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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 22 Documents
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Search results for , issue "Vol. 3 No. 4 (2025): APRIL" : 22 Documents clear
DEVELOPMENT OF TEACHER COMPETENCIES AND WELFARE IN THE DIGITAL ERA: HUMAN RESOURCE MANAGEMENT STRATEGIES IN SCHOOLS Dasep Supriatna
International Journal of Teaching and Learning Vol. 3 No. 4 (2025): APRIL
Publisher : Adisam Publisher

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Abstract

This study investigates human resource management strategies to enhance teacher competencies and welfare in the digital era, utilizing frameworks such as Human Capital Theory[1], Self-Determination Theory[2], Transformational Leadership[3], Organizational Support, and Emotional Intelligence. Employing a mixed-methods approach, the research evaluates professional development programs, welfare initiatives, and leadership practices across diverse school contexts. Results reveal significant improvements in digital literacy, emotional intelligence, and job satisfaction, alongside challenges in resource allocation and sustainability. Findings underscore the need for holistic, equitable strategies to foster adaptive and resilient educational environments.
IMPLEMENTATION OF SCIENCE-BASED CREATIVE GAMES IN EARLY CHILDHOOD Tutin Rahayu; Hamid Patilima
International Journal of Teaching and Learning Vol. 3 No. 4 (2025): APRIL
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This study aims to analyze the implementation of creative science-based games in early childhood education at PAUD Cinta Kasih Ibu, Cengkareng Timur, West Jakarta. A qualitative approach with a case study method was used to explore the planning, implementation, and challenges of applying creative science-based games. Data were collected through participatory observation, in-depth interviews with teachers and school principals, and relevant documentation. The findings indicate that science-based games enhance critical thinking, exploration, and creativity in young children. However, implementation faces challenges such as limited facilities, insufficient teacher training, and varying levels of children's understanding of scientific concepts. This study recommends improving teacher training, developing more innovative learning media, and involving parents in strengthening children's scientific literacy from an early age.
BENEFITS AND CHALLENGES OF IMPLEMENTING BLENDED LEARNING: A LITERATURE REVIEW Mesakh Tamu Ama
International Journal of Teaching and Learning Vol. 3 No. 4 (2025): APRIL
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This study aims to explore the key benefits of blended learning in educational institutions and the challenges educators/teachers and students face in the implementation of blended learning. With the use of a systematic literature review, 25 research papers were synthesized. To ensure a rigorous selection of relevant research studies on the topic while remaining flexible to include diverse views, this study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework across multiple databases, including Google Scholar, Scopus, and Mendeley. The research revealed that blended learning benefits students in a few different ways, e.g., increased autonomy, greater flexibility, inclusivity, support for diverse learning styles, and development of transferrable skills. There are also some challenges that both students and teachers still have to face. Internally, students are faced with distractions, especially from social media, and feelings of isolation, while teachers deal with resistance to change, low self-confidence, and increased workload. Externally, there is still a technological divide between rural and urban areas, a lack of teachers’ involvement in the decision-making process, and a lack of clear policies and strategic direction within educational institutions.
STORYTELLING WITH THE ASSURE MODEL AND CONTENT-BASED APPROACHES TO IMPROVE 3RD-6TH GRADE STUDENT'S SPEAKING SKILLS AT SIKKOLA RAKYAT Lusy Sitanggang; Juliana Sidauruk; Evelyn Zebua; Faiz Nasution; Meisuri Ginting
International Journal of Teaching and Learning Vol. 3 No. 4 (2025): APRIL
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This research explores the integration of the ASSURE Model and content-based approaches to enhance the speaking skills of 3rd–6th grade students at Sikkola Rakyat. Speaking prof iciency is a crucial aspect of language learning, yet many young learners struggle with confidence, fluency, and engagement in English communication. The ASSURE Model provides a systematic framework for lesson planning, ensuring that instructional strategies are tailored to students' needs. Meanwhile, the content-based approach immerses learners in meaningful and contextually rich materials, fostering natural language acquisition. Using a qualitative research design, this study examines the effectiveness of these combined methods through classroom observations and student performance assessments. The findings reveal that implementing the ASSURE Model alongside content-based learning significantly improves students' speaking abilities, participation, and overall language confidence. This study underscores the importance of structured and interactive teaching methods in developing young learners' communication skills.
