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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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A Literature Review: The Role of Ethno-STEAM Science E-Modules Based on Local Ecotourism and Weaving in Enhancing Students' Science Literacy Yuliani, Neli; Iqlima, Sheliana; Amrullah, Lalu Azikri; Muliadi, Irman
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

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Abstract

Scientific literacy is widely recognized as a key competency for 21st-century citizens. Nevertheless, Indonesian students’ performance in international assessments, particularly the Programme for International Student Assessment (PISA), remains relatively low. This study aims to synthesize and critically analyze empirical evidence from existing studies on the contribution of Ethno-STEAM-based science e-modules, which integrate ethnoscience, science, technology, engineering, arts, and mathematics within the context of local-weaving ecotourism in Sade Village, to students’ scientific literacy. Specifically, this review seeks to identify dominant patterns, research gaps, and both theoretical and practical implications across the selected studies. Sade Village in Central Lombok, West Nusa Tenggara, is a traditional Sasak settlement where weaving practices and local wisdom are actively maintained, providing an authentic and contextually rich resource for science learning. The study employs a Systematic Literature Review (SLR) following the PRISMA framework, analyzing ten selected articles published between 2016 and 2025 from Google Scholar, SINTA, and ERIC. Data were analyzed thematically to identify recurring themes across the literature. The synthesis reveals that the utilization of local wisdom, integration of weaving traditions in learning, development of ethnoscience-based e-modules, and ecotourism contexts consistently contribute to improvements in scientific literacy. A notable research gap was identified: no existing study has specifically integrated the Sasak weaving ecotourism context into an empirically validated Ethno-STEAM e-module, underscoring the urgency of future developmental research in this direction.
The Effectiveness of Inquiry-Based Learning Models in Science Education: A Literature Review Isnaeni, Rizka; Kamila, Nasywa Dwi; Mustofa, Nurmala; Sari, Naya Mahdiyya
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

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Abstract

The Inquiry-Based Learning (IBL) model is highly relevant to science education as it positions students as active learners who independently construct their knowledge. This study aims to identify and analyze the effectiveness of implementing the IBL model in science learning at the basic education level (elementary and junior high school). Employing a Systematic Literature Review (SLR) method that strictly adheres to the PRISMA protocol, this study analyzes 16 experimental and quasi-experimental articles published between 2015 and 2024. The synthesized results confirm that the application of IBL yields a significant positive impact on seven main learning achievement variables: critical thinking skills, scientific literacy, cognitive learning outcomes, conceptual understanding, science process skills, learning motivation, and collaboration skills. Nevertheless, this study also reveals that the effectiveness of inquiry heavily relies on students' cognitive readiness and the precision of the pedagogical design, making the guided inquiry approach highly essential. As a pedagogical implication, this research highlights the urgency of modifying IBL by integrating real-world environmental contexts and Socioscientific Issues (SSI) to overcome the stagnation of students' analytical scientific literacy in the future.
Analysis of Improving Science Process Skills Through the Development of Guided Inquiry-Based E-Modules: A Literature Review Khatami, Melani Aulia; Nakjah, Salwa Nur Sapiatun
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

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Abstract

The development of technology in education encourages the use of innovative digital learning materials to improve the quality of science learning. This study aims to analyze various research findings regarding the use of guided inquiry-based e-modules in science learning and their impact on students’ science process skills. The method used in this study is a literature review by analyzing several scientific articles relevant to the research topic. These articles were examined to identify research objectives, research methods, and key findings related to the use of e-modules and guided inquiry learning models in science education. The results show that the use of guided inquiry-based e-modules has significant potential to improve student engagement, conceptual understanding, and science process skills. In addition, e-modules present learning materials in a more systematic, attractive, and interactive manner, helping students understand scientific concepts more effectively. Therefore, integrating guided inquiry-based e-modules can be an effective alternative learning strategy to improve the quality of science learning.
Virtual Laboratory and Numeracy Ability in Basic Physics Practicum: A Literature Review Apriani, Febby; Putri, Almira Erika; Oktari, Rindi Sartika Dwi; Gunawan, Gunawan; Nisrina, Nina
Indonesian Journal of Teacher Education Vol. 5 No. 1 (2024): Edisi Januari-Juni 2024
Publisher : Indonesian Publication Center

