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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 91 Documents
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Analysis of the Impact of Social Media Usage on the Effectiveness of University Students' Study Time Wahdaniyati, Mirna; Astuti, Eka Puji; Dwiyanti, Malini Putri; Gunawan, Gunawan
Indonesian Journal of Teacher Education Vol. 6 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian Publication Center

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Abstract

This study aims to analyze the influence of social media usage on the effectiveness of university students' study time by examining usage intensity, content types, and perceived impacts on academic focus. A descriptive quantitative approach was employed, utilizing a Likert-scale survey distributed to 61 active social media users. Data were analyzed using descriptive statistics to identify usage patterns and behavioral trends. The results indicate that the majority of respondents were physics education students (aged 18–21), with a female predominance of 83.6%. TikTok emerged as the most widely used platform (50,8%), followed by WhatsApp (29,5%) and Instagram (18,0%), with a typical daily usage duration of 1–3 hours (44,3%). A key finding reveals that 93% of respondents acknowledged that social media significantly affects their study focus, primarily through entertainment-related distractions (45,9%) and increased academic procrastination. Although 72,1% of students access social media during leisure time, usage during study hours and before sleep persists, negatively impacting rest quality and concentration. The study concludes that social media serves a dual role as both a learning resource and a potential hindrance to study efficiency. Consequently, strict time management and self-regulation in content consumption are essential to mitigate its adverse effects on academic performance.
Applying Hindu Religious Principles in Elementary School Learning Suranti, Ni Made Yeni; Pradmawati, Ni Ketut Yeni
Indonesian Journal of Teacher Education Vol. 6 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian Publication Center

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Abstract

Hindu religious education plays a strategic role in shaping the character of elementary school students through the internalization of religious values. This article aims to examine the application of Hindu religious teachings in elementary school learning as a means of strengthening character education. The research method used was a literature review, analyzing various sources, including books, journal articles, and relevant research findings. The results of the study indicate that the application of the teachings of Tri Kaya Parisudha, Catur Guru, Tat Twam Asi, Tri Hita Karana, and Karma Phala in Hindu religious learning contributes significantly to shaping students' attitudes, behaviors, and personalities. These five teachings guide students in thinking, speaking, and acting in accordance with moral, spiritual, social, and personal responsibility values. Therefore, the integration of Hindu religious teachings into elementary school learning serves as an important foundation for the holistic development of students' character.
Multimodal Approaches in Science Teacher Education: An Integrative Review of Technologies, Representations, and Pedagogical Models Gunawan Gunawan; Kosim Kosim; Baiq Nabila Saufika Zainuri; Qothrunnada Qothrunnada
Indonesian Journal of Teacher Education Vol. 6 No. 1 (2025): Edisi Januari-Juni 2025
Publisher : Indonesian Publication Center

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Abstract

Modern science education increasingly demands the integration of diverse instructional modes to foster deep conceptual understanding and higher-order thinking skills. This integrative review examines the implementation of multimodal approaches within science teacher education, focusing on the synergy between digital technologies, multiple representations, and student-centered pedagogical models. By synthesizing recent literature, this study explores how tools such as virtual laboratories, interactive multimedia, and PhET simulations are utilized alongside Problem-Based Learning (PBL) and inquiry-based frameworks to enhance pre-service and in-service teachers' competencies. The analysis reveals that a multimodal approach leveraging visual, mathematical, and verbal representations significantly improves critical thinking, scientific literacy, and academic performance. Furthermore, the findings highlight the pivotal role of teacher education programs in preparing educators to navigate multimodal environments. This review provides a conceptual framework for future research and curriculum development, emphasizing the need for a cohesive integration of technology and pedagogy to address the challenges of 21st-century science classrooms.
Analisis Strategi Pembelajaran IPA untuk Meningkatkan Kemampuan Berpikir Kritis Siswa: Literature Review (2014-2023) Amrullah, Lalu Azikri; Muliadi, Irman; Isnaini, Ahmad Hardyan; Nurmayanti, Nurmayanti; Anugraheni, Audy Sintia
Indonesian Journal of Teacher Education Vol. 5 No. 1 (2024): Edisi Januari-Juni 2024
Publisher : Indonesian Publication Center

