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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 15 Documents
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Search results for , issue "Vol. 3 No. 1 (2025)" : 15 Documents clear
DISARMING WORDS: PRE-SERVICE TEACHERS’ PEDAGOGICAL APPROACHES IN CATAPULTING LANGUAGE SENSITIVITY TOWARD A HARMONIZED INSTRUCTIONAL PLAN Normita Lugtu; Ryan Pecson
International Journal of Teaching and Learning Vol. 3 No. 1 (2025)
Publisher : Adisam Publisher

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Abstract

Words, as a double-edged sword, can make or break a child. As society and education progress, inclusivity in diversity has become the norm, mandating that academic institutions and educators become more responsive to progressive approaches in instructional delivery, thereby contributing further to SDG No. 4 (Quality Education) and statutory and regulatory requirements. However, limited studies highlight the need for preparatory practices to equip future educators to foster inclusive education. With that information, the study examines the pedagogical approaches of pre-service teachers in promoting language sensitivity practices among public secondary students during their internship program, employing a descriptive survey design in quantitative research. The study focuses on (i) the profile of pre-service teachers; (ii) their pedagogical approaches used, (iii) the significant difference in their practices, and (iv) the proposal of a harmonized instructional plan. Eighty (80) pre-service teachers, comprising 65 females and 15 males, who are deployed to public secondary schools in the City of Balanga and Bataan, Philippines, and who handle students in Grades 7 to 10, are purposively selected to serve as respondents for the survey. Upon validation and reliability assertion of the research instruments, data gathering commenced, assuring compliance with stringent research protocols (i.e., anonymity, consent, and data confidentiality). Descriptive and inferential statistics are employed to analyze the data. The findings reveal that pre-service teachers are predominantly female and typically handle higher grade levels (Grades 9 and 10), with a high utilization of approaches to promote language inclusivity. A significant difference in their practice is observed when grouped by sex, while there is no significant difference in terms of the year level handled. At the outset, a comprehensive, harmonized instructional plan is introduced.
CONTINUOUS EVALUATION APPROACH: CONTROL STRATEGIES TOWARDS PROGRAM SUCCESS Eva Rosdiana; Antonius Totok Priyadi; Khairullah
International Journal of Teaching and Learning Vol. 3 No. 1 (2025)
Publisher : Adisam Publisher

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Continuous evaluation is a strategic approach that places the evaluation process as an iterative and integrated cycle in each program stage. This article analyzes how continuous evaluation can serve as an effective control strategy towards program success. Using a qualitative research method based on case studies, data is obtained through interviews, observations, and document analysis, which is then analyzed thematically. The study results show that continuous evaluation strengthens program control through early detection of problems, improved decision-making quality, and resource use efficiency. In addition, the participation of external stakeholders has been proven to increase the legitimacy of the evaluation results while strengthening the sense of ownership of the program. Organizational culture factors also play an important role, where a culture of learning and openness has been shown to support the effectiveness of evaluations. These findings confirm that continuous evaluation serves as a technical instrument and a social and strategic mechanism in maintaining the program's success. The practical implications of this study are the importance of integrating evaluation into management control systems, while its theoretical implications encourage the development of more participatory and adaptive evaluation models. Thus, continuous evaluation can be a catalyst for innovation and consistent improvement of program quality.
INTEGRATION OF CIVIC EDUCATION, PANCASILA EDUCATION, AND VALUES EDUCATION IN SHAPING STUDENTS’ CIVIC RESPONSIBILITY IN THE DIGITAL ERA: A MIXED METHODS APPROACH H. Bambang Yuniarto
International Journal of Teaching and Learning Vol. 3 No. 1 (2025)
Publisher : Adisam Publisher

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The digital era presents significant challenges for students as the younger generation in fostering civic responsibility, particularly amid the proliferation of disinformation, low levels of digital literacy, and growing political apathy. This study aims to analyze the integration of Civic Education, Pancasila Education, and Values Education in shaping students’ civic responsibility at the higher education level. Employing a mixed methods approach with an explanatory sequential design, the research combines quantitative surveys of students with in-depth interviews, observations, and document analysis as qualitative data. The findings reveal that students perceive the integration of these three courses to be at a high level, especially in the dimensions of academic compliance, organizational participation, digital literacy, and ethical engagement on social media. Qualitative results further emphasize that values of democracy, morality, and social concern are internalized by students in both academic practices and digital interactions, although challenges remain in the form of negative influences from social media and the currents of globalization. The study contributes theoretically by expanding the concept of civic responsibility through the integration of digital citizenship dimensions and provides practical implications for curriculum development and teaching methods that are adaptive to the digital era. These findings highlight the importance of synergy between educational institutions, educators, and students in strengthening the role of civic education in the society 5.0 era.
THE IMPACT OF TEACHING METHODS AND LEARNING MOTIVATION ON DRIBBLING SKILLS OF JUNIOR HIGH SCHOOL STUDENTS Taufik Taufik; Amir Amir; Aschari Senjahari Rawe
International Journal of Teaching and Learning Vol. 3 No. 1 (2025)
Publisher : Adisam Publisher

