online quizzes, e-portfolios, and AI, emphasizing their role in personalized learning, real-time feedback, and data-driven decision-making. Result: Digital tools improve efficiency and student engagement while reshaping assessment practices, shifting from summative to formative approaches, and fostering collaboration among educators, administrators, and EdTech developers. Conclusion: While digital tools offer numerous benefits, challenges such as equity, data privacy, and technology dependence must be addressed. The responsible use of these tools is crucial for maximizing positive outcomes. Contribution: This study provides insights into the evolving landscape of digital assessment, highlighting future trends such as AI, gamification, and blockchain, and their potential to further transform education.
Availability and Utilization of Unprinted Education Resources for Teacher Job Performance in Rural and Urban Technical Colleges in Anambra State, Nigeria Asuzu, Udochukwu Chukwunwike
Indonesian Journal of Innovative Teaching and Learning Vol. 2 No. 2 (2025): IJITL, Volume 2, Issue 2 (2025): August-January Period
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijitl.v2i2.263

Abstract

Background: This study explores the availability and utilization of unprinted (non-textual) educational resources and their impact on teacher job performance in rural and urban technical colleges in Anambra State, Nigeria. Non-printed resources are vital for enhancing teaching effectiveness, particularly in technical education. However, the availability and use of these resources remain challenging, especially in rural schools. Method: A descriptive survey design was employed, with data collected from 343 randomly selected teachers across 15 technical colleges. A structured observational scale assessed the availability (≥50%) and utilization (4-point scale) of non-printed resources. Reliability was tested via a pilot study, and data were analyzed using descriptive and inferential statistics. Result:  The study found that urban colleges had higher resource availability (42%) than rural ones (29.6%), but both were below NCCE standards. Utilization of these resources was low in both areas, with mean scores of 1.54 for rural and 2.07 for urban schools. Conclusion:  The study concludes that inadequate resource availability and utilization, particularly in rural areas, hinder teaching effectiveness, emphasizing the need for better resource distribution. Contribution:  This research highlights the resource disparities between rural and urban technical colleges, offering insights that can inform policies to improve resource allocation and enhance educational outcomes.
The Merits and Demerits of Undergraduate Exit Exams: A Systematic Literature Review Teshome, Samson Worku
Indonesian Journal of Innovative Teaching and Learning Vol. 2 No. 2 (2025): IJITL, Volume 2, Issue 2 (2025): August-January Period
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijitl.v2i2.279

Abstract

Background: Exit exams in higher education serve as a critical mechanism for assessing students' readiness for professional or advanced academic pursuits. These high-stakes assessments are intended to uphold academic and professional standards, promote accountability, and ensure quality across institutions. Objective: This study aims to systematically review the existing literature to evaluate the benefits and challenges of exit exams in higher education, focusing on their effectiveness, equity, and implications for students and institutions. Method: A systematic literature review was conducted, analyzing findings from 33 peer-reviewed studies across various educational contexts. The review examined both quantitative and qualitative evidence on the outcomes and perceptions of exit exams. Results: The review reveals that exit exams contribute positively to transparency, standardization, and alignment with labor market demands. They provide valuable feedback for curriculum development and institutional improvement. Conclusion: While exit exams have the potential to enhance graduate preparedness and institutional accountability, their current implementation often undermines equity and educational depth. A more balanced and inclusive approach is required to address these issues. Contribution: This review offers a comprehensive synthesis of the current discourse on exit exams and provides actionable insights for educators and policymakers. It advocates for integrating formative assessments, enhancing exam design, and prioritizing student well-being to create a more equitable and effective assessment framework in higher education.
The Effect of Teachers' Professional and Pedagogical Competencies on Mathematics Learning Outcomes of Students at Madrasah Ibtidaiyah Yunanti, Anggun Putri; Amaliyah, Aam
Indonesian Journal of Innovative Teaching and Learning Vol. 2 No. 2 (2025): IJITL, Volume 2, Issue 2 (2025): August-January Period
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijitl.v2i2.289

Abstract

Background: Competence is the ability or skill of an individual that is still in the form of potential. In the context of education, teacher competence, both professional and pedagogical, plays an important role in influencing student learning outcomes. Objective: This study aims to determine whether teachers' professional and pedagogical competencies influence students' mathematics learning outcomes at Madrasah Ibtidaiyah Negeri 02 Lebong. Method: The approach used in this study was ex post facto. This study was conducted in 2023 with a sample of 24 students. Data collection was carried out through questionnaires and documentation. Data analysis used normality tests, homogeneity tests, and paired t-tests. Results: The results showed that teachers' professional and pedagogical competencies had a significant effect on students' mathematics learning outcomes at Madrasah Ibtidaiyah Negeri 02 Lebong. Conclusion: Teachers' professional and pedagogical competencies play an important role in improving students' mathematics learning outcomes. Therefore, developing teachers' competencies in these two areas is very important for improving the quality of education at Madrasah Ibtidaiyah. Contribution: This study is expected to contribute scientifically to the field of education, particularly education at Madrasah Ibtidaiyah, by providing insight into the influence of teachers' professional and pedagogical competencies on student learning outcomes.
Impact of Experiential Learning Strategy on Secondary School Students’ Academic Achievement in Computer Studies in Nnewi Education Zone, Anambra State Favour, Muogbo Uchenna; Theresa, Okafor U.; Francisca, Okafor Chinyere
Indonesian Journal of Innovative Teaching and Learning Vol. 2 No. 2 (2025): IJITL, Volume 2, Issue 2 (2025): August-January Period
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijitl.v2i2.306

