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 539 Documents
 50   51   52   53   54 
TRANSFORMING MODERN EDUCATION SYSTEMS THROUGH TECHNOLOGICAL AND SCIENTIFIC APPROACHES: EVIDENCE FROM LITERATURE Agustin Nurya Savitri
International Journal of Teaching and Learning Vol. 3 No. 10 (2026): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20222134

Abstract

The transformation of modern education systems has become increasingly important in response to rapid technological advancement and the growing complexity of contemporary educational challenges. This study aims to examine the transformation of education systems through technological integration and scientific approaches by synthesizing recent scholarly literature. The research employed a library research method with a qualitative descriptive approach. Data were collected from scientific journal articles, books, conference proceedings, and international reports published within the last five years and indexed in reputable databases such as Scopus, ScienceDirect, SpringerLink, and Google Scholar. The findings indicate that technological integration significantly enhances learning accessibility, flexibility, interactivity, and instructional efficiency by implementing digital platforms, artificial intelligence, virtual learning environments, and hybrid learning systems. In addition, scientific approaches foster critical thinking, creativity, analytical reasoning, collaboration, and problem-solving skills among students. However, the study also reveals several major challenges, including digital inequality, limited teacher competence, inadequate infrastructure, and insufficient institutional readiness. The review further emphasizes that successful educational transformation requires strategic integration between technology, scientific pedagogy, institutional support, and sustainable educational policies. Therefore, modern education systems should prioritize human-centered digital transformation that balances technological innovation with meaningful learning experiences, ethical values, and holistic student development. This study contributes to the existing literature by providing a comprehensive understanding of how technological and scientific approaches can collectively support sustainable and adaptive educational transformation in the digital era.
BROKEN FAMILY STRUCTURES AND THEIR EDUCATIONAL IMPLICATIONS: A REVIEW OF SOCIO-EMOTIONAL AND ACADEMIC DEVELOPMENT IN STUDENTS Cynthia Petra Haumahu; Criezta Korlefura; Theophanny P. Th. Rampisela
International Journal of Teaching and Learning Vol. 3 No. 10 (2026): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20222161

Abstract

Broken family structures have become an increasingly important issue in contemporary education, as they influence students’ socio-emotional development and academic achievement. Family instability caused by parental separation, divorce, conflict, neglect, and dysfunctional parenting environments may create emotional distress and educational difficulties among students. This study aims to examine the educational implications of broken family structures by reviewing the relationships among parenting styles, social support, socio-emotional development, and academic achievement. The research employed a qualitative library research method using scholarly articles, books, and reputable international journals indexed in Scopus and other academic databases published primarily within the last five years. The collected data were analyzed using content analysis and thematic synthesis to identify major conceptual patterns and recent research findings regarding students from broken-home families. The findings indicate that broken family structures significantly affect students’ emotional stability, self-esteem, motivation to learn, classroom participation, and academic performance. Students experiencing family instability are more vulnerable to anxiety, depression, emotional insecurity, and behavioral problems that interfere with educational engagement. However, supportive parenting styles, positive school environments, peer relationships, and counseling support systems function as protective factors that strengthen students’ resilience and adaptability. This study also highlights the importance of trauma-informed and inclusive educational approaches in supporting students from vulnerable family backgrounds. The novelty of this research lies in its integrative perspective, which combines socio-emotional, academic, parenting, and social support dimensions within a unified educational framework. Therefore, collaboration among families, schools, communities, and policymakers is essential to create supportive educational ecosystems that promote students’ emotional well-being and academic success despite family adversity.
UNDERSTANDING THE EFFECTS OF BROKEN HOMES ON STUDENTS: FAMILY STRUCTURE, PARENTING PATTERNS, AND EDUCATIONAL ACHIEVEMENT Prisca Diantra Sampe
International Journal of Teaching and Learning Vol. 3 No. 10 (2026): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20222171

