cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Aslan
Contact Email
aslanbanjary066@gmail.com
Phone
+6285245268806
Journal Mail Official
aslanbanjary066@gmail.com
Editorial Address
Jalan. H. Muckhsin Dusun Tanjung Mentawa, Tanjung Mekar Sambas Village, West Kalimantan, Indonesia
Location
Kab. sambas,
Kalimantan barat
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
 14   15   16   17   18 
THE GOVERNMENT MUST PROVIDE QUALITY EDUCATION SERVICES AND FACILITATE QUALITY EDUCATION IN INDONESIA: A LITERATURE REVIEW Aslan Aslan; Tatta Herawati Daulae
International Journal of Teaching and Learning Vol. 3 No. 2 (2025): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to further examine the role of the government in providing and facilitating quality education in Indonesia. Education is a fundamental right of citizens guaranteed by the constitution, but reality shows that there are still gaps in quality and unequal access between regions. Through a Systematic Literature Review approach, this study analyses various policies, studies, and empirical reports over the past ten years. The results of the study show that in its role as a provider, the government has sought to improve the quality of education through the development of a national curriculum, teacher certification, infrastructure development, and quality assurance. Meanwhile, the government's role as a facilitator is realised through education financing programmes (BOS, KIP, LPDP), affirmation for 3T regions, digitalisation of learning, inclusive education, and cross-sector collaboration. Although these policies have shown progress, challenges such as quality disparities, limited resource distribution, and the digital divide still hinder the achievement of quality education across the board. This study emphasises that the success of education provision and facilitation will determine the emergence of competitive global human resources while ensuring social justice in education.
INNOVATIVE TECHNOLOGY-BASED LEARNING MODELS (BLENDED LEARNING, FLIPPED CLASSROOM, AND PROJECT-BASED LEARNING) FOR DEVELOPING CRITICAL, CREATIVE, AND COLLABORATIVE SKILLS: A LITERATURE REVIEW Kadeni Kadeni; Mohammad Ahmad Bani Amer; Mowafg Masuwd
International Journal of Teaching and Learning Vol. 3 No. 2 (2025): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to examine the effectiveness of innovative technology-based learning models, including blended learning, flipped classrooms, and project-based learning, in developing critical, creative, and collaborative skills. Through a literature review method, this study analyses various studies discussing the implementation and role of technology in supporting adaptive and participatory learning. The results of the study indicate that the integration of technology in these learning models can significantly increase student engagement, facilitate active learning, and strengthen the development of higher-order thinking skills and cooperation among students. These findings emphasise the importance of the planned and systematic use of technology in education as an effort to equip students with essential 21st-century competencies.
THE INTERACTION OF PROBLEM BASED LEARNING AND COGNITIVE STYLES ON STUDENTS’ MATHEMATICAL CREATIVE THINKING ABILITY Agus Jaenudin
International Journal of Teaching and Learning Vol. 3 No. 2 (2025): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examines the interaction between the Problem Based Learning (PBL) model and students’ cognitive styles in influencing mathematical creative thinking ability. A quasi-experimental design with a 2×2 factorial arrangement was employed, involving third-semester students of the Mathematics Education Department at Universitas Sebelas April. The experimental group (23 students) received instruction through PBL, while the control group (22 students) learned through conventional methods. Instruments included a mathematical creative thinking test and the Group Embedded Figures Test (GEFT) to identify Field Independent (FI) and Field Dependent (FD) styles. The results indicate three key findings: (1) PBL significantly outperforms conventional learning in enhancing mathematical creative thinking; (2) students with FI style show higher creative thinking scores compared to FD students; and (3) a significant interaction exists between learning model and cognitive style. Notably, PBL proves more effective for FI learners who benefit from its analytical and problem-oriented approach. These findings suggest that integrating PBL with consideration of students’ cognitive styles can better foster mathematical creative thinking. Lecturers are encouraged to design instruction that adapts to cognitive diversity, ensuring optimal learning outcomes in mathematics education.
