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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 509 Documents
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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)
Publisher : Adisam Publisher

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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.
EXEMPLARY BEHAVIOR, DIALOGUE, AND HABITUATION AS THE MAIN PILLARS OF CHARACTER EDUCATION IN THE EDUCATIONAL PRACTICES OF THE PROPHET MUHAMMAD SAW Jeprianto Jeprianto
International Journal of Teaching and Learning Vol. 2 No. 12 (2025)
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This study aims to examine and analyze the main pillars of character education implemented by the Prophet Muhammad (peace be upon him), specifically through the methods of exemplary behavior, dialogue, and habituation. Using a literature study approach to primary and secondary sources, this study explores how the Prophet Muhammad (peace be upon him) shaped the character of his companions and followers comprehensively and sustainably. The exemplary behavior method provides a strong foundation for the internalization of moral values, as the Prophet Muhammad (peace be upon him) not only conveyed teachings verbally but also presented them in consistent, concrete behavior. Dialogue is used as an interactive tool that fosters awareness, understanding, and self-confidence in the learning process, while habituation serves as a medium for character formation through repeated practice oriented toward noble Islamic values. The study results indicate that the Prophet Muhammad's approach to character education is highly relevant for application in the context of modern education, emphasizing the affective, cognitive, and psychomotor aspects holistically. This study recommends the integration of exemplary behavior, dialogue, and habituation values into the education system as an effort to shape a generation with strong character and noble morals.
CHARACTER EDUCATION MANAGEMENT BASED ON LIVING VALUES EDUCATION (LVE) AT MA AND SMA IN PULANG PISAU CENTRAL KALIMANTAN INDONESIA Lutfia Anisa; Husnul Yaqin; Suraijiah Suraijiah
International Journal of Teaching and Learning Vol. 2 No. 12 (2025)
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Schools play a crucial role in character education to create a learning environment that supports moral and ethical values. So character education needs to be implemented in the school environment. Living Values E​ducation (LVE) is an educational approach that is able to meet these needs.This research aims to describe the plan, implement and evaluate character education based on LVE at MA (Islamic Senior High School) and SMA (Senior High School) in Pulang Pisau. This research is field research using a qualitative approach with a case study type of research. The research location are MAN 2 Pulang Pisau and SMAN 1 Pandih Batu. The research subjects were the principal, deputy principal for student affairs, deputy principal for curriculum, religious education teacher, citizenship education teacher, guidance and counseling teacher, and administrative staff. The object of this research is character education management based on LVE at MA and SMA in Pulang Pisau. The data collection techniques are carried out by observation, interviews and documentation. The results of the research show: (1) Planning for character education based on LVE in MA and SMA in Pulang Pisau Regency, namely identifying the values ​​that want to be implemented; identify strategies to be used, and identify obstacles; (2) Implementation is carried out through several school activities, including classroom learning, habituation, extracurricular activities, collaboration between parents and the community, Pancasila Student Profile Strengthening Project activities (P5), as well as through guidance and counseling services; (3) Evaluation carried out once a month, at the end of the semester and at the end of the year by referring to written reports, submissions from teachers/coaches and based on the results of observations and observations of the school principal. The aspects evaluated include aspects of the implementation of activities and aspects of the development of students' conditions at school.
OPTIMIZING CHARACTER EDUCATION BASED ON THE HADITH OF RASULULLAH SAW AT SDIT KHAIRUR RAHMAN MEDAN Ikhlasul Amal Pasaribu; Mawaddah Nasution; Munawir Pasaribu
International Journal of Teaching and Learning Vol. 2 No. 12 (2025)
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Character education plays an important role in shaping the young generation who will determine the direction and success of the nation's development in the future. This study aims to analyze how the strategy of internalizing the hadiths of the Prophet Muhammad SAW shapes the character of students at SDIT Khairur Rahman Medan. This study uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The results of the study indicate that the optimization of character education is carried out through three main strategies: daily hadith habits, teacher role models, and curriculum integration. This strategy has succeeded in instilling character values such as honesty, patience, responsibility, compassion, independence and discipline which are also taken from the hadiths of the Prophet Muhammad SAW.
MULTICULTURAL ISLAMIC EDUCATION IN AZYUMARDI AZRA'S THOUGHT Rusmin Nuryadin Situmeang; Muhammad Qorib; Zailani
International Journal of Teaching and Learning Vol. 2 No. 12 (2025)
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This research aims to analyze multicultural Islamic education according to Azyumardi Azra's views, To analyze and obtain information on Azyumardi Azra's views on multicultural Islamic education and its relevance to national education, To analyze the relevance of multicultural Islamic education to modern education. The method in this study is qualitative with a figure study approach and the type of research used is (library reserch), which is research carried out using literature (literature), both in the form of papers, relevant scientific papers, books, notes, and reports on the results of previous research. The results of the study provide information about azyumardi's thinking on multicultural Islamic education, its relevance to education to national education and its relevance to modern education. The conclusion of this study is how multicultural Islam is explored through Azyumardi's thought, its relevance to national education and modern education so that the community, both from educators, students, students and other elements of society can understand about the social that comes from various different backgrounds who must live in equality and mutual respect in order to create a safe education,  peace and tranquility without any discriminatory treatment from any party.