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Abstract

Critical thinking skills are essential competencies in 21st-century science education, yet Indonesian students' achievements in scientific literacy and reasoning remain relatively low. This study aims to map and analyze trends in effective science learning strategies to enhance students' critical thinking skills through a systematic literature review. The method employed is a Systematic Literature Review (SLR) of 10 national and international scientific articles published between 2014 and 2023 across Google Scholar, SINTA, and ERIC databases. The review results indicate that student-centered learning strategies consistently have a positive impact on critical reasoning. The findings are classified into four main groups: (1) discovery and inquiry strategies; (2) problem-based and project-based learning (PBL & PjBL); (3) information and communication technology (ICT) integration; and (4) contextual and cooperative approaches. The synergy between active learning models and interactive digital media support is proven to be the key factor in transforming students' evaluation and analysis skills.
Exploring Elementary School Teachers’ Views About Gamification as Learning Media in Their Science Classroom Rahmatiah, Rindu; Rokhmat , Joni; Jufri , A. Wahab; Gunawan , Gunawan; Sukarso , A A
Indonesian Journal of Teacher Education Vol. 4 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian Publication Center

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Abstract

Gamification is a relatively new concept in education that is often discussed in current research. This research aims to understand elementary science teachers' perspectives on gamification as a learning medium in their science classrooms. This research is survey research. There are 18 open questions in the questionnaire, which was distributed via Google Forms and voluntarily completed by 70 science teachers from elementary schools in Mataram, Indonesia. The teacher respondents in this research have 1 to 40 years of experience teaching science. The results show that almost 70% of teacher respondents are unfamiliar with and have never used gamification in their science classes. Even among those already familiar with gamification, very few understand its elements and how to apply them effectively. These results showed that gamification is a relatively new concept for the teacher respondents in this survey. It also illustrates that introducing gamification to them is appropriate.
Connecting Gamified Contextual Learning with Educational Outcomes: The Case of The Adventure of Rinjani Rahmatiah, Rindu; Rokhmat, Joni; Jufri, A. Wahab; Gunawan, Gunawan; Sukarso , A A
Indonesian Journal of Teacher Education Vol. 5 No. 2 (2024): Edisi Juli-Desember 2024
Publisher : Indonesian Publication Center

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Abstract

This article investigates the pedagogical potential of the Adventure of Rinjani. These gamified contextualized science learning media are intentionally created to support the development of students' science literacy, creativity, achievement motivation, and scientific attitude. In response to the growing demand for meaningful and engaging science education, this article presents a framework developed through a comprehensive literature review and an instructional design process guided by the Dick and Carey model, which informs the game's creation. The Adventure of Rinjani game incorporates a contextual learning model, utilizing the REACT (Relating, Experiencing, Applying, Cooperating, Transferring) approach within its gameplay. The game features seven levels, each representing a distinct real ecosystem on Mount Rinjani. Before further testing and focusing on empirical implementation, this article emphasizes the design rationale, development process, and theoretical mapping of the game elements adopted in Adventure of Rinjani to the four targeted educational outcome variables. A narrative literature review is conducted to identify how gamification and contextualized learning influence each variable. The article concludes with a conceptual mind map that visually depicts the relationship between specific features of the Adventure of Rinjani and the four expected learning outcomes. This framework can serve as a foundation for future empirical research and as a reference for educators and developers who adopt or adapt contextualized learning media integrated with gamification for 21st-century science education.
Analysis of Students' Levels of Comfort, Ease, and Satisfaction With Digital-Based Assessments Khairullah, Muhammad Fadhil; Hidayah, M. Salsabillah; Ahzami, M. Gita
Indonesian Journal of Teacher Education Vol. 6 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian Publication Center