IMPLEMENTATION OF INTERFAITH HARMONY VALUES IN KEDUNG ASRI VILLAGE, TEGALDLIMO DISTRICT, BANYUWANGI REGENCY M Islah Fuadi; Moch Imam Machfudi; Saihan Saihan
International Journal of Teaching and Learning Vol. 3 No. 2 (2025): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Religious conflicts in Indonesia often arise from various factors, including competition for political power, resources, and differences in doctrinal beliefs. In heterogeneous societies, a lack of understanding and respect for religious diversity potentially triggers social tensions and disintegration. Islamic religious education plays a strategic role in promoting tolerance by fostering knowledgeable, intelligent, and dignified students, as well as teaching appreciation for diversity. This study aims to analyze the implementation of interfaith harmony values in the village of Kedung Asri, Tegaldlimo district, Banyuwangi regency. A quantitative research method was employed involving the distribution of questionnaires to residents from diverse religious backgrounds, with purposive sampling used to assess attitudes and practices of harmony. Collected data were analyzed using descriptive statistics to identify levels of dialogue, tolerance, and harmonious behavior within the community. The questionnaire was designed based on measurable indicators relevant to the values of harmony. Results indicate that the community of Kedung Asri actively engages in interfaith dialogue that fosters mutual understanding and respect for differences. A high level of tolerance is reflected in the participation of residents in various social and religious activities without discrimination. The implementation of harmony values is clearly expressed through social cooperation, respect among religious communities, and the central role of religious leaders in facilitating harmony. The discussion highlights the importance of inclusive communication strategies and the strengthening of character education as the main foundation for maintaining harmony. The study concludes that the implementation of interfaith harmony values in Kedung Asri is effective with strong support from the community and local leaders. However, gaps remain concerning differences in religious perceptions and the need for more systematic dialog strategies to address modern challenges. This research provides important recommendations for the development of policies and social programs aimed at strengthening harmony in multicultural Indonesian society.
IMPLEMENTATION OF THE LOVE CURRICULUM IN SHAPING CHARACTER BASED ON COMPASSION IN STUDENTS AND ITS IMPACT ON HARMONIOUS RELATIONSHIPS BETWEEN EDUCATORS AND STUDENTS: A LITERATURE REVIEW Moh. Imron Rosidi; Aslan Aslan
International Journal of Teaching and Learning Vol. 3 No. 2 (2025): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to examine the implementation of the love curriculum as a learning approach that places the value of love as the main foundation in shaping student character and its impact on creating harmonious relationships between educators and students. Through a literature review method, this study analyses various scientific sources that discuss the concepts, strategies, and practices of the love curriculum in education, as well as how the value of love can strengthen social and emotional interactions in the learning environment. The results of the study show that the implementation of the love curriculum is effective in shaping love-based character, which includes empathy, honesty, and a sense of social responsibility in students. In addition, the consistent application of the value of love encourages harmonious relationships that increase learning motivation, effective communication, and reduce conflict between educators and students. This study emphasises that the love curriculum is not only idealistic but also a practical strategy that is relevant to improving the quality of education, requiring a strong commitment from all education stakeholders
EMOTIONAL INTELLIGENCE AND ACADEMIC SUCCESS: RETHINKING SOCIO-EMOTIONAL LEARNING IN DIGITAL CLASSROOMS Sofia F Rahmani; Rinda Riztya; Jeprianto Jeprianto
International Journal of Teaching and Learning Vol. 3 No. 2 (2025): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The transformation of education toward a digital ecosystem has brought significant changes to the dynamics of learning, social interactions, and emotional well-being of students. In this context, emotional intelligence is a crucial factor in determining academic success, especially amidst the increasing reliance on distance learning technology. This study, titled "Emotional Intelligence and Academic Success: Rethinking Socio-Emotional Learning in Digital Classrooms," uses a literature review method to analyze the relationship between emotional intelligence, socio-emotional learning (SEL), and academic success in a digital environment. Through the exploration and analysis of various current academic sources, this study found that emotional intelligence plays a crucial role in developing students' self-regulation, empathy, and collaboration skills, which directly impact learning outcomes. Social-emotional learning integrated into digital classrooms has been shown to create a balance between cognitive and affective aspects, thus supporting both academic achievement and student psychological well-being. The study's findings also emphasize the need for a humanistic and reflective pedagogical approach in digital learning design, so that students not only develop intellectually but also develop emotional intelligence adaptive to the challenges of the digital era.