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The aim of this research is to determine: (1) The dribbling learning outcomes of students taught using an inclusive teaching style and those taught using the practice method (2) The influence of the interaction between teaching style and learning motivation on the skills of dribbling learning outcomes. (3) differences in ball dribbling results for students taught using an inclusive teaching style and those taught using the practice method for new students in terms of low achievement motivation. (4) differences in ball dribbling results for students taught using an inclusive teaching style and those taught using the Barru method in terms of high achievement motivation. This type of research is true experimental with factorial design. This research used two classes, namely a class taught using an inclusive teaching style and a class taught using the practice method. Research result. (1) There are differences in the learning outcomes of dribbling for students taught using an inclusive teaching style and those taught using the practice method for students at SMP Negeri 2 Barru.  (2) There is an interaction effect between teaching style and learning motivation on the ball dribbling learning outcomes of students at SMP Negeri 2 Barru. (3) There are differences in the dribbling results of students who are taught using an inclusive teaching style and those who are taught using the practice method for students in terms of low achievement motivation. (4) There is a difference in the dribbling results of students who are taught using an inclusive teaching style and those who are taught using the practice method for students in terms of high learning motivation.
BASIC EDUCATION AS THE FOUNDATION FOR NATIONAL DEVELOPMENT: PREPARING QUALITY HUMAN RESOURCES WITH CHARACTER FOR THE FUTURE OF THE COUNTRY; LITERATURE REVIEW METHOD Rudianto Rudianto; Rosijanih Arbie
International Journal of Teaching and Learning Vol. 3 No. 1 (2025)
Publisher : Adisam Publisher

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Basic education is the main foundation in preparing quality human resources that will determine the sustainability of national development. At this level, children are not only equipped with basic skills such as reading, writing, and arithmetic, but also instilled with moral, social, and national values as the basis for character building. This study uses a literature review method by examining various references in the form of books, scientific journals, and relevant policy documents to analyse the role of basic education in preparing quality human resources with character. The results of the study show that basic education contributes greatly to improving literacy, numeracy, emotional intelligence, and social skills, which are important indicators of human resource quality. On the other hand, basic education also serves to build national character by instilling the values of discipline, responsibility, mutual cooperation, tolerance, and integrity, which are essential for maintaining national unity. Therefore, strengthening basic education in terms of access, curriculum, teaching staff, and learning environment is a strategic investment to realise the vision of Indonesia Emas 2045 with a generation that is competent, has noble character, and is globally competitive.
THE TRANSFORMATION OF INDONESIAN EDUCATION POLICY: CURRICULUM INNOVATION, EQUAL ACCESS, DIGITALISATION, AND POLICY IMPLEMENTATION CHALLENGES (LITERATURE REVIEW) Abdul Wahab Syakhrani
International Journal of Teaching and Learning Vol. 3 No. 1 (2025)
Publisher : Adisam Publisher

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This study examines the transformation of education policy in Indonesia, focusing on curriculum innovation, equal access, digitisation of education, and policy implementation challenges. Through a systematic literature review approach, this study analyses various literature, policy documents, and scientific sources related to the development of education policy from time to time to the current digital era. The results of the study show that curriculum innovations such as the Merdeka Curriculum play an important role in increasing the flexibility and quality of 21st-century learning, while efforts to equalise access to education still face geographical and socio-economic constraints. The digitisation of education has become a catalyst for transformation, but faces challenges in terms of infrastructure and digital literacy that need to be addressed comprehensively. The findings of the study emphasise the importance of comprehensive synergy between stakeholders and data-based policies to realise an inclusive, adaptive, and equitable national education system. This study contributes to the development of education policies that are responsive to social and technological changes in Indonesia.
COLLABORATION OF CENTRAL, REGIONAL, AND COMMUNITY GOVERNMENTS IN THE IMPLEMENTATION OF SCHOOL DEMOCRACY IN THE ERA OF DECENTRALIZATION OF EDUCATION Antonius Totok Priyadi; Khairullah; F. Devi Kurnia
International Journal of Teaching and Learning Vol. 3 No. 1 (2025)
Publisher : Adisam Publisher

