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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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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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Abstract

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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Abstract

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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Abstract

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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Abstract

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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Abstract

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.
BUILDING LITERACY AND NUMERACY IN MULTILINGUAL CLASSROOM: A CRITICAL REVIEW OF PEDAGOGICAL STRATEGY AND POLICY CHALLENGE IN TIMOR-LESTE Salvador Magno Ximenes
International Journal of Teaching and Learning Vol. 3 No. 2 (2025): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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Abstract

Literacy and numeracy are the competencies that facilitate lifelong learning, but their development is one of the major challenges in the multilingual setting, as happens in Timor-Leste. This paper represents a critical literature review, which synthesises current research, policy reports, and educational practices to investigate the barriers and opportunities to learn literacy and numeracy in primary schools. The results indicate that systemic limitations, language barriers between home and school languages, and a lack of pedagogical materials are barriers to successful learning. Specifically, the prevalence of Portuguese as the language of instruction has been known to interfere with early childhood learning among children, and the lack of teacher training leads to the worsening of inequalities in classroom performance. However, the review identifies new strategies that can boost student engagement and performance. The new strategies include mother tongue/translingual approaches, culturally responsive teaching, multiliteracies, and the incorporation of literacy and numeracy education in both local and social contexts. The evidence shows that literacy and numeracy are interdependent and that teacher professional development is conclusive. The review concludes that long-term development demands consistent language policies, an equal distribution of resources, and education for teachers. An inclusive, contextual approach can foster academic achievement and other wider objectives of equity and social cohesion within the education system in Timor-Leste.
THE ROLE OF RELIGIOUS EDUCATION IN SHAPING THE CHARACTER OF THE YOUNGER GENERATION IN THE DIGITAL AGE Sahruddin Sahruddin
International Journal of Teaching and Learning Vol. 3 No. 2 (2025): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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Abstract

The digital era has had a significant impact on the mindset, behaviour and lifestyle of the younger generation. These changes require education that is not only knowledge-oriented, but also focuses on building strong character. Religious education has a strategic role in instilling moral, ethical and spiritual values, which are the main foundations for facing the challenges of globalisation and the rapid flow of information. This study aims to analyse the role of religious education in shaping the character of the younger generation in the digital age, focusing on the internalisation of religious values, relevant learning methods, and the use of technology as an educational medium. The research method used is a literature study with a descriptive qualitative approach, examining various literature related to religious education, technological developments, and character building. The results of the study show that religious education is effective in strengthening the values of integrity, responsibility, tolerance, and social awareness when supported by innovative learning methods and the wise use of digital technology. In conclusion, religious education plays an important role as a moral fortress for the younger generation, as well as a guideline in building noble character amid the challenges and opportunities of the digital age.
THE PHILOSOPHY AND CONCEPT OF THE LOVE CURRICULUM IN EDUCATION: A LITERATURE REVIEW ON INSTILLING THE VALUES OF LOVE, EMPATHY, TOLERANCE, AND HARMONY BASED ON ISLAMIC EDUCATION, HUMANISM, AND THE THEORY OF LOVE ELMIWATI ELMIWATI; Aslan Aslan
International Journal of Teaching and Learning Vol. 3 No. 2 (2025): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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This study aims to describe the philosophy and concept of the love curriculum in the context of education, with a focus on instilling the values of love, empathy, tolerance, and harmony. The study was conducted through a literature review that integrated the perspectives of Islamic education, humanism, and the theory of love from educational psychology. The results of the study show that the love curriculum is an educational paradigm that balances spiritual, ethical, and emotional dimensions in the learning process. Islamic education provides a normative foundation through the teachings of rahmatan lil 'alamin, humanism emphasises respect for human dignity, while the theory of love emphasises the development of empathy as a skill that can be honed. The implementation of these values in the curriculum is expected to produce a generation that is not only intellectually intelligent, but also emotionally and socially mature, and capable of building a harmonious society. This study concludes that the love curriculum can be a strategic alternative in facing educational challenges in the modern era.
CIVIC EDUCATION IN PRIMARY SCHOOLS AS A MEANS OF SHAPING SOCIAL ATTITUDES AND ACTIVE ROLES IN NATIONAL DEVELOPMENT: A LITERATURE REVIEW Marzuki Marzuki; Al-Amin
International Journal of Teaching and Learning Vol. 3 No. 2 (2025): International Journal of Teaching and Learning (INJOTEL)
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Abstract

Civic education in primary schools is an important instrument in shaping the character of the nation's children to have a national perspective, positive social behaviour, and be ready to contribute to the development of the country. This study uses a literature review to examine the role of civic education in shaping social attitudes and fostering active participation among students from an early age. The results of the literature review show that PKn is effective in instilling the values of tolerance, mutual cooperation, solidarity, responsibility, and legal awareness, which are the foundations of social life. In addition, PKn is able to encourage student involvement in various social activities and simple democratic activities, which then become initial training in actively participating in the development of the nation and state. With a participatory learning approach, teacher role models, and integration with the environment and family, PKn can make a real contribution to creating a young generation with social character, who are caring and have an active role in sustainable national development.

Page 15 of 51 | Total Record : 509

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