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INDONESIA
Indonesian Journal of Teacher Education
Published by Indonesian Publication Center
ISSN : 27213293     EISSN : 27210081     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
Indonesian Journal of Teacher Education (IJTE) adalah wadah publikasi bagi mahasiswa, guru, dosen, praktisi maupun peneliti pada bidang pendidikan. IJTE menerima tulisan dalam bentuk artikel hasil penelitian maupun artikel review tentang isu terkini yang berkaitan dengan: Kebijakan Pendidikan Guru; Inovasi LPTK untuk Pendidikan Calon Guru; Pemerataan dan Mutu Guru; Sertifikasi Guru; Pendidikan Profesi Guru; hingga Inovasi oleh Calon Guru maupun Guru di sekolah. Setiap penulis wajib melakukan register dan mengirim artikel melalui OJS jurnal. Setiap artikel yang masuk akan direview oleh tim reviewer IJTE. Semua artikel yang diterima akan dipublikasikan dan tersedia secara bebas (open access) untuk dibaca dan diunduh oleh semua pembaca dibawah lisensi Creative Commons Attribution-ShareAlike 4.0 International License. Pengelolaan dan penerbitan jurnal ini dikelola secara mandiri oleh Indonesian Publication Center. IJTE terbit sejak 2020 dan terbit dua kali dalam setahun mulai 2023 yaitu pada Edisi Januari-Juni dan Edisi Juli-Desember.
Arjuna Subject : Umum - Umum
Articles 134 Documents
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The Effectiveness of Problem-Based Learning E-Modules on Students' Science Literacy: A Systematic Literature Review Shelliana Iqlima; Neli Yuliani; Asyil Arifah; Irman Muliadi; Salwa Salwa
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijte.v7i1.2194

Abstract

Science literacy is a fundamental competency that reflects students’ ability to understand and apply science knowledge in real-world contexts. The integration of Problem-Based Learning (PBL) into digital E-Modules has emerged as a promising innovation to improve this competency. This study analyzes the effectiveness of PBL-based E-Modules on students’ science literacy through a Systematic Literature Review (SLR) with PRISMA guidelines. Ten national and international articles published between 2016 and 2025, retrieved from Google Scholar, Garuda (SINTA), and ERIC databases, were selected and analyzed. The analysis reveals a positive trend in which PBL-based E-Modules generally and effectively support the improvement of science literacy across various educational levels. Three major themes emerge: (1) effectiveness of E-Modules in enhancing science literacy indicators through multimodal and interactive content; (2) the role of PBL in stimulating scientific reasoning and authentic problem-solving; and (3) integration of contextual and ethnoscience approaches as a catalyst for meaningful learning. These findings confirm that the synergy between interactive digital media and PBL is the key mechanism for transforming students’ science literacy in 21st-century education.
Kajian Literatur Perbandingan Laboratorium Virtual dan Riil Terhadap Hasil Belajar Kognitif Khalila Humairo Ramadhani; Nayumi Warta Nabila; Bq. Roswin Tiarti Sari; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of Teacher Education Vol. 4 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The development of information and communication technology has driven innovations in learning media, including the use of virtual laboratories as an alternative to real laboratories, which are often limited by facilities. This study aims to analyze and compare the effectiveness of virtual and real laboratories on students’ cognitive learning outcomes. The method used is a literature review by examining 15 relevant journal articles obtained through Publish or Perish connected to Google Scholar. The articles were selected based on relevance and analyzed using content analysis techniques to identify and compare research findings. The results indicate that both types of laboratories contribute to improving cognitive learning outcomes. Real laboratories are superior in providing direct experience, while virtual laboratories are more effective in enhancing motivation, flexibility, and conceptual understanding. Some studies also show no significant difference between the two methods. However, the combination of virtual and real laboratories provides the most optimal results. Therefore, the selection of learning methods should be adjusted to learning needs and conditions to achieve optimal outcomes.
Pemanfaatan Laboratorium Virtual Terhadap Pembelajaran Siswa dengan Keterbatasan Fisik: Tinjauan Literatur Baiq Ziadatu Rahmah; Aqirully Ramadhani; Alya Rizkika; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of Teacher Education Vol. 4 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian Publication Center

