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International Journal of Teaching and Learning (INJOTEL)
Published by CV. Adiba Aisha Amira
ISSN : -     EISSN : 30258308     DOI : -
Core Subject : Education,
Education Mathematics Other
International Journal of Teaching and Learning (INJOTEL) publishes articles on education and learning in general. Contains articles / research results written by experts, scientists, practitioners, and reviewers in the field of education and learning. Some of International Journal of Teaching and Learning (INJOTEL): Education and learning theory and foundation, Education and learning philosophy, Education and learning technology, Education and learning media, Education evaluation, Education Management, Education and learning innovation, Education for all levels, Formal education, Informal education, Education non-formal, Rural education, Urban education, Education and learning curriculum, Educators and students, Education and learning policies, Learning methods and strategies, Learning assessment, socio-cultural, etc.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 25 Documents
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Search results for , issue "Vol. 2 No. 12 (2025)" : 25 Documents clear
ASSESSING THE TEACHING INTERNSHIP PERFORMANCE OF CLASS 2024 ENGLISH PRE-SERVICE TEACHERS Christian Loid Valenzuela; Guiller T. Marila; Marko L. Aratea
International Journal of Teaching and Learning Vol. 2 No. 12 (2025)
Publisher : Adisam Publisher

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Abstract

Performance by pre-service teachers during teaching internships is important in their preparation for professional practice because their strengths and areas of improvement can be evaluated to assure that teacher preparation programs meet contemporary educational needs. The present study aimed to assess the teaching internship performance of English Pre-Service Teachers from the Class of 2024, with regard to their professionalism, classroom management, content understanding, and reflective practices. In a quantitative-descriptive research design, data was collected through a researcher-developed 4-point Likert scale answered by supervising teachers. Findings revealed that the strength of the English Pre-Service Teachers lies in professionalism, with high regard for ethics; able to communicate and deliver the lesson well, creating good adaptation. They performed quite well in managing their classes, along with creating a worthwhile learning atmosphere. The study identified variances in development regarding enhancing diversity in instructional strategies, adjusting the pace of lessons to accommodate students' learning ability, and infusing students' cultural knowledge into the curriculum. These findings highlight increasing needs for better flexibility of instruction to meet the complex demands of diverse learners' needs. The study confirms that the strengths the English Pre-Service Teachers possess regarding major teaching competencies are to be further developed in relation to differentiated instruction, integration of technology, and reflective thinking. Recommendations include continuous professional development and robust mentorship programs to support their growth, ensuring their readiness to meet the complexities of modern education.
MUHAMMAD ZAINAL ABIDIN, 2025. THE DEVELOPMENT OF VERB CONJUGATION IN THE TEXTBOOK "THEORETICAL FOUNDATIONS OF NAHWU AND SHARF" THROUGH THE APPLICATION OF THE AL-BIDAYAH METHOD TO STUDENTS AT AL-BIDAYAH ISLAMIC INSTITUTE IN TEGAL PASAR KLIWATS JEMBER Muhammad Zainal Abidin; Abdul Haris; Maskud
International Journal of Teaching and Learning Vol. 2 No. 12 (2025)
Publisher : Adisam Publisher

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This study aims to identify and describe the development and validity of effective drainage materials. The researchers used a research and development (R&D) method using the ADDIE model that produces new products. The sample of this study was students in the special education class of Tegal Besar Kliwatis Jember. The teaching material developed was the book “Basic Theory of the Beginner Level Albidayah Method” by Abdul Haris which then produced a new product in the form of a book “Sharf Science Dialogue (Tasrif Lughawi & Istilahi)” with the application of questions and answers between teachers and students. Then to collect the required data, researchers used observation, interviews, and documents for qualitative data. From this study, two results were obtained (1) The product validity value obtained from the teaching material expert was 94% and from the media expert was 94%, which indicates that the learning method using question and answer by the teacher-student is feasible to use. (2) The level of effectiveness is calculated using pre-test and post-test with t-test analysis.  The result obtained is 10.215 and this result is more than t0.025;9 which means H0 is rejected. This shows that there is a significant effect before and after using the product to teach and apply morphology.
IMPLEMENTATION OF OUTDOOR LEARNING IN THE DEVELOPMENT OF EMOTIONAL INTELLIGENCE IN PRIMARY SCHOOL CHILDREN Maylan Putra Purnomo; Taqwa Nur Ibad
International Journal of Teaching and Learning Vol. 2 No. 12 (2025)
Publisher : Adisam Publisher