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Abstract

The rapid development of technology has significantly impacted various sectors, particularly the field of education. One of the learning innovations widely used in basic physics practicum is the virtual laboratory. Virtual laboratories enable students to conduct interactive experiments that improve conceptual understanding and numeracy skills through simulations that help them understand physics concepts while also improving numeracy ability in analyzing data, performing calculations, and interpreting experimental results. This study aims to analyze the role of virtual laboratories in improving numeracy ability in basic physics practicum through a literature review approach. This research uses a qualitative method with a literature review design. The data sources were obtained from scientific articles indexed in Google Scholar with a publication range from 2015–June 2024.
Transforming Conventional Teaching Materials Towards Creative Learning Media Based on Canva for Education by Pre-Service Teachers Ismayani, Yasfi; Saiva, Tiara Dwi; Hafizin, Salman
Indonesian Journal of Teacher Education Vol. 5 No. 2 (2024): Edisi Juli-Desember 2024
Publisher : Indonesian Publication Center

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Abstract

The transformation of learning media from conventional to digital forms is imperative in facing the Industrial Revolution 5.0 era to improve educational quality. This study aims to analyze the shift in learning media usage from conventional methods, such as chalkboards and printed books which tend to be monotonous, towards the utilization of Canva for Education (CFE) by pre-service teachers. Using the Systematic Literature Review (SLR) method on 10 selected journals from Google Scholar (published 2015-2024), this research evaluates the effectiveness and real impact of using the digital platform. The synthesized results from the reviewed literature indicate significant positive impacts; one empirical study extracted in this review noted that utilizing Canva can increase student learning interest by up to 80%. Furthermore, the literature shows that CFE transforms the teacher's role into a creative learning designer without requiring professional design skills. This transformation provides a positive impact on pre-service teachers in developing interactive, communicative teaching materials that align with modern curriculum needs. Despite challenges such as limited internet infrastructure and digital literacy, the use of CFE proves to be an innovative solution for creating a more meaningful and enjoyable learning experience.
The Influence of Science Modules Integrated with Local Wisdom on Enhancing Scientific Literacy: A Systematic Literature Review Nakjah, Salwa Nur Sapiatun; Khatami, Melani Aulia
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

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Abstract

This study is motivated by the importance of improving students’ scientific literacy through science learning that is contextual and relevant to everyday life. The Merdeka Curriculum emphasizes student-centered learning and the integration of local contexts, making ethnoscience-based science modules a promising alternative. This study aims to analyze the trends and feasibility of using science modules integrated with local wisdom to enhance students’ scientific literacy. The method employed is a qualitative approach using a Systematic Literature Review (SLR), conducted through the stages of identification, selection, and analysis of scientific articles published between 2016 and 2026. Out of 50 identified articles, 15 met the inclusion and exclusion criteria and were selected for further analysis. The findings indicate that ethnoscience-based science modules are consistently considered valid, practical, and effective in improving scientific literacy. This improvement is evidenced by pretest and posttest results with N-Gain scores ranging from moderate to high, as well as positive feedback from students. The integration of local wisdom has been proven to make learning more contextual, enhance conceptual understanding, and develop critical thinking and science process skills. Therefore, ethnoscience-based modules play a strategic role in supporting meaningful science learning.
Pengaruh Digital Storytelling terhadap Peningkatan Kemampuan Literasi Siswa Sekolah Dasar: Kajian Literatur (2015-2024) Aulia, Hayatun Novi; Sari, Fadillah Deswita; Lindawati, Lindawati
Indonesian Journal of Teacher Education Vol. 5 No. 1 (2024): Edisi Januari-Juni 2024
Publisher : Indonesian Publication Center

