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INDONESIA
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 509 Documents
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IMPLEMENTING THE PRINCIPLES OF SOCIAL JUSTICE AND EQUALITY IN EDUCATION: A LITERATURE REVIEW OF EFFORTS TO ELIMINATE DISCRIMINATION AND BUILD MUTUAL RESPECT IN SCHOOLS Aslan Aslan; Rizka Fadliah Nur
International Journal of Teaching and Learning Vol. 2 No. 11 (2025): JULY
Publisher : Adisam Publisher

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This study aims to examine the application of the principles of social justice and equality in education through a literature review of efforts to eliminate discrimination and build mutual respect in schools. This study uses a literature study method with a descriptive qualitative approach, analysing various sources such as scientific journals, books, research reports and education policy documents. The results show that although various forms of discrimination - such as economic, gender, racial and against students with special needs - are still found in the school environment, concrete efforts have been made to overcome them. These efforts include teacher training, inclusive curriculum development, the implementation of anti-discrimination policies, and the involvement of parents and communities in building a culture of mutual respect. By consistently applying the principles of social justice and equality, schools can become an inclusive, fair and harmonious environment, and form a generation that is tolerant and respectful of differences.
BALANCING TECHNOLOGY AND HUMAN VALUES: A LITERATURE REVIEW ON THE TRANSFORMATION OF TEACHERS' ROLES IN SHAPING A GENERATION WITH CHARACTER AND EMPATHY IN THE ERA OF SOCIETY 5.0 Syamsu Qamar Badu; Novianty Djafri; Heldy Alam
International Journal of Teaching and Learning Vol. 2 No. 11 (2025): JULY
Publisher : Adisam Publisher

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The development of technology in the era of Society 5.0 has brought significant changes in the world of education, demanding the transformation of the role of teachers from mere conveyors of knowledge to facilitators, models, and inspirers of character. This research aims to review the literature related to efforts to balance the use of technology with the cultivation of human values, especially character and empathy, in the education process. Through a qualitative literature study, it was found that teachers have a central role in guiding students to be not only digitally proficient, but also emotionally and socially mature. Effective strategies include integrating character values into technology-based learning, strengthening digital literacy and ethics, and collaboration between school, family and community. The results of the study confirm that technology should be positioned as a tool to strengthen character learning, not replace it, so that education in the era of Society 5.0 can produce a generation with character, empathy and readiness to face global challenges.
TRANSFORMATION OF NATIONAL EDUCATION THROUGH THE INDEPENDENT CURRICULUM: POLICY ANALYSIS OF THE MINISTER OF EDUCATION, CULTURE, RESEARCH, AND TECHNOLOGY REGULATION NUMBER 12 OF 2024 AND THE CHALLENGES OF ITS IMPLEMENTATION AT VARIOUS EDUCATIONAL LEVELS (LITERATURE REVIEW METHOD) Syamsu Qamar Badu; Novianty Djafri; Wilda Rizkiyahnur Nasution
International Journal of Teaching and Learning Vol. 2 No. 11 (2025): JULY
Publisher : Adisam Publisher

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This research aims to analyse the policy of the Minister of Education, Culture, Research, and Technology Regulation Number 12 of 2024 which establishes Merdeka Curriculum as the basic framework of national education, and identify the challenges of its implementation at various levels of education in Indonesia. The method used is a literature review with a descriptive qualitative approach, reviewing policy documents, scientific articles, and related research reports. The results of the analysis show that Merdeka Curriculum provides flexibility to education units and teachers in designing learning that is relevant to the needs of students and local conditions, and emphasises strengthening character through the Pancasila Student Profile. However, the implementation of this curriculum still faces significant challenges, such as limited facilities and infrastructure, human resource readiness, inequality of access in 3T areas, and the need for continuous training for teachers. The success of educational transformation through Merdeka Curriculum depends on the collaboration of all stakeholders and continuous efforts in capacity building, equitable distribution of facilities, and strengthening an inclusive and adaptive learning ecosystem.
EMBEDDING THE VALUES OF JUSTICE, EQUALITY AND ACCEPTANCE OF DIFFERENCES IN STUDENTS: A LITERATURE REVIEW OF INCLUSIVE EDUCATION STRATEGIES IN INDONESIA Gunawan Widjaja; Songga Aurora Abadi; Michael Matthew
International Journal of Teaching and Learning Vol. 2 No. 11 (2025): JULY
Publisher : Adisam Publisher