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Abstract

Science learning requires practical activities as a means of concretely understanding concepts. However, students with disabilities often face obstacles in accessing conventional laboratories. This study aims to examine the use of virtual laboratories for learning for students with disabilities through a literature review. Twelve scientific articles published between 2014 and June 2023 were analyzed based on inclusion criteria, including topic relevance, research type, and relevance to inclusive learning. The literature selection process involved identification, screening, and eligibility. Data were analyzed using a qualitative thematic analysis approach. The study results indicate that virtual laboratories can improve student accessibility, participation, conceptual understanding, and learning independence. Furthermore, flexibility and security are key advantages in supporting inclusive learning. However, challenges remain, such as limited infrastructure and digital literacy.
Integration of Problem-Based Learning and Student Worksheets Improves Junior High School Scientific Literacy: A Systematic Literature Review Fitri Muslihatun; Diyah Nurmayanti; Elya Suci Nabila; Fitria Herawadini
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijte.v7i1.2257

Abstract

The low level of scientific literacy among junior high school students remains a major challenge in 21st-century science education, particularly in connecting scientific concepts with real-life phenomena. This study employs a Systematic Literature Review (SLR) to identify the most effective patterns for integrating Problem-Based Learning (PBL) and Student Worksheets (LKPD) in improving students’ scientific literacy. The analysis was conducted on articles published between 2016 and 2025 obtained from Google Scholar, ERIC, and ScienceDirect with the help of the Publish or Perish application based on specific inclusion criteria. The findings indicate that the integration of PBL and LKPD consistently produces learning tools that are valid, practical, and effective, with improvements in scientific literacy ranging from moderate to high levels. The use of E-LKPD and contextual-based worksheets also enhances student engagement and supports skills in analysis, data interpretation, and scientific problem-solving. The effectiveness of this integration is influenced by the quality of LKPD design, the implementation of PBL syntax, and structured scaffolding. This study concludes that integrating PBL and LKPD becomes more optimal when supported by innovative learning materials and teachers’ readiness in facilitating problem-based learning. It implies the need to develop adaptive, interactive, and contextual LKPD to promote meaningful science learning and 21st-century skills.
The Role of Website-Based Learning Media in Enhancing Students' Conceptual Understanding: A Literature Review Ahmad Hardyan Isnaini; Irman Muliadi; Lalu Azikri Amrullah; Holis Angga Saputra
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijte.v7i1.2258

Abstract

The development of information and communication technology has encouraged the use of website-based learning media as an innovation in the educational process. This study aims to analyze the role of website-based learning media in improving students’ conceptual understanding through a literature review approach. The method used is a literature review by examining scientific articles published between 2015 and 2024. The systematic selection process followed standard protocols, including identification of 50 relevant records, screening based on inclusion criteria (educational level and conceptual understanding variables), and eligibility assessment. Based on this process, 15 articles were selected and analyzed qualitatively. The results show that website-based learning media can enhance students’ conceptual understanding through the visualization of abstract materials, interactive content delivery, and support for self-directed and contextual learning. In addition, this media also increases students’ motivation and engagement in the learning process. However, its implementation still faces challenges such as limited infrastructure and the readiness of human resources. Therefore, the development and utilization of website-based learning media need to be optimized to support more effective learning in the digital era.
Leveraging ChatGPT and Gemini to Support Teacher Creativity in Developing Digital Instructional Materials: A Literature Review Baiq Oriza Januarlinda; Nurul Asmaya Fitria Hasanah; Baiq Anisya Nelahi Purnadya; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijte.v7i1.2472

Abstract

The rapid advancement of Large Language Models (LLMs), notably ChatGPT and Gemini, has significantly catalyzed educational innovation by enabling the rapid and adaptive creation of instructional content. This study analyzes the utilization of generative AI in bolstering teacher creativity for digital material development. Employing a narrative literature review approach, 17 relevant articles published between 2016 and 2025 were synthesized, sourced from Crossref, Google Scholar, and OpenAlex via the Publish or Perish application. The findings demonstrate that generative AI effectively assists teachers in designing learning media, instructional materials, and evaluation tools with greater efficiency. However, challenges such as infrastructure limitations, data validity concerns, and the imperative for human verification remain prevalent. The study concludes that integrating AI into content development must be accompanied by continuous digital literacy training and rigorous adherence to ethical standards.
Implementation Strategies for Digital Teaching Materials Utilizing Gamification to Enhance Student Learning Motivation: A Systematic Literature Review Nayumi Warta Nabila; Khalila Humairo Ramadhani; Bq. Roswin Tiarti Sari; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijte.v7i1.2081