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Emotional intelligence is one of the important skills that must be developed in elementary school children. Along with the advancement of educational approaches, outdoor learning has emerged as one of the effective methods in helping children develop aspects of emotional intelligence. In this learning context, children are given the opportunity to interact with the natural environment, peers, and situations that stimulate emotional management and social skills. This article aims to discuss comprehensively how outdoor learning can make a significant contribution to the development of emotional intelligence in elementary school children. With a more natural and practical approach, outdoor learning offers a space to facilitate children's understanding of emotions, stress management, empathy, and collaboration in a more dynamic and enjoyable educational environment.
TEACHERS AS MORAL AGENTS: A CRITICAL REVIEW OF THE ROLE OF TEACHERS IN STRENGTHENING CHARACTER EDUCATION Nanang Abdillah; Suparno; Rahmat Rudianto
International Journal of Teaching and Learning Vol. 2 No. 12 (2025)
Publisher : Adisam Publisher

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Abstract

Character education is one of the main focuses in developing human resources in the 21st century. Amid the challenges of globalization, moral degradation, and technological disruption, teachers are seen as key actors who play a role in transferring knowledge and internalizing ethical values to students. This study aims to review the literature related to the role of teachers in the development of character education in schools. The method used is a qualitative literature study that reviews scientific articles, books, and relevant policy documents, both national and international. Thematic analysis is used to identify the roles, strategies, challenges, and implications of the role of teachers in character education. The study results show that teachers' role in character education is divided into three main dimensions, namely as value educators, role models, and facilitators of the learning environment. The strategies used include the integration of character values in the curriculum, habituation of positive behavior, moral reflection, and creating a supportive school culture. The challenges include limited conceptual understanding of teachers, administrative burden, limited time, and lack of support from parents and the community. This literature review also emphasizes that successful teachers in developing character education consistently show examples, have pedagogical competence, and receive policy and institutional support. These findings align with various theories of moral education, which place teachers as the main role models in shaping students' character. Conceptually, this research strengthens teacher capacity through training, supervision, and collaboration with parents and the community. Practically, the study results can be a reference for schools, policymakers, and educational institutions in designing strategies to strengthen character education that are more effective and contextual. Thus, it can be concluded that the teachers' role is crucial in character education development. Systematic efforts through exemplary learning integration and support of the education ecosystem are key to producing a generation that is intellectually intelligent and has strong moral integrity.
GAMIFICATION-BASED LEARNING PATHS TO IMPROVE MATHEMATICAL REASONING IN MULTICULTURAL CLASSROOMS Baso Intang Sappaile
International Journal of Teaching and Learning Vol. 2 No. 12 (2025)
Publisher : Adisam Publisher