Abstract

This study aims to examine the effects of broken-home conditions on students’ socio-emotional development and educational achievement through a literature review approach. Family instability, including parental divorce, prolonged conflict, emotional neglect, and dysfunctional parenting, has become an increasingly significant issue in contemporary education because it influences students’ psychological well-being, social adaptation, and academic performance. This research employed a qualitative library research method by analyzing recent scholarly publications indexed in reputable databases such as Scopus, ScienceDirect, SpringerLink, and Google Scholar. The selected literature primarily focused on studies published within the last 2 years that examined family structure, parenting patterns, social support, socio-emotional development, and educational achievement among students from broken-home families. The findings indicate that broken-home conditions negatively affect students through increased emotional distress, anxiety, low self-esteem, social withdrawal, reduced learning motivation, and declining academic engagement. Parenting quality was identified as a crucial factor influencing students’ adaptation, as supportive, emotionally responsive parenting can strengthen resilience and reduce the adverse effects of family disruption. In addition, social support from teachers, peers, schools, and communities serves as an important protective factor, enhancing students’ emotional stability and educational persistence. The review also reveals that educational outcomes among students from broken homes are multidimensional and influenced by interactions among psychological, social, and economic factors. This study contributes to educational literature by providing an integrative understanding of the relationships among family structure, parenting patterns, social support, and educational achievement. The study emphasizes the importance of inclusive educational environments, socio-emotional learning, and school-based counseling interventions to support vulnerable students. Therefore, collaborative efforts among families, schools, communities, and policymakers are essential to promote students’ emotional well-being and academic success despite family instability.
REVITALIZATION OF ISLAMIC EDUCATION IN THE PERSPECTIVE OF RAHMATAN LIL 'ALAMIN TO FORM A GENERATION WITH CHARACTER Julia Adelina; Iwan Ridwan; Al-Amin
International Journal of Teaching and Learning Vol. 3 No. 10 (2026): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20222176

Abstract

This study aims to analyze the revitalization of Islamic education from the perspective of Rahmatan lil ‘Alamin in shaping a globally characterized generation in the era of globalization. The rapid development of technology, digitalization, and socio-cultural transformation has created various challenges for the younger generation, including moral degradation, intolerance, individualism, and the weakening of spiritual values. In this context, Islamic education is required not only to serve as a medium for transmitting religious knowledge but also to be a transformative system capable of fostering spiritual, intellectual, social, and humanitarian values in a balanced manner. This research employs a qualitative approach using the library research method by analyzing various scientific sources such as Scopus-indexed international journals, books, and relevant academic literature related to Islamic education, character education, globalization, and the concept of Rahmatan lil ‘Alamin. The data were analyzed descriptively and critically through stages of literature identification, categorization, interpretation, and theoretical synthesis. The findings indicate that the values of Rahmatan lil ‘Alamin, including tolerance, compassion, justice, moderation, and respect for diversity, are highly relevant in strengthening Islamic education in the modern era. The revitalization of Islamic education can be achieved through curriculum transformation, the integration of digital technology, the strengthening of character education, and the improvement of teachers’ competencies as agents of social transformation. Furthermore, Islamic education based on Rahmatan lil ‘Alamin contributes significantly to the formation of a globally competitive generation that maintains strong moral and spiritual identities while adapting to multicultural global society. This study contributes theoretically by offering a holistic and humanistic paradigm of Islamic education relevant to the challenges of the 21st century.
CULTIVATING COMPASSIONATE CHARACTER THROUGH THE LOVE CURRICULUM: A LITERATURE REVIEW ON STUDENT CHARACTER FORMATION AND TEACHER–STUDENT RELATIONSHIPS Siti Muhibah; Julia Adelina; Al-Amin
International Journal of Teaching and Learning Vol. 3 No. 10 (2026): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20222182

