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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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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 Ramadhani, Aqirully; Rahmah, Baiq Ziadatu; Rizkika, Alya
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

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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.
The Effectiveness of Problem-Based Learning E-Modules on Students' Science Literacy: A Systematic Literature Review Iqlima, Shelliana; Yuliani, Neli; Arifah, Asyil; Muliadi, Irman; Salwa, Salwa
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

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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 Ramadhani, Khalila Humairo; Nabila, Nayumi Warta; Sari, Bq. Roswin Tiarti; 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 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 Rahmah, Baiq Ziadatu; Ramadhani, Aqirully; Rizkika, Alya; 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

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 Muslihatun, Fitri; Nurmayanti, Diyah; Nabila, Elya Suci; Herawadini, Fitria
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

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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 Isnaini, Ahmad Hardyan; Muliadi, Irman; Amrullah, Lalu Azikri; Saputra, Holis Angga
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 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.

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