DEVELOPMENT OF WORDWALL-BASED LEARNING MEDIA TO IMPROVE SPEAKING SKILLS IN CHILDREN WITH SPEECH DELAY Eti Gustini; Irma Yuliantina
International Journal of Teaching and Learning Vol. 3 No. 4 (2025): APRIL
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This study aims to develop and validate interactive learning media based on Wordwall.net to improve the speaking skills of children with speech delay at TPA Aamillah Daycare, Bekasi. The research adopts the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) and focuses on the initial three stages: analysis, design, and development. The participants involved three experts: a media expert, an early childhood education expert, and a speech therapist, who were engaged to validate the feasibility of the developed media. Data collection was conducted using expert validation instruments, and the results were analyzed quantitatively using descriptive statistics. The findings revealed that the developed media was highly feasible for use in early childhood educational settings. The media expert rated the product at 91.07%, the early childhood education expert at 92.31%, and the speech therapist at 90.38%, all indicating a “very feasible” category. The conclusion highlights that the Wordwall.net-based learning media is effective and suitable for supporting speaking skill development in children with speech delay. This research contributes to the field by integrating technology with instructional design principles to create inclusive, engaging, and developmentally appropriate learning tools. The media has the potential to be implemented as a supplementary resource in both educational and therapeutic contexts, with future research needed to examine its effectiveness through direct application with the target children.
LANGUAGE COMPREHENSION AND PRODUCTION DISORDERS IN APHASIA: A PSYCHOLINGUISTIC PERSPECTIVE Sri Widyarti Ali; Helena Badu; Sri Rumiyatiningsih Luwiti; Usman Pakaya
International Journal of Teaching and Learning Vol. 3 No. 4 (2025): APRIL
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Aphasia, a language disorder resulting from brain damage, significantly impacts both language production and comprehension. This paper reviews the neurocognitive mechanisms underlying aphasia, with a focus on expressive and receptive language deficits across different subtypes. In Broca's aphasia, individuals exhibit non-fluent, grammatically impaired speech, while Wernicke's aphasia is characterized by fluent but semantically meaningless speech. Conduction aphasia, a selective production deficit, highlights the role of the arcuate fasciculus in speech. The review also explores comprehension deficits, particularly in syntactic parsing, as seen in Broca’s aphasia. Recent neuroanatomical research has moved beyond the traditional Broca-Wernicke model, demonstrating the involvement of a broader network, including cortical and subcortical regions, in language processing. Assessment tools such as the Western Aphasia Battery-Revised (WAB-R) and the Boston Diagnostic Aphasia Examination (BDAE) provide valuable insights into aphasia diagnosis and profile. The paper concludes by discussing modern therapeutic approaches like Constraint-Induced Language Therapy (CILT), Melodic Intonation Therapy (MIT), and Semantic Feature Analysis (SFA), which target specific cognitive-linguistic impairments. This review contributes to the understanding of aphasia as a complex, multifaceted disorder, emphasizing its diagnosis, neural bases, and treatment strategies.
THE DEVELOPMENT AND IMPLEMENTATION OF MERDEKA CURRICULUM IN 21 CENTURY Zulhadi Zulhadi; Absharini Kardena; Arino Susanto
International Journal of Teaching and Learning Vol. 3 No. 4 (2025): APRIL
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This study aims to collect information about the steps of curriculum development based on Kerangka Kualifikasi Nasional Indonesia (KKNI) and Kurikulum Merdeka. On the other side, this study examines the similarities and compatibility between these two development approaches with the principles of Educational Technology and the implementation of the Kurikulum Merdeka in 21st-century learning. The methodology used in this research is qualitative descriptive, which will present data in descriptive statements. Data were obtained from literature review of previous studies and government policies. The results of this study indicate the need for steps to accelerate the development of the Kurikulum Merdeka implemented in educational institutions where teachers can play a role as learning leaders capable of utilizing the Merdeka Mengajar Platform and prioritizing project based learning. Based on the literature review and research findings, it can be concluded that there is continuity between the KKNI curriculum and the Kurikulum Merdeka, and there are similarities and compatibility in accordance with the principles of Educational Technology. Therefore, in the implementation of the Merdeka Curriculum, all of these are essentially oriented towards improving the competencies of students and all supporting systems that aim to achieve high- quality graduates.