Abstract

This study aims to examine the implementation of the Love Curriculum in shaping students' compassionate character and its impact on harmonious relationships between educators and learners, using a literature review approach. The growing moral crisis, emotional disengagement, bullying, intolerance, and weakening interpersonal relationships in contemporary educational environments have heightened the urgency of developing humanistic, compassion-based educational approaches. The Love Curriculum emphasizes values such as empathy, care, respect, compassion, and emotional connectedness as central foundations of the learning process. This study employed a qualitative library research method by analyzing scientific articles, books, policy reports, and reputable international publications indexed in Scopus and other academic databases published within the last five years. Data were collected through documentation techniques and analyzed using thematic content analysis to identify major concepts, educational strategies, benefits, and challenges related to compassion-based education. The findings revealed that the Love Curriculum significantly contributes to students’ character formation by strengthening empathy, emotional intelligence, social responsibility, ethical awareness, and prosocial behavior. Furthermore, harmonious teacher–student relationships characterized by trust, emotional support, and mutual respect positively influence students’ academic engagement and psychological well-being. However, the implementation of the Love Curriculum still faces several challenges, including the dominance of cognitive-oriented educational systems, limited teacher competence in compassionate pedagogy, and the impact of digital transformation on interpersonal interaction. This study concludes that the Love Curriculum represents an important framework for promoting holistic, humanistic, and transformative education in the twenty-first century. The study also recommends the integration of compassion-based values into curriculum development, teacher training, and school culture to create inclusive and emotionally supportive educational environments.
SOCIAL MANAGEMENT STRATEGIES IN COUNTERING RADICALISM AND EXTREMISM: EDUCATIONAL, COMMUNITY, AND POLICY PERSPECTIVES Prisca Diantra Sampe; Izak Jakobis Makulua
International Journal of Teaching and Learning Vol. 3 No. 10 (2026): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20222215

Abstract

Radicalism and extremism have become increasingly complex global challenges that threaten social cohesion, democratic stability, and community resilience in contemporary societies. The rapid development of digital communication, ideological polarization, and transnational extremist networks has intensified the spread of radical narratives across educational, social, and political environments. This study aims to analyze social management strategies for countering radicalism and extremism from educational, community, and policy perspectives using a literature review. The research employed a qualitative library research method, examining recent scholarly publications, policy reports, and peer-reviewed international journal articles on social resilience, counter-radicalization, educational interventions, community collaboration, and preventive governance. The findings indicate that preventive and collaborative social management approaches are more effective and sustainable than purely security-oriented strategies. Educational institutions play significant roles in promoting critical thinking, multicultural awareness, digital literacy, and moderate values to prevent ideological vulnerability among young people. Community collaboration strengthens social trust, intercultural dialogue, and participatory resilience, while inclusive public policies provide structural support for sustainable prevention efforts. The study also reveals that integrated social management frameworks are essential because radicalization is influenced by interconnected cognitive, emotional, social, and structural factors. Furthermore, the literature highlights several challenges, including institutional fragmentation, online radicalization, socioeconomic inequality, and political polarization, which continue to hinder prevention efforts. This study contributes to theory by integrating educational, community, and policy dimensions into a holistic framework to strengthen social resilience against radicalism and extremism. Practically, the study emphasizes the importance of cross-sectoral collaboration and preventive governance in developing adaptive and inclusive strategies to maintain social harmony and democratic sustainability in the digital era.
MODERN ISLAMIC EDUCATION IN THE ERA OF SOCIETY 5.0: CHALLENGES, OPPORTUNITIES, AND STRATEGIC TRANSFORMATION Abdul Fatah
International Journal of Teaching and Learning Vol. 3 No. 10 (2026): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20222226

