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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 126 Documents
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The Influence of Science Modules Integrated with Local Wisdom on Enhancing Scientific Literacy: A Systematic Literature Review Salwa Nur Sapiatun Nakjah; Melani Aulia Khatami
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.v7i1.2096

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; Robiatul Adawiah; 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

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.
The Role of Virtual Laboratories in Inquiry-Based Learning Models for Improving Understanding of Physics Concepts: A Literature Review Aulia, Aulia; Adawiah, Robiatul; Lutfiatussolihah, Lutfiatussolihah
Indonesian Journal of Teacher Education Vol. 5 No. 2 (2024): Edisi Juli-Desember 2024
Publisher : Indonesian Publication Center

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Abstract

Physics education often faces the challenge of limited access to real-world laboratory facilities, which results in low levels of students’ conceptual understanding. This study aims to analyze the role of virtual laboratories in the Inquiry-Based Learning (IBL) model to enhance students’ understanding of physics concepts through a systematic literature review of 15 scientific articles (2015–2024) from the Google Scholar, ProQuest, and ERIC databases. The research method employed thematic analysis and tabular synthesis to compare the subjects, methods, and results of the studies. The findings indicate that the integration of virtual laboratories into the IBL model consistently improves students’ conceptual understanding, with learning achievement rates reaching 80–85% and N-gain values in the moderate to high range (0.38–0.73). This model is most effective when applied to abstract material due to its ability to visualize dynamic physical phenomena. However, the effectiveness of this model is highly dependent on the quality of teachers’ instructional design and the availability of technological devices in schools.
Virtual Laboratory: Innovation and Its Impact on Students' Motivation and Interest in Learning Nurlaili, Siti; Saiva, Tiara Dwi; Khairullah, M. Fadhil
Indonesian Journal of Teacher Education Vol. 5 No. 1 (2024): Edisi Januari-Juni 2024
Publisher : Indonesian Publication Center

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Abstract

The development of digital technology has driven various innovations in science education, one of which is the use of virtual laboratories. This study aims to analyze the implementation of virtual laboratories in science learning and examine their influence on students’ motivation and interest in learning. The method used was a systematic literature review with a qualitative descriptive approach. Data were collected through searches in reputable electronic databases using relevant keywords and limited to publications from 2015 to 2024. The initial search identified 37 articles, which were then screened through the stages of identification, screening, eligibility, and inclusion, resulting in 19 articles that met the criteria. The data were analyzed using thematic analysis to identify patterns of virtual laboratory implementation and their impacts on students’ affective and cognitive aspects. The findings indicate that virtual laboratories consistently contribute to improving learning motivation, learning interest, conceptual understanding, and learning outcomes at the junior high school, senior high school, and higher education levels. Interactive simulations such as PhET are able to create an engaging, flexible, safe learning environment and encourage independent exploration, thereby increasing students’ active participation. However, their effectiveness is influenced by technological readiness, teacher competence, digital literacy, and institutional support. Therefore, virtual laboratories are not only an alternative to conventional practicum activities but also a strategic pedagogical instrument in supporting the transformation of science learning in the digital era.
Strategies and Implementation of Differentiated Instruction in Digital Teaching Materials: A Literature Review Nurlaili, Siti; Ainy, Nurul; Miratunnisah, Miratunnisah; 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

The rapid development of digital technology has transformed educational practices, particularly in the development of learning materials that are more adaptive to students’ diverse characteristics. Differences in abilities, interests, learning styles, and readiness require teachers to implement flexible and inclusive instructional strategies. One relevant approach is differentiated instruction integrated with digital learning materials. This study aims to analyze the strategies and implementation of differentiated instruction in digital teaching materials through a systematic literature review method. Data sources were collected from Google Scholar and Publish or Perish databases covering publications from 2015 to 2024. Of the 32 articles identified in the initial search, 16 articles met the inclusion criteria and were further analyzed. Data analysis was conducted using thematic analysis and narrative synthesis based on the types of digital materials, differentiation strategies, and their impacts on learning. The findings indicate that e-modules, digital flipbooks, Google Sites, Powtoon media, and Liveworksheet-based E-LKPD effectively support content, process, and product differentiation. Their implementation positively affects students’ learning motivation, engagement, creativity, and learning outcomes. Therefore, the integration of digital teaching materials and differentiated instruction can be considered an innovative strategy to create more personalized, interactive, and student-centered learning environments.
The Implementation of Inclusive Digital Learning Materials in the Education of Students with Special Needs: A Literature Review Aqirully Ramadhani; Baiq Ziadatu Rahmah; Alya Rizkika
Indonesian Journal of Teacher Education Vol. 6 No. 1 (2025): Edisi Januari-Juni 2025
Publisher : Indonesian Publication Center

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Abstract

Inclusive education is an effort to provide equal learning opportunities for all students, including those with special needs. Advances in digital technology offer opportunities to create learning materials that are more adaptive, flexible, and accessible to a wide range of students. This study aims to analyze the implementation of inclusive digital learning materials in education for students with special needs through a literature review. The method used is a Systematic Literature Review (SLR) analyzing 15 scientific articles published in national journals between 2015 and 2024. The findings indicate that the use of digital learning materials in inclusive education can enhance accessibility, interaction, and understanding of the material for students with special needs. More specifically, the use of Learning Management System (LMS)-based platforms, interactive media such as animations and educational videos, and adaptive e-learning applications has proven to be most effective in supporting flexible learning tailored to students’ individual needs. Additionally, features such as audio support, interactive visuals, and simple navigation play a crucial role in enhancing student engagement.
Laboratorium Virtual Fisika dalam Pembelajaran Inklusif dan Implikasinya Terhadap Keterampilan Proses Sains Peserta Didik: Literature Review Ramadhani, Aqirully; Rahmah, Baiq Ziadatu; Rizkika, Alya
Indonesian Journal of Teacher Education Vol. 5 No. 2 (2024): Edisi Juli-Desember 2024
Publisher : Indonesian Publication Center

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

Abstract

Advances in physics education have spurred the use of virtual laboratories as an alternative and complementary option to conventional laboratories, particularly in the context of inclusive education. This study aims to examine the implementation of virtual physics laboratories, their role in supporting inclusive education, and their implications for students’ science process skills. The method used was a Systematic Literature Review (SLR) of 15 relevant scientific articles published between 2015 and 2024. The findings indicate that virtual laboratories can enhance science process skills through interactive and flexible experimental activities. Additionally, virtual laboratories support inclusive learning by providing flexible and adaptive learning access for students with diverse learning needs. The implementation of virtual laboratories also impacts students’ motivation, independence, and active participation in physics learning. However, the effectiveness of virtual laboratory implementation is significantly influenced by teacher readiness, the availability of technological infrastructure, and learning designs oriented toward scientific activities. Thus, virtual physics laboratories have the potential to serve as an inclusive and effective learning solution for developing students’ science process skills.

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