CHALLENGES IN IMPLEMENTING EDUCATION POLICY: TEACHER READINESS, SCHOOL INFRASTRUCTURE, AND INTER-INSTITUTIONAL COORDINATION AS MAJOR OBSTACLES IN IMPLEMENTING NEW POLICIES: A LITERATURE REVIEW METHOD Ana Theriana; Al-Amin
International Journal of Teaching and Learning Vol. 3 No. 2 (2025): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyse the main challenges in implementing new education policies in Indonesia, focusing on teacher readiness, limited school infrastructure, and inter-institutional coordination as the main obstacles. The method used is a systematic literature review of various journal articles, policy reports, and empirical studies published between 2015 and 2025. The results of the analysis show that teacher readiness, which includes pedagogical competence and mental preparedness, is crucial to the effectiveness of policy implementation. In addition, disparities in educational infrastructure between urban and remote areas also hinder the equitable implementation of policies. Another crucial obstacle is the weak coordination between institutions, which hinders programme synchronisation and communication, thereby affecting the smooth implementation of policies. This study concludes that education reform efforts must prioritise strengthening teacher capacity, improving the quality and equity of infrastructure, and managing cross-institutional coordination. A holistic and collaborative approach is key to the successful implementation of new education policies in Indonesia.
DIGITALISATION OF EDUCATION: UNLIMITED INNOVATION IN THE MODERN LEARNING ERA Opi Irawansah; Muhalida Zia Ibhar
International Journal of Teaching and Learning Vol. 3 No. 2 (2025): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study discusses the transformation of the education system through digitalisation, which brings unlimited innovation in the era of modern learning. The digitalisation of education enables broader, more flexible, and personalised access to learning by utilising technologies such as Learning Management Systems (LMS), interactive media, and learning analytics. However, the digitisation process is not without significant challenges, such as infrastructure inequality, teacher readiness, data security issues, and psychological impacts on students. This study uses qualitative methods with literature review to identify strategic solutions that can overcome these obstacles, including infrastructure equalisation, teacher digital competency training, security regulation development, and the implementation of hybrid learning models. The results of this study are expected to provide recommendations for education stakeholders in optimising digital innovation to create an inclusive, adaptive, and sustainable education system.
ANALYSIS OF THE DEVELOPMENT OF TEACHING METHODS FOR JAPANESE GRAMMAR: A LITERATURE REVIEW STUDY FROM 2000–2025 Imelda Imelda
International Journal of Teaching and Learning Vol. 3 No. 2 (2025): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examines the development of Japanese grammar teaching methods from 2000 to 2025 through a comprehensive literature review. The main focus of the study is to analyse the paradigm shift in grammar teaching from traditional memorisation-oriented methods to more communicative, contextual, and technology-based methods. This study also discusses the impact of digital technology integration, task-based approaches, blended learning, and the influence of cultural aspects in the Japanese grammar learning process. The results show that adapting teaching methods to student needs and technological developments is essential to improve the effectiveness of bunpō learning. The implications of these findings are expected to serve as a reference for teachers, curriculum developers, and researchers in their efforts to improve and develop relevant and effective bunpō teaching methods in the future.