Abstract

ABSTRACT The development of digital technology has driven innovation in creating more interactive and engaging learning materials for students. This study aims to analyze the implementation strategy for gamification-based digital learning materials to increase student learning motivation, drawing on a review of scientific literature. The method used is a systematic literature study by reviewing research articles published between 2022 and 2025 from various national and international journals relevant to the topic of gamification in education. A total of 15 journal articles were analyzed using content analysis techniques to identify implementation patterns, types of platforms used, and their impact on student learning motivation. The results of the study indicate that the application of gamification in digital learning materials, such as the use of points, levels, badges, leaderboards, and interactive challenges, has been proven to increase learning motivation, student engagement, and a more enjoyable learning experience. In addition, the integration of gamification through various digital platforms such as Quizizz, Kahoot, Wordwall, and Learning Management System (LMS)-based learning applications has a positive influence on active student participation in the learning process. However, the effectiveness of gamification implementation is greatly influenced by learning design, teacher readiness to utilize technology, and the availability of digital infrastructure. Therefore, strategies for implementing gamification-based digital teaching materials need to be systematically designed to support more interactive, innovative learning and be oriented towards increasing student motivation in the digital era.
Trends in The Implementation of Digital Teaching Materials Based on Local Wisdom in The Modern Education System Sri Aliyah; Cici Madiyawati; Mirna Wahdaniyati
Indonesian Journal of Teacher Education Vol. 5 No. 2 (2024): Edisi Juli-Desember 2024
Publisher : Indonesian Publication Center

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Abstract

The development of digital technology has been a major driver of significant changes in education, particularly in the creation of technology-based instructional materials. In today’s educational setting, it is important to integrate local wisdom into digital instructional materials to preserve cultural identity and enhance the relevance of the learning process. The purpose of this study is to examine the development of the application of digital instructional materials based on local wisdom through a literature review. This study employs a qualitative approach by conducting a literature review of 25 scientific articles published between 2015 and 2023. The selection process involved identification, screening, eligibility assessment, and inclusion steps adapted from the PRISMA principles. Data analysis was conducted using content analysis techniques, including coding, grouping, and synthesis of findings. The research findings indicate that digital teaching materials based on local wisdom can enhance students’ motivation to learn, deepen their understanding of concepts within a contextual framework, and contribute to the development of students’ character. However, current research remains dominated by descriptive approaches and lacks support from structured development models.
The Effectiveness of Virtual Laboratories in Improving Students’ Self-Confidence and Reducing Practicum Anxiety: A Literature Review Mirna Wahdaniyati; Eka Puji Astuti; Ermafitriyana Ermafitriyana
Indonesian Journal of Teacher Education Vol. 6 No. 1 (2025): Edisi Januari-Juni 2025
Publisher : Indonesian Publication Center

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Abstract

Innovation in laboratory learning methods has experienced rapid development. One such innovation is the use of virtual laboratories to support student practicum activities. The use of virtual laboratories allows students to conduct interactive experimental simulations, thus helping them understand practicum procedures before conducting them directly. This study aims to assess the effectiveness of using virtual laboratories in increasing student confidence and reducing anxiety levels during practicums. The method used was a literature review by analyzing various scientific articles relevant to the research topic. Data were collected through a literature search in various scientific papers discussing the use of virtual laboratories and their impact on students' psychological aspects. The results of the study indicate that the use of virtual laboratories provides a safe and repeatable learning environment, allowing students to practice conducting experiments without the risk of equipment damage. This condition helps reduce student difficulty levels, improve understanding, foster self-confidence, and reduce anxiety levels during direct practicums. Thus, virtual laboratories can be an effective alternative learning medium in supporting students' psychological readiness for practicum activities.
The Shifting Role of Teachers in Digital-Based Learning: A Literature Review with Bibliometric Analysis (2020–2024) Muhammad Rizqy; Bayu Hadiatma Fasya; Miftahul Jannah; Nina Nisrina
Indonesian Journal of Teacher Education Vol. 6 No. 1 (2025): Edisi Januari-Juni 2025
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyze research trends regarding the shifting role of teachers in digital-based learning through a bibliometric approach. The methods used are descriptive and analytical, utilizing the Publish or Perish application to collect data from Google Scholar and VOSviewer to analyze and visualize the data. The analyzed data consist of 61 scientific articles from the years 2020–2024 that underwent a selection process based on predetermined criteria. The results indicate an increase in the number of publications, particularly in 2024, suggesting growing attention to the transformation of teachers’ roles in digital learning. VOSviewer analysis reveals that the research is dominated by the interconnection between the concepts of the teacher’s role, facilitator, and digital learning within an interconnected network. Furthermore, an examination of the most highly cited articles reveals that the teacher’s role is shifting from that of a demonstrator to a facilitator who guides and supports more active and self-directed learning. Thus, digital-based learning not only impacts technology use but also drives a fundamental transformation of the teacher’s role. Consequently, strengthening teachers’ competencies—particularly in digital literacy and innovative learning strategies—is essential to support effective learning in the digital age.

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