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Abstract

The development of digital technology has driven transformation in learning evaluation systems, including the implementation of digital-based assessment in higher education settings. This study aims to determine students' perspectives on digital assessment based on three main aspects: convenience, ease, and satisfaction. The research used a quantitative approach with a survey method thru the distribution of questionnaires to 43 students from various faculties. The data was analyzed descriptively to examine the frequency of responses for each statement indicator. The research results indicate that digital assessment is positively received by the majority of students, who also feel calm, focused, and not excessively pressured when taking digital assessments. Students found the digital assessment platform easy to access and the clear instructions simplified the completion process. Students feel the assessment process is more efficient, fair, transparent, and assessment results can be obtained quickly. Overall, digital assessment is considered effective, practical, and capable of supporting better learning evaluation processes compared to conventional methods. Nevertheless, improved technical stability for users who are not yet familiar is still needed to optimize the implementation of digital assessments.
Global Trends and Emerging Perspectives In Cooperative Learning: A Systematic Literature Review and Bibliometric Analysis Arizona, Kurniawan; Rokhmat, Joni; Ramdani, Agus; Gunawan, Gunawan; Sukarso, A A; Sucilestari, Ramdhani
Indonesian Journal of Teacher Education Vol. 5 No. 2 (2024): Edisi Juli-Desember 2024
Publisher : Indonesian Publication Center

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Abstract

This study aims to examine the evolution of cooperative learning research by employing a systematic literature review (SLR) combined with bibliometric analysis. The method involves analyzing published articles, identifying trends, influential authors, key institutions, and the geographical distribution of research. The results reveal a significant increase in the number of publications on cooperative learning, especially since 2007, with major contributions from countries like the United States, China, and Spain. The study also highlights the integration of educational technology and cultural considerations in cooperative learning practices. The discussion emphasizes the role of collaboration in improving educational outcomes and addresses the adaptation of cooperative learning strategies across various cultural contexts. In conclusion, cooperative learning remains a vital pedagogical approach, and future research should focus on exploring its intersection with technology and its adaptability in diverse educational environments.
The Effectiveness of Project-Based Learning Models in Enhancing Critical Thinking Skills: A Literature Review Pratiwi, Nanda Aulia; Anggriani, Ni Ketut; Pranahita, Dewa Dwi
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

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Abstract

Critical thinking skills are essential competencies in the 21st century that students must possess. The Project-Based Learning (PjBL) model is believed to be an effective pedagogical approach to develop these skills. This study aims to describe the trends and effectiveness of the PjBL model in enhancing students' critical thinking skills based on a literature review. This study employs a descriptive literature review approach by analyzing relevant scientific publications from the last ten years. A bibliometric analysis using VOSviewer was also conducted to map research topic trends. The analysis results indicate that research on PjBL and critical thinking has significantly increased. The PjBL model, whether implemented purely or integrated with other approaches such as STEM, is consistently proven effective in enhancing critical thinking skills across various educational levels and subjects. This effectiveness is driven by the PjBL syntax that emphasizes real project-based learning, collaboration, and problem-solving, which directly trains students' metacognitive and analytical aspects.
Critical Thinking and Literacy in the Digital Era: A Literature Review on Essential Skills for 21st Century Learners Anggriani, Ni Ketut; Pratiwi, Nanda Aulia; Pranahita, Dewa Dwi; Apriyani, Paramita Putri; Lestari, Sintya Dewi
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

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Abstract

The rapid development of digital technology has transformed the way individuals access, process, and utilize information in various aspects of life, including education. In the context of 21st-century learning, students are required to possess digital literacy and critical thinking skills to evaluate information effectively in an increasingly complex digital environment. This study aims to analyze the relationship between digital literacy and critical thinking as essential skills for 21st-century learners. This research employed a Systematic Literature Review (SLR) method by examining 30 scholarly articles published between 2016 and 2025. The data were collected from several academic databases, including Google Scholar, DOAJ, ERIC, and ScienceDirect, using the keywords critical thinking, digital literacy, digital learning, and 21st-century skills. The article selection process followed the PRISMA approach, while thematic analysis was used to identify research patterns and key themes. The results indicate that digital literacy plays a significant role in enabling students to access, understand, and critically evaluate digital information. Furthermore, the integration of digital technology in learning environments can enhance students’ critical thinking skills through activities such as information analysis, online discussions, and collaborative learning. The findings also reveal that digital literacy and critical thinking are closely interconnected and mutually reinforcing competencies that support effective learning in the 21st century. Therefore, integrating these competencies into educational curricula is essential to prepare students for the challenges of the digital era.

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