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This research aims to examine inclusive education strategies in instilling values of justice, equality and acceptance of differences in students in Indonesia through a literature review. Inclusive education is seen as an approach that provides equal learning opportunities for all children, regardless of background, physical, mental or social conditions. Through strategies such as adaptive learning, collaboration between teachers, parents and communities, and the development of a diversity-friendly school culture, inclusive education is able to create an equitable learning environment that respects diversity. The review shows that the implementation of inclusive education strategies has a positive impact on students' social, academic and character development and reduces stigma and discrimination in the school environment. However, challenges such as limited resources, lack of teacher training and social stigma remain major obstacles. Therefore, a sustained commitment from all stakeholders is needed to strengthen training, provide adequate facilities and conduct socialisation and advocacy so that inclusive education can run optimally and sustainably.
IMPLEMENTATION OF MERDEKA CURRICULUM AS THE NATIONAL CURRICULUM BASED ON REGULATION OF THE MINISTER OF EDUCATION, CULTURE, RESEARCH AND TECHNOLOGY NUMBER 12 OF 2024: A CONCEPTUAL REVIEW AND ITS IMPLICATIONS FOR EDUCATIONAL INSTITUTIONS IN INDONESIA (LITERATURE REVIEW METHOD) Gunawan Widjaja; Songga Aurora Abadi; Rajes Khana
International Journal of Teaching and Learning Vol. 2 No. 11 (2025): JULY
Publisher : Adisam Publisher

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Abstract

This research aims to examine the implementation of Merdeka Curriculum as the national curriculum based on the Minister of Education, Culture, Research, and Technology Regulation Number 12 of 2024, and analyse its implications for educational institutions in Indonesia. The method used is a literature study with a descriptive qualitative approach, collecting and analysing various secondary sources such as official government documents, scientific journals, articles, and related research reports. The study results show that Merdeka Curriculum emphasises flexibility, autonomy and relevance of learning to the needs and potential of learners. This curriculum provides more space for schools and teachers to develop innovative, contextual, and character-strengthening-centred learning through the Pancasila Student Profile strengthening project. However, its implementation faces challenges in the form of human resource readiness, limited infrastructure, and the need for continuous training and mentoring. The successful implementation of the Merdeka Curriculum is highly dependent on the collaboration and commitment of all education stakeholders. Overall, the Merdeka Curriculum has the potential to improve the quality of national education and form a generation that is adaptive, creative, and has strong character, provided that the existing challenges can be overcome systematically and sustainably.
THE ROLE OF TEACHERS AS AGENTS OF CHANGE IN SHAPING STUDENTS' CREATIVITY, CHARACTER, AND SOCIAL SENSITIVITY: A LITERATURE REVIEW Fien Pongpalilu; Aslan Aslan
International Journal of Teaching and Learning Vol. 2 No. 11 (2025): JULY
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This research aims to examine the role of teachers as agents of change in shaping students' creativity, character and social sensitivity through a literature review. Teachers not only act as teachers, but also as facilitators, motivators, and role models who are able to create a conducive learning environment for the holistic development of student potential. Through learning innovations, integration of character values, and involving students in various social activities, teachers are expected to foster creativity, form strong character, and increase students' social sensitivity. This study uses a systematic literature review method by analysing various relevant literature sources, such as scientific journals, books and articles. The results show that the role of teachers is vital in preparing a generation that is not only intellectually smart, but also has character and cares about their social environment. Support from the school environment, collaboration with parents and the community, and the development of teacher professionalism are important factors in optimising the role of teachers as agents of change.
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)
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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.
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)
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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.
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.

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