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Abstract

This study aims to examine the effectiveness of implementing a gamification-based learning pathway in improving students' mathematical reasoning skills in multicultural classrooms. In an increasingly diverse educational context, a key challenge is creating a learning approach that is inclusive, engaging, and accommodating to different cultural backgrounds. Gamification, with elements such as points, challenges, and achievements, is believed to be able to motivate students more evenly without neglecting cultural differences. This study used a quasi-experimental approach with two groups: a class implementing conventional learning and a class using a gamification-based learning pathway. The analysis showed that students in the gamification group experienced significant improvements in mathematical reasoning skills and demonstrated higher levels of participation and engagement. These findings indicate that the gamification approach is not only cognitively effective but also contributes to more adaptive and responsive learning in multicultural classroom contexts. This study recommends integrating gamification design into the mathematics curriculum as a strategy to strengthen cross-cultural engagement and improve more equitable learning outcomes.
ADVOCACY EDUCATION AS AN EFFORT TO REALISE RIGHTS AND EMPOWER STUDENTS: A LITERATURE ANALYSIS OF PRINCIPLES, STRATEGIES, AND SOCIAL IMPLICATIONS Fien Pongpalilu; Al-Amin
International Journal of Teaching and Learning Vol. 2 No. 12 (2025)
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Advocacy education is an approach that emphasises students' active involvement in fighting for their rights and empowering them as agents of change in the school environment. This study aims to analyse the principles, strategies and social implications of advocacy education based on a literature review. The results of the analysis show that the application of principles such as inclusivity, collaboration, and empowerment can increase student participation, build critical character, and foster a sense of social responsibility. Advocacy education strategies integrated in the curriculum, school policies and educational culture provide space for students to develop critical thinking, communication and leadership skills. In addition, advocacy education has a broad social impact, from creating an inclusive school environment to strengthening students' capacity to face challenges in society. However, the implementation of advocacy education also faces challenges such as cultural resistance and limited resources, so a joint commitment from all stakeholders is needed to optimise its benefits in realising a just and democratic education system.
THE IMPLEMENTATION OF THE GAME-BASED LEARNING METHOD THROUGH ONLINE EDUCATIONAL GAMES USING KAHOOT TO IMPROVE ENGLISH VOCABULARY MASTERY OF GRADE I STUDENTS AT GLR CHRISTIAN ELEMENTARY SCHOOL SURABAYA Febe Eka Widarma; Adrie Frans Assa; Dwi Murwani W. Pramono; Sarah Prasasti
International Journal of Teaching and Learning Vol. 2 No. 12 (2025)
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This study explored the effectiveness of Game-Based Learning (GBL) using Kahoot to enhance English vocabulary mastery among Grade I-B students at GLR Christian Elementary School. Conducted through Classroom Action Research (CAR) over three cycles, the method showed consistent improvement in student performance. Average scores rose from 88.59% (pre-test) to 98.85% (Cycle I), dipped slightly to 97.95% (Cycle II), and increased to 99.10% (Cycle III). Standard deviation dropped significantly, indicating more consistent achievement. The GBL approach also improved student engagement, independence, confidence, and vocabulary retention. All students achieved the learning standard. These results support previous research on the benefits of GBL in enhancing motivation and language skills. Kahoot is recommended as an effective and engaging tool for vocabulary instruction.
THE IMPLEMENTATION OF THE SCAFFOLDING METHOD USING THE CONCRETE-PICTORIAL-ABSTRACT (CPA) APPROACH TO ENHANCE MATHEMATICAL CONCEPTUAL MASTERY AMONG GRADE V STUDENTS AT GLR CHRISTIAN ELEMENTARY SCHOOL SURABAYA Silvia de Fretes; Saparso; Takim Andriono; Maya Devi Kusumadjaja
International Journal of Teaching and Learning Vol. 2 No. 12 (2025)
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This study aims to improve the mastery of mathematical concepts among grade V elementary school students through the implementation of the scaffolding method combined with the Concrete-Pictorial-Abstract (CPA) approach. The research employs a Classroom Action Research (CAR) design, consisting of two cycles. Each cycle includes four stages: planning, action implementation, observation, and reflection. Data were collected through tests, observations, reflections, and interviews. Data analysis was conducted using a combination of quantitative and qualitative methods. The results of the study indicate an improvement in students' conceptual mastery of mathematics. Test scores increased from 73.9% in the pre-cycle to 86.9% in the first cycle, and further to 100% in the second cycle. Analysis of observation sheets, reflections, and interviews showed improvements in all measured indicators from the first to the second cycle: (1) the percentage of students able to restate concepts increased from 90% to 100%; (2) the ability to distinguish between objects reached 100%; (3) the ability to visualize concepts rose from 80% to 100%; (4) students’ ability to follow procedures reached 100%; and (5) the ability to apply learned concepts to solve problems improved from 60% to 80%.
ETHNOMATHEMATICAL PRACTICES AND THEIR INFLUENCE ON ELEMENTARY LEARNERS’ NUMERICAL LITERACY: A QUASI-EXPERIMENTAL STUDY Sinta Verawati Dewi; Hery Saputra; Nurina Happy
International Journal of Teaching and Learning Vol. 2 No. 12 (2025)
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This quasi-experimental study investigates the impact of ethnomathematical practices integrated into the Realistic Mathematics Education (RME) model on the numerical literacy of elementary students in Tasikmalaya, Indonesia. The research addresses the persistent issue of low numeracy skills among Indonesian students, as evidenced by national assessments and international benchmarks such as PISA. A total of 59 fifth-grade students were selected through cluster random sampling from SD Negeri Kasturi and divided into control and experimental groups. The experimental group received instruction using an RME model enriched with local cultural contexts, while the control group followed conventional methods. Data collection instruments included validated questionnaires and observation sheets, with analysis conducted through normality and homogeneity testing, followed by independent t-tests. Results indicated a statistically significant difference in post-test scores, with the experimental group outperforming the control group (t = 2.931 > tₜ = 2.771). Observational data further revealed increased student engagement and participation in culturally contextualized learning activities. The findings suggest that integrating ethnomathematics into instruction enhances students' numerical literacy by providing relevant, engaging, and meaningful learning experiences. This study contributes to the discourse on culturally responsive pedagogy and offers practical implications for curriculum development in diverse educational settings.
INTERSECTIONALITY AND EQUITY IN EDTECH: A CRITICAL ANALYSIS OF LEARNING APPS IN MARGINALIZED COMMUNITIES Loso Judijanto; Sofia F Rahmani; Rinda Riztya
International Journal of Teaching and Learning Vol. 2 No. 12 (2025)
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Abstract This research aims to critically analyze how digital learning applications facilitate or widen educational disparities in marginalized communities through an intersectional and equity approach. In the context of the rapid advancement of educational technology (EdTech), it is crucial to understand how social identity factors such as gender, race, economic status, disability, and geographic location interact and influence access to and the quality of learning experiences. This study uses a desk study method by examining recent academic literature, policy reports, and evaluation results of learning applications used in various marginalized communities. The analysis shows that most learning applications still do not fully consider the needs of diverse users, especially those at the intersection of multiple forms of vulnerability. The lack of representation, uniform design approaches, and limited digital infrastructure exacerbate existing digital exclusion. This research recommends the development of more inclusive, equity- and intersectional-based learning applications that involve community participation in the design and evaluation process. In this way, EdTech can contribute more equitably to improving the quality of education in marginalized communities.

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