Abstract

The emergence of Society 5.0 has significantly transformed educational systems by integrating digital technology, artificial intelligence, big data, and human-centered innovation. In this context, modern Islamic education faces major challenges and opportunities in adapting to technological advancement while maintaining Islamic moral and spiritual values. This study aims to analyze the challenges, opportunities, and strategic transformation of modern Islamic education in the era of Society 5.0. The research employed a qualitative approach using the library research method, examining various scholarly sources, including Scopus-indexed journal articles, books, and other relevant academic publications on Islamic education, digital transformation, and educational innovation. The findings indicate that modern Islamic education is undergoing substantial transformation through the implementation of digital learning systems, technology integration, and innovative pedagogical approaches. However, several challenges remain, including limited technological infrastructure, low digital literacy, issues with curriculum adaptation, and concerns about moral degradation from uncontrolled digital exposure. The study also reveals that Society 5.0 offers significant opportunities to improve educational accessibility, learning flexibility, digital competence, and interdisciplinary collaboration. Strategic transformation in Islamic education, therefore, requires curriculum reform, teacher competency development, institutional innovation, and the integration of Islamic ethical values with technological advancement. The study concludes that modern Islamic education must adopt a human-centered, value-oriented approach to produce graduates who are intellectually competent, technologically adaptable, morally responsible, and spiritually grounded in responding to global challenges in the digital era.
DEVELOPMENT OF ETHNO-STEAM-BASED LIVE WORKSHEETS ON SENDANG LESTARI BATIK TO IMPROVE JUNIOR HIGH SCHOOL STUDENTS' SCIENCE LITERACY IN TEMPERATURE AND HEAT TOPICS Revi Yuanita; Mar’atus Revana; Firda Shofiana; Hasan Subekti
International Journal of Teaching and Learning Vol. 3 No. 10 (2026): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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

Abstract

This research aims to improve junior high school students' science literacy on temperature and heat through the implementation of Ethno-STEAM-Based Live Worksheets on Sendang Lestari Batik. Live Worksheets is an interactive online platform that transforms conventional activity sheets into engaging digital formats. This study is motivated by the low level of students' science literacy on temperature and heat topics. The development of STEAM-based e-LKPD (electronic student worksheets) is necessary to meet 21st-century learning demands. The Ethno-STEAM approach integrates local wisdom (batik) with science, technology, engineering, arts, and mathematics. The ethnoscience aspect of this study is batik. This research employs the ASSURE model. The validation test results show that the live worksheet meets the "very valid" criteria with a score of 3.78. Furthermore, the analysis using normalized n-gain to measure pre-test and post-test improvements indicates an increase of 0.72, classified as high. Additionally, student response surveys show a high level of practicality with a percentage of 87.28%. The study is expected to demonstrate the process and effectiveness of implementing live worksheets to enhance students' science literacy in temperature and heat topics.
TEACHERS’ AND STUDENTS’ ATTITUDES TOWARD THE IMPLEMENTATION OF PROJECT-BASED LEARNING Mesakh Tamu Ama
International Journal of Teaching and Learning Vol. 3 No. 10 (2026): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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

Abstract

Project-based learning (PBL) has been around for decades and in Indonesia, this learning model has been prominently used since the COVID-19 pandemic in an effort to address potential learning loss through the curriculum known as the Emergency Curriculum. This study aims to discuss the main benefits and challenges students face and the changes that could be made to improve the overall potential of PBL. In this research, descriptive qualitative design was used to provide a comprehensive outlook on respondents’ views on PBL implementation in class. This research used heterogeneous purposive sampling methods when selecting respondents and involved thirty students and ten experienced teachers. The results suggest that PBL provides an immersive and more hands-on learning experience and it is believed that it is crucial in helping students improve their understanding of a subject matter and develop critical skills. Respondents also identify some key challenges that they still face in class including unequal student participation in groups, lack of clear communication, and differences of opinion. For a better implementation of PBL in class, respondents believe that a few things need to be done, including better grouping practices, providing clear instructions, and providing constructive feedback and progress monitoring during a project.

Page 54 of 54 | Total Record : 539

 50   51   52   53   54 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 3 No. 10 (2026): International Journal of Teaching and Learning (INJOTEL) Vol. 3 No. 9 (2026): International Journal of Teaching and Learning (INJOTEL) Vol. 3 No. 8 (2026): International Journal of Teaching and Learning (INJOTEL) 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