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This study explores the dynamics of collaboration among the central government, local government, and community in implementing democratic principles in schools within the context of educational decentralization in Indonesia. Using a qualitative case study approach, data were collected through in-depth interviews, participatory observation, and policy document analysis. The findings reveal that the central government maintains a dominant role as regulator, the local government exercises adaptive implementation, and the community participates as partners in decision-making and oversight. However, democratic practices in schools remain limited due to strong central control, uneven local capacities, and symbolic community participation. These results highlight the importance of multi-level governance in education, emphasizing that the democratization of schools requires not only national policy but also strengthened local leadership and meaningful community engagement. The study contributes to the theoretical debate on decentralization and democracy in education while providing practical insights for policy design toward more inclusive and accountable school governance.
TEACHER PROFESSIONAL DEVELOPMENT IN THE ERA OF SOCIETY 5.0: REDEFINING COMPETENCIES FOR FUTURE CLASSROOMS Sahri Romadon; Rufiatun Rufiatun; Alfi Anita Rahman; Falis Ulil Hidayah
International Journal of Teaching and Learning Vol. 3 No. 1 (2025)
Publisher : Adisam Publisher

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This study aims to reanalyze teacher competency needs in the Society 5.0 era, where digital technology and artificial intelligence are deeply integrated into social, economic, and educational life. The role of teachers in this context is no longer limited to imparting knowledge but also encompasses the ability to manage collaborative, data-driven learning, and be responsive to technological developments and student needs. The study was conducted using a literature review method, examining various research findings, academic articles, and policy reports related to teacher professional development in the digital era. The results indicate that teacher professional development must be directed at strengthening digital literacy, critical thinking skills, pedagogical creativity, cross-cultural communication competencies, and ethical skills in the use of technology. Furthermore, the paradigm shift toward the classroom of the future demands a sustainable development framework that is adaptive to technological and social changes. Thus, this study emphasizes the importance of redefining teacher competencies to address the challenges and capitalize on the opportunities presented by Society 5.0 in education.
FROM STANDARDIZATION TO FLEXIBILITY: LITERATURE REVIEW ON THE TRANSITION FROM THE 2013 CURRICULUM TO THE MERDEKA CURRICULUM Ulin Naini; Hasdiana
International Journal of Teaching and Learning Vol. 3 No. 1 (2025)
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Purpose. This study aims to analyze the transition from the 2013 Curriculum (K-13) to the Merdeka Curriculum in Indonesia by examining the shift from standardization to flexibility. It addresses the need to understand the rationale, implementation challenges, and opportunities of curriculum reform during the transition period toward a unified national curriculum. Method. The study employs a qualitative literature review approach. Data were collected through a systematic search of Scopus-indexed journal articles, policy reports, and academic proceedings published between 2013 and 2025. Thematic content analysis was applied to identify key patterns in curriculum design, teaching strategies, assessment systems, and governance of implementation. Findings. The review reveals that K-13 emphasized standardized competencies and authentic assessments but was often perceived as rigid and administratively burdensome for teachers. Conversely, the Merdeka Curriculum highlights flexibility, teacher autonomy, project-based learning (Projek Penguatan Profil Pelajar Pancasila/P5), and formative assessment practices. While this shift aligns with 21st-century learning demands, challenges remain in terms of teacher readiness, infrastructure gaps, and unequal institutional support across regions. Implications. The study underscores that the success of the Merdeka Curriculum is strongly dependent on teacher quality, school leadership, and sustained policy support. It recommends capacity-building programs for educators, structured monitoring mechanisms, and longitudinal evaluations to ensure equitable and effective implementation. This research contributes to the broader discourse on curriculum reform in developing countries by providing a comprehensive synthesis of Indonesia’s experience.
EDUCATIONAL PRACTICES ON TEACHING PHYSICAL EDUCATION FOR STUDENTS WITH HEARING IMPAIRMENT IN THE CASE OF AMBO LAZARIST CATHOLIC SCHOOL FOR THE DEAF, AMBO, WESTERN ETHIOPIA Habtamu Debasu Belay; Asnakech Yitayew Chekol
International Journal of Teaching and Learning Vol. 3 No. 1 (2025)
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The main objective of this research is to investigate the educational practice of Physical Education for Students with hearing impairments at Ambo Lazarist Catholic School. Researchers employed mixed methods, specifically embedded design. The populations of the study were 58 Students with hearing impairments, 1 physical education teacher, and 2 school principals. Comprehensive and purposive sampling were used. Data gathering instruments were questionnaire and structured interview. The findings of this study indicated that the level of identification, teaching strategies, and opportunities at Ambo Lazarist Catholic School for the Deaf for students with hearing impairments is low. No audiologist knew about identifying the magnitude of hearing impairment in Students with hearing impairment, and the teaching strategies of the school had some hindrances like rigidity in their teaching methods. Although there is a commitment to developing the educational practice of physical education for students with hearing impairment in this particular school, there is still work to be done in the future, like the school’s practice of identifying students with hearing impairment, which needs further attention among all stakeholders, and awareness-creation strategies that should be designed for families and other stakeholders so that they can support and encourage the practice of physical education for Students with hearing impairment.

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