Abstract

Background: The impact of Experience-Based Learning (EBL) on the academic achievement of secondary school students in Computer Science in the Nnewi Education Zone, Anambra State, Nigeria, has become an important issue that needs to be addressed. Objective: The study aims to assess the effect of the Experiential Learning Strategy (ELS) on the academic achievement of secondary school students in Computer Studies. Method: A quasi-experimental design with a pretest-posttest non-equivalent control group was used. Eighteen community secondary schools were selected from 48, with two schools randomly chosen. Intact classes participated, where students were taught Microsoft Word using either ELS or the traditional lecture method (LM). The Computer Studies Achievement Test (CSAT) was used for data collection, and data were analyzed using mean, standard deviation, and ANCOVA. Results: Results showed a significant difference in achievement scores, favouring students taught with the Experiential Learning Strategy (ELS). Conclusion: The study recommended incorporating the Experiential Learning Strategy into the curriculum as a teaching strategy for Computer Studies in the classroom, as it fosters self-development. Contribution: This study provides empirical evidence of ELS's effectiveness in improving academic achievement, offers a framework for enhancing student engagement in Computer Studies, and suggests future directions for integrating innovative teaching strategies into education.
Enhancing Teacher Training Quality through Transversal Skills: A Case Study of CRMEF Sidi Kacem Faik, Toufik; El Hammouchi , Abdelaziz
Indonesian Journal of Innovative Teaching and Learning Vol. 2 No. 2 (2025): IJITL, Volume 2, Issue 2 (2025): August-January Period
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijitl.v2i2.308

Abstract

Background: To support Morocco's growth, the education sector must prioritise improving teacher qualifications through higher standards in training and professional development, focusing on transversal skills and modern, tech-integrated methodologies. Method: The study employs a combination of interactive research methodologies, including questionnaire-based data collection and content analysis, to interpret the results. These methodologies allow for an in-depth evaluation of the current state of teacher training and the integration of transversal skills into professional development programs. Result: The findings stress the importance of providing teacher trainees with transversal skills for critical reflection, professional growth, and improved teaching outcomes, while urging educational systems to move beyond traditional methods and address gaps in teacher training programs with targeted interventions. Conclusion: Integrating transversal skills into the curriculum is essential to enhance teacher training in Morocco. The shift towards innovative, skill-based teaching methodologies will better prepare educators for the challenges of modern classrooms, ensuring they are equipped to contribute effectively to Morocco's educational advancement. Contribution: This study provides insights into improving teacher training programs through transversal skills and recommendations for interventions that can equip teachers with the skills necessary to meet evolving educational demands, supporting Morocco's efforts to improve its education sector in line with global trends.
Availability and Usage of Laboratory Equipment for Chemistry Learning in Onitsha North Local Government Area Ezeiheukwu, Chika Mary
Indonesian Journal of Innovative Teaching and Learning Vol. 2 No. 2 (2025): IJITL, Volume 2, Issue 2 (2025): August-January Period
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijitl.v2i2.343

Abstract

Background: Practical activities in Chemistry are vital for students' scientific skills, but the lack of laboratory equipment in Nigerian secondary schools hinders effective teaching and learning. Objective: This study investigated the availability and use of laboratory equipment for Chemistry learning in public secondary schools in Onitsha North, Anambra State, focusing on equipment availability and its usage during lessons. Methods: A descriptive survey research design was adopted. The sample consisted of 200 Chemistry students selected from 10 randomly chosen public secondary schools in the study area. Data were collected using a validated questionnaire with a reliability coefficient 0.72, determined using Cronbach's alpha. Data analysis was conducted using mean and standard deviation to answer three research questions. Results: The study revealed that laboratory equipment is not adequately available, and that the available laboratory equipment is poorly utilized in the learning of Chemistry in the selected schools. As a result, these students encounter difficulty in learning Chemistry, and lack the ability required to acquire scientific knowledge and skills. Conclusions: The study concluded that the limited availability and poor utilization of laboratory equipment negatively impact Chemistry's effective teaching and learning. Without sufficient resources, students are deprived of hands-on experiences vital for understanding scientific concepts. Contributions: This research highlights the infrastructure challenges public secondary schools face in practical science education, emphasizing the need for policymakers and educators to prioritize laboratory equipment and create an environment that supports students' scientific skill development.

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