RECONSTRUCTING THE PHILOSOPHY OF LOVE IN ISLAMIC EDUCATION: HUMANISTIC APPROACHES TO CULTIVATING EMPATHY, TOLERANCE, AND HARMONY Wiwin Narti; Latifa Annum Dalimunthe; Al Amin
International Journal of Teaching and Learning Vol. 3 No. 7 (2025): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to reconstruct the philosophy of love in Islamic education through a humanistic approach that integrates spirituality, empathy, and social harmony. Using a critical literature review and philosophical-hermeneutic analysis, the research explores classical Islamic thought, particularly the concepts of maḥabbah (love), ta’dib (ethical discipline), and rahmah (compassion), in relation to modern humanistic theories advanced by Carl Rogers and Abraham Maslow. The findings reveal that love in Islam functions not merely as an emotional state but as an epistemological and ethical foundation that unites divine knowledge with human experience. This reconstruction leads to the formulation of a Love-Based Islamic Humanistic Education (LIHE) model comprising three interrelated dimensions: spiritual foundation (cognitive-affective integration), pedagogical process (dialogical and empathic learning), and social manifestation (tolerance and harmony). The synthesis of Islamic and humanistic paradigms offers a transformative moral and character education framework, emphasizing empathy, inclusiveness, and ethical awareness. His study concludes that love should serve as the core of Islamic educational philosophy, bridging faith and humanity while addressing the challenges of pluralism, dehumanization, and moral disintegration in contemporary society. This research contributes theoretically by redefining the epistemology of Islamic education and practically by offering pedagogical guidelines for developing compassionate and inclusive Islamic learning environments.

Page 16 of 51 | Total Record : 509

 14   15   16   17   18 

Filter by Year

2023 2025


Reset
Filter By Issues
All Issue Vol. 2 No. 12 (2025) Vol. 2 No. 11 (2025): JULY Vol. 2 No. 10 (2025): International Journal of Teaching and Learning (INJOTEL) Vol. 3 No. 7 (2025): International Journal of Teaching and Learning (INJOTEL) Vol. 3 No. 6 (2025): JUNE Vol. 3 No. 5 (2025): MAY Vol. 3 No. 4 (2025): APRIL Vol. 3 No. 3 (2025): MARCH Vol. 3 No. 2 (2025): International Journal of Teaching and Learning (INJOTEL) Vol. 3 No. 1 (2025) Vol. 2 No. 9 (2025): International Journal of Teaching and Learning (INJOTEL) Vol. 2 No. 8 (2025): International Journal of Teaching and Learning (INJOTEL) Vol. 2 No. 7 (2025): International Journal of Teaching and Learning (INJOTEL) Vol. 2 No. 6 (2025): International Journal of Teaching and Learning (INJOTEL) Vol. 2 No. 5 (2025): International Journal of Teaching and Learning (INJOTEL) Vol. 1 No. 12 (2024): International Journal of Teaching and Learning (INJOTEL) Vol. 1 No. 11 (2024): International Journal of Teaching and Learning (INJOTEL) Vol. 1 No. 10 (2024): International Journal of Teaching and Learning (INJOTEL) Vol. 2 No. 4 (2024): International Journal of Teaching and Learning (INJOTEL) Vol. 2 No. 3 (2024): International Journal of Teaching and Learning (INJOTEL) Vol. 2 No. 2 (2024): International Journal of Teaching and Learning (INJOTEL) Vol. 2 No. 1 (2024): International Journal of Teaching and Learning (INJOTEL) Vol. 1 No. 9 (2024): International Journal of Teaching and Learning (INJOTEL) Vol. 1 No. 8 (2024): International Journal of Teaching and Learning (INJOTEL) Vol. 1 No. 7 (2024): International Journal of Teaching and Learning (INJOTEL) Vol. 1 No. 6 (2024): International Journal of Teaching and Learning (INJOTEL) Vol. 1 No. 5 (2024): International Journal of Teaching and Learning (INJOTEL) Vol. 1 No. 4 (2023): International Journal of Teaching and Learning (INJOTEL) Vol. 1 No. 3 (2023): International Journal of Teaching and Learning (INJOTEL) Vol. 1 No. 2 (2023): International Journal of Teaching and Learning (INJOTEL) Vol. 1 No. 1 (2023): International Journal of Teaching and Learning (INJOTEL) More Issue