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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 126 Documents
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Investigating University Students’ Learning Habits in the Digital Era: A Preliminary Survey Study Adawiah, Robiatul; Aulia, Aulia; Lutfiatussolihah, Lutfiatussolihah; Miratunnisah, Miratunnisah; 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

The rapid advancement of digital technology has significantly transformed university students' study patterns, particularly regarding information access and learning strategies. This preliminary survey study aims to explore students' learning habits in the digital era and identify the benefits, challenges, and strategies employed in managing technology-based learning. This study employed a quantitative approach with a descriptive survey design, involving 65 students from various universities, who were selected using convenience sampling. Data were collected using an instrument comprising Likert scales, multiple-choice options, checklists, and short-answer questions. The results indicate that students perceive digital learning positively, with most mean scores exceeding 3.00. Key findings include high scores for using the internet for supplementary explanations (3.98), learning flexibility (3.91), and rapid comprehension via gadgets (3.68). Many respondents reported studying for 1–2 hours daily (47.7%) and identified Google Scholar (44.6%) and YouTube (40%) as their primary learning resources. Smartphones were the most commonly used devices (61.5%), while home or boarding houses were the preferred locations for study (81.5%). The most significant advantages cited were ease of access to materials (73.8%) and time flexibility (70.8%). However, students faced challenges, primarily concentration distractions from notifications and social media (56.9%) and unstable internet connections (56.9%). To maintain focus, the most common strategies were limiting smartphone usage (55.4%) and establishing a regular study schedule (47.7%). Overall, digital learning is considered effective if students can effectively manage their devices, time, and learning environments. These findings provide a comprehensive overview of student study patterns and offer a foundation for developing more adaptive digital learning strategies in higher education.
Analysis of Students' Perceptions of Artificial Intelligence Utilization in Completing Academic Tasks Rizqy, Muhammad; Fasya, Bayu Hadiatma; Jannah, Miftahul; 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

The use of Artificial Intelligence (AI) has become increasingly widespread in higher education, particularly in assisting students with academic assignments. This study aims to analyze students’ perceptions regarding the utilization of AI in completing academic tasks, including patterns of use, frequency of application, and the types of assignments that most commonly involve the technology. In addition, the study evaluates students’ views on the benefits of AI, such as improved understanding of course material, time efficiency, and enhanced quality of academic work. On the other hand, the survey also explores students’ concerns related to plagiarism, violations of academic ethics, and the potential dependence on technology. The method employed is a quantitative survey using questionnaires distributed to students from various study programs. The results are expected to provide a comprehensive overview of students’ attitudes and tendencies in employing AI and to serve as a basis for educational institutions in formulating policies for the wise and responsible use of AI in academic settings.
The Relationship Between Online Application Usage Intensity and Student Learning Motivation in the Digital Era Nabila, Nayumi Warta; Ramadhani, Khalila Humairo; Sari, Bq. Roswin Tiarti; 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

The integration of digital technology in modern education offers flexibility while presenting technical challenges that influence student engagement. This study aims to analyze the intensity of online application usage, student learning motivation, and the correlation between these two variables among students at the University of Mataram. A quantitative approach with a correlational survey design was employed, collecting data from 64 students via Likert-scale questionnaires in November 2025. Data were analyzed using descriptive statistics and Pearson correlation. The findings indicate that the intensity of online application usage falls within the moderate category, with Google Meet and Zoom being the most dominant platforms. Similarly, student learning motivation is categorized as fair, influenced by ease of use and the quality of academic interaction. Pearson correlation analysis revealed a significant positive relationship between online application usage intensity and student learning motivation (r = 0.41; p < 0.05), representing a moderate correlation strength. These results underscore that meaningful and intensive use of online applications has the potential to enhance student motivation, although technical and pedagogical factors remain critical in determining the overall effectiveness of digital learning.
Innovative Authentic and Formative Assessment in Science Education: A Systematic Review Nakjah, Salwa Nur Sapiatun; Adawiah, Rabiatun
Indonesian Journal of Teacher Education Vol. 6 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian Publication Center

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Abstract

The implementation of the Merdeka Curriculum emphasizes that assessment is an integral part of the learning process, focusing on core subjects, the Pancasila Student Profile, and providing flexibility to cultivate students’ interests and potential. Despite its importance, observations suggest that most science teachers in the field continue to employ conventional assessments that rely heavily on written examinations and summative testing. This study is a systematic literature review designed to identify and synthesize empirical and theoretical findings regarding innovations in formative and authentic assessments within science education. Data collection was conducted using rigorous and relevant inclusion and exclusion criteria, with a review of literature indexed in Scopus and Sinta from 2018 to 2025. The review findings show that innovations in authentic and formative assessments in science learning are largely driven by the use of technology, including digital platforms (PlayPosit, Canvas, Quizizz, Kahoot!), specialized models (e.g., the Science Authentic Assessment Model), as well as integration with literacy and numeracy concepts. These innovations have been demonstrated to be effective and practical in comprehensively evaluating students’ competencies, including improvements in conceptual understanding and cognitive learning outcomes, as well as enhanced motivation, participation, science process skills, and higher-order thinking skills (HOTS) within the affective and psychomotor domains. Overall, the implementation of these innovative assessment approaches supports the achievement of science learning objectives in the digital era.
Utilizing the Local Environment as a Learning Resource in Science Education: A Systematic Literature Review Muslihatun, Fitri; Zuriyatunnisa, Baiq
Indonesian Journal of Teacher Education Vol. 6 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian Publication Center

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Abstract

Science learning requires concrete and contextual learning resources to support meaningful scientific understanding. This review aims to analyze the use of the natural environment as a learning resource in science education and to examine its implementation forms, learning impacts, and challenges faced by teachers. The study employed a Systematic Literature Review (SLR) method following the PRISMA protocol, focusing on relevant national publications from 2020 to 2025. The analysis indicates that the environment is utilized through observation activities, field-based experiments, and environmental science projects. These forms consistently contribute to improving students' conceptual understanding, science process skills, learning motivation, and ecological literacy. Environmental-based learning also helps students relate scientific concepts to real phenomena and increases their engagement in learning activities. However, its implementation still encounters challenges, including limited instructional time, teacher readiness, school environmental conditions, and the availability of authentic assessment tools. Overall, environmental-based learning has strong potential to enhance the quality of science education when systematically designed and supported by adequate facilities and school policies.
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.

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