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Abstract

This study aims to analyze the effect of digital storytelling on elementary school students’ literacy skills. The method used in this study is a literature review with a descriptive qualitative approach by analyzing 15 relevant scientific articles published within the period of 2015–2024. Data collection was conducted through Google Scholar database searches based on predetermined inclusion criteria, namely articles that discuss digital storytelling, focus on elementary school level, and are accessible in full text. Data analysis was carried out through identification, selection, and synthesis of relevant articles. The results show that digital storytelling has a positive and significant effect on improving literacy skills, including reading, writing, speaking, and listening skills. In addition, the use of digital storytelling also enhances students’ learning motivation, reading interest, and self-confidence. Therefore, digital storytelling can be considered an innovative and effective learning medium to support the improvement of literacy skills in elementary school students in the digital era.
The Role of Virtual Laboratories in Improving Contextual Numeracy Skills in Physics Experiment Putri, Almira Erika; Oktari, Rindi Sartika Dwi; Apriani, Febby; Gunawan, Gunawan; Nisrina, Nina
Indonesian Journal of Teacher Education Vol. 4 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian Publication Center

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Abstract

The development of digital technology encourages the use of virtual laboratories as an alternative in physics learning. This study aims to examine the role of virtual laboratories in helping improve students' contextual numeracy skills when conducting physics experiments. The method used is a literature study by analyzing various related scientific sources, such as domestic and international journals, which discuss the use of virtual laboratories and numeracy skills in the physics teaching and learning process. The results of the study indicate that virtual laboratories can improve students' critical thinking skills through the presentation of interactive simulations that allow students to conduct experiments, observe phenomena, and analyze numerical data more flexibly. In addition, the use of virtual laboratories has been proven to help increase student participation, critical thinking skills, and a better understanding of physics concepts. Incorporating simulations in learning helps students connect mathematical concepts with real physics situations and strengthens quantitative thinking skills when solving problems. Thus, it can be concluded that virtual laboratories are an effective learning method in helping improve students' contextual numeracy skills when conducting physics experiments.
Literature Review of Inquiry-Based Learning and Virtual Laboratories on Critical Thinking and KPS Fauzi, Ahmad; Cahyani, Septiana Dwi; Gunawan, Gunawan; Nisrina, Nina
Indonesian Journal of Teacher Education Vol. 5 No. 2 (2024): Edisi Juli-Desember 2024
Publisher : Indonesian Publication Center

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Abstract

Critical thinking skills and science process skills are essential competencies in 21st-century science learning. However, learning in schools is still dominated by a teacher-centered approach, thus not providing optimal opportunities for students to engage in scientific investigation activities. This study aims to analyze and synthesize research results related to the application of Inquiry-Based Learning assisted by virtual laboratories in improving students' critical thinking skills and science process skills. The method used is a literature review by analyzing 15 scientific articles from relevant national and international journals from 2015–2024 through the stages of data collection, selection, grouping, and synthesis. The results of the synthesis indicate that Inquiry-Based Learning consistently improves critical thinking skills through activities such as formulating problems, proposing hypotheses, conducting experiments, and drawing conclusions. In addition, virtual laboratories play an effective role in facilitating interactive experiments, improving conceptual understanding, and overcoming the limitations of practical facilities in schools. Overall, the integration of Inquiry-Based Learning and virtual laboratories results in more active, contextual, and student-centered learning, and is able to optimally improve higher-order thinking skills and science process skills.
Efektivitas Model Inquiry-Based Learning Berbantuan Virtual Laboratory dalam Pembelajaran Fisika: Tinjauan Literatur Lutfiatussolihah, Lutfiatussolihah; Aulia, Aulia; Adawiah, Robiatul; Gunawan, Gunawan; Nisrina, Nina
Indonesian Journal of Teacher Education Vol. 4 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian Publication Center

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Abstract

This study aims to analyze the effectiveness of Inquiry-Based Learning supported by a virtual laboratory in physics education. The study employed a literature review method using a qualitative descriptive approach, involving the identification, selection, and synthesis of 15 articles published between 2014 and 2023. The results of the analysis indicate that the implementation of Inquiry-Based Learning supported by virtual laboratories consistently enhances students’ conceptual understanding, scientific process skills, and critical thinking abilities. This effectiveness is influenced by the type of inquiry model used, the characteristics of the virtual media, and the learning strategies applied. The integration of inquiry-based learning with digital technology creates a more interactive, exploratory, and meaningful learning experience. Thus, this approach can serve as an effective alternative in physics education, particularly to address laboratory facility limitations and improve the quality of students’ learning processes and outcomes.

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