TECHNOLOGICAL INNOVATION AND EDUCATION PORTALS AS TEACHING AND LEARNING EFFECTIVENESS STRATEGIES Antonius Totok Priyadi; Khairullah; Lisa Sabila
International Journal of Teaching and Learning Vol. 2 No. 12 (2025)
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This research aims to analyze the role of technological innovation and educational portals as strategies in increasing the effectiveness of teaching and learning in the digital era. The development of information technology has changed the paradigm of education, from a conventional system based on a face-to-face to a more flexible and inclusive digital learning. The education portal is one of the innovations that provides broad access to learning materials, discussion forums, and online evaluations to support a more interactive learning process. The research method used is descriptive qualitative with a literature review approach. Data was obtained from scientific journals, books, and relevant research reports regarding education digitalization, learning portals, and effectiveness. The analysis was carried out thematically to identify the contributions, opportunities, and challenges of implementing the education portal in supporting the teaching and learning process. The study results show that education portals contribute positively to the effectiveness of learning in terms of improving material understanding, learning motivation, and interaction between teachers and students. However, the implementation of education portals still faces obstacles, including limited infrastructure, digital literacy gaps, and the readiness of educators to adopt new technologies. This study concludes that technological innovation through education portals is not just a tool, but an educational transformation strategy that has the potential to improve the quality of learning sustainably. For this reason, policy support, infrastructure, and strengthening the capacity of human resources are needed so that the implementation of education portals can run optimally and evenly.
ANALYSIS OF DESCRIPTIVE ITEM TEST FOR THE MID-TERM EVEN SEMESTER SUMMATIVE OF THE MERDEKA CURRICULUM FOR EIGHT-GRADERS SCIENCE SUBJECT AT SMP NEGERI 20 LEBONG ACADEMIC YEAR 2024/2025 Asmi Astuti; Dharmawati Ambarita; Jeli Dahliah; M. Thoha; Kashardi; Merri Sri Hartati; Reny Dwi Riastuti
International Journal of Teaching and Learning Vol. 2 No. 12 (2025)
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This study aims to analyse the quality of the descriptive items used in the mid-semester summative assessment (even semester) of the Ilmu Pengetahuan Alam (Science) subject for eighth-grade students at SMP Negeri 20 Lebong in the 2024/2025 academic year. This analysis is important to ensure that the test items used in the learning evaluation not only align with the learning objectives but also effectively assess students' critical thinking skills, conceptual understanding, and scientific abilities. The research employed a descriptive quantitative design with an evaluative approach. Data were obtained through documentation of descriptive items and students’ answer sheets, which were then analysed using test item quality indicators, including content validity, reliability, difficulty level, and discriminating power. Data were collected through a descriptive test consisting of 10 items. The data source consisted of 37 answer sheets from eighth-grade students of SMP Negeri 20 Lebong. The findings indicate that six descriptive questions (60%) are valid, while four questions (40%) are invalid. The descriptive questions are categorised at an adequate level of dependency with a consistency score of 0.443. The results of very good, good, quite good, and bad are indicated by the discrimination power of descriptive questions. There are three different categories for the level of difficulty of descriptive questions: moderate, easy, and too easy. The study suggests that “very good” questions could be reused, while “bad or invalid” questions could be revised from scratch based on their indicators. On the other hand, most of the students' learning outcomes meet the KKTP or the Learning Target Achievement Criteria.
MATHEMATICS ANXIETY AND VIRTUAL REALITY: EXPLORING COGNITIVE LOAD IN SIMULATED ALGEBRA LESSONS Baso Intang Sappaile
International Journal of Teaching and Learning Vol. 2 No. 12 (2025)
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This study aims to explore the relationship between math anxiety, the use of virtual reality (VR) technology, and cognitive load in simulation-based algebra learning. Math anxiety is a significant barrier to learning, impacting students' motivation, conceptual understanding, and academic performance. On the other hand, developments in educational technology, particularly VR, offer more immersive, interactive, and contextual learning experiences, potentially reducing math anxiety and increasing learning engagement. However, the adoption of VR also presents new challenges related to cognitive load, as the complexity of visual displays, navigation, and interactions in simulated environments can burden students' mental processes. Using a literature review method, this study examines the results of previous studies on the relationship between math anxiety, the effectiveness of VR in algebra learning, and the implications of cognitive load in technology-based learning experiences. The results indicate that VR has the potential to positively impact reducing math anxiety by increasing emotional engagement and learning motivation. However, its successful implementation is strongly influenced by instructional design that balances visual stimuli with students' cognitive capacities. This study recommends the need for VR-based learning design strategies that are adaptive to students' anxiety levels and cognitive load management to optimize algebra learning outcomes in virtual environments.

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