ACTIVE LEARNING STRATEGIES: EQUIPPING PRIMARY SCHOOL TEACHERS FOR 21ST CENTURY EDUCATION Ika Agustina; Mohammad Ahmad Bani Amer; Najah Yousef Baroud
International Journal of Teaching and Learning Vol. 3 No. 4 (2025): APRIL
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21st century education demands a paradigm shift in the learning process, especially at the primary school level. Active learning strategies are emerging as an effective approach to prepare students for future challenges. This research aims to examine the importance of active learning strategies and how to equip primary school teachers with the necessary skills to implement them. Through literature review and analysis of best practices, this research identifies various effective active learning methods, such as project-based learning, collaborative discussion and technology integration. The results show that active learning not only increases student engagement, but also develops 21st century skills such as critical thinking, creativity, collaboration and communication. However, its implementation faces challenges such as limited time and resources, and the need for continuous teacher training. 
ANALYZING EFFECTIVE STRATEGIES FOR TEACHING LISTENING SKILLS TO EFL STUDENTS Putri Adelia Mado; Karmila Machmud; Nurlaila Husain
International Journal of Teaching and Learning Vol. 3 No. 4 (2025): APRIL
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The purpose of this research was to investigate the implementation of English language teaching strategies for developing listening skills in students learning English as a foreign language (EFL). A qualitative descriptive method was used in the study. In order to answer the research question, the researchers collected data from open-ended interview statements from three teachers at SMA Negeri I Paleleh. The researchers analysed the data through the process of data collection, data reduction, data display and conclusion. The findings of this research indicate that the implementation of bottom-up and top-down strategies could improve students' knowledge and listening skills. The use of bottom-up and top-down strategies helped students to improve their listening skills because learners found the strategies enjoyable and were able to share their perspectives based on their prior knowledge of the topic. In addition, teachers were able to provide students with detailed knowledge about the learning topic.
DEVELOPMENT OF TEACHING MATERIALS FOR WRITING SCIENTIFIC WORKS BASED ON DIGITAL LEARNING FOR STUDENTS OF THE INDONESIAN LANGUAGE EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITY OF MUHAMMADIYAH BONE Andi Srimularahmah; Mantasiah R
International Journal of Teaching and Learning Vol. 3 No. 4 (2025): APRIL
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This research belongs to the type of R&D (Research and Development) development research that aims to produce prototypes, to assess the feasibility, practicality, and effectiveness of teaching materials for writing scientific papers based on digital learning for students of the Indonesian Language Education Study Program, Faculty of Teacher Training and Education, University of Muhammadiyah Bone. In this study, the Dick and Carey development model was adapted into five stages, namely: (1) preliminary study stage; (2) design stage; (3) development stage; (4) evaluation and revision stage; and (5) dissemination stage. The test subjects were teaching material experts, learning media experts, and students of the Indonesian Language Education Study Program. To get data on the feasibility of teaching materials, a feasibility sheet of materials and learning media is needed. Furthermore, to get data on the practicality of teaching materials, student response questionnaire data is needed. Effectiveness data is obtained from student pretest and posttest learning outcomes, before and after using digital learning-based scientific writing materials. The data analysis technique used is quantitative data analysis for the feasibility, practicality, and effectiveness of teaching materials. Then descriptive statistical data analysis and polygon analysis to analyze student pretest and posttest learning outcomes. The results showed that each topic on learning resources and learning activities in the first stage M = 3.5 and the second stage M = 4 were in the very feasible category (3.5≤ M ≤ 4). The total average value of the percentage of student responses in the second stage is M = 4 in the very feasible category (3.5 ≤ M ≤ 4). The total percentage value of student responses who agreed in learning to write scientific papers based on digital learning was 98.5%, in the very practical category, namely (86%-100%). The average value of posttest students in learning obtained is 83.7 in the range (≥75 -≤100). Based on the results of the data analysis, it can be concluded that the development of teaching aids for writing scientific papers based on digital learning is feasible, practical, and effective in use by students of the Indonesian Language Education Study Program, Faculty of Teacher Training and Education, Muhammadiyah Bone University.

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