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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 579 Documents
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THE IMPACT OF TEACHING METHODS AND LEARNING MOTIVATION ON DRIBBLING SKILLS OF JUNIOR HIGH SCHOOL STUDENTS Taufik; Amir; Aschari Senjahari Rawe
International Journal of Teaching and Learning Vol. 3 No. 12 (2026): International Journal of Teaching and Learning (INJOTEL)
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.
ASSESSING THE TEACHING INTERNSHIP PERFORMANCE OF CLASS 2024 ENGLISHPRE-SERVICE TEACHERS Christian Loid Valenzuela; Guiller T. Marila; Marko L. Aratea
International Journal of Teaching and Learning Vol. 3 No. 12 (2026): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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The present study aimed to assess the teaching internship performance of English Pre-Service Teachers from the Class of 2024, with regard to their professionalism, classroom management, content understanding, and reflective practices. In a quantitative-descriptive research design, data was collected through a researcher-developed 4-point Likert scale answered by supervising teachers. Findings revealed that the strength of the English Pre-Service Teachers lies in professionalism, with high regard for ethics; able to communicate and deliver the lesson well, creating good adaptation. They performed quite well in managing their classes, along with creating a worthwhile learning atmosphere. The study identified variances in development regarding enhancing diversity in instructional strategies, adjusting the pace of lessons to accommodate students' learning ability, and infusing students' cultural knowledge into the curriculum. These findings highlight increasing needs for better flexibility of instruction to meet the complex demands of diverse learners' needs. The study confirms that the strengths the English Pre-Service Teachers possess regarding major teaching competencies are to be further developed in relation to differentiated instruction, integration of technology, and reflective thinking. Recommendations include continuous professional development and robust mentorship programs to support their growth, ensuring their readiness to meet the complexities of modern education.
DEVELOPING A PBL-INTEGRATED PHET MODULE TO IMPROVE STUDENTS’ LEARNING INTEREST Diva Zakia ‘Aqila Zahra; Risma Aulia; Hasan Subekti
International Journal of Teaching and Learning Vol. 3 No. 12 (2026): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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This research aims to implement PhET Simulations supported by teaching modules to develop the learning interest of junior high school students in ecosystem sub-materials. PhET Simulations is a site that provides free science practicum learning that can be used for classroom or individual learning. The background of this research is based on the low grade average score for science subjects still below the standard of completeness score, which is 68. while the KKM score (Kriteria Ketuntasan Minimal) is 75%. To address this problem, teaching modules were developed specifically designed to help increase students' interest in learning through materials relevant to daily life. The teaching modules developed include various components, such as instructions for use, information maps, competency objectives, and material descriptions accompanied by learning activities, practice questions, and final tests. This study uses the PhET Simulations teaching material method with the help of a teaching module with a PBL development model. The validity of the teaching module is measured through validity tests, teacher readability tests, and student readability tests. Based on the results of the teaching module validation test which stated that the criteria were valid with an average score of 84.82, the LKPD validation was declared valid with an average score of 84.68. Meanwhile, the results of the students' questionnaire responses showed an average score of 49.56 very agreeable answers. The results of the research are expected to show the process and results of the implementation of PhET Simulations that are valid and effective in developing students' learning interests in ecosystem sub-materials. This research produces outputs in the form of articles published in international journals, copyright registration documents, and teaching module products.
INNOVATING WITHIN CONSTRAINTS: BASIC SCHOOL TEACHERS’ EXPERIENCES WITH PEDAGOGICAL REFORM IN GHANA Benjamin Takyi; Samuel Korankye; Victoria Akolbila
International Journal of Teaching and Learning Vol. 3 No. 12 (2026): International Journal of Teaching and Learning (INJOTEL)
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Ghana’s adoption of a standards-based curriculum grounded in 21st-century pedagogy presents a paradox: while teachers are trained in innovative, learner-centered methods, the classrooms they inhabit remain largely rigid, overcrowded, and under-resourced. This study investigates how basic school teachers navigate these tensions, implementing pedagogical innovations in traditional classroom environments. Using a parallel convergent mixed-methods design, the study engaged 97 basic school teachers through electronic surveys and in-depth interviews. Anchored in Rogers' Diffusion Innovation Theory, the study reveals that while pedagogical innovation is taking root at the cognitive and attitudinal levels, its full realization is obstructed by contextual constraints. The findings underscore the need for systemic reform beyond curriculum change, including infrastructure development and targeted teacher support. The study calls on educational policymakers to align pedagogical reforms with investments in physical learning environments to ensure sustainable and equitable educational transformation.
ANALYSIS OF THE IMPACT OF USING VOICE CONNECTING BOX ON CHILDREN'S CONCENTRATION AND FOCUS IN LEARNING THE TRUTHS OF SOUND LANGUAGE IN AL-QURAN EDUCATION Anne Gracia; Rivo Panji Yudha; Shufairah Tajuddin
International Journal of Teaching and Learning Vol. 3 No. 12 (2026): International Journal of Teaching and Learning (INJOTEL)
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This study examined the effectiveness of Voice Connecting Box (VCBox), an audio management technology, in enhancing concentration and pronunciation accuracy during Quranic learning among elementary school children. Using a mixed-methods approach with a randomized controlled design, 60 students (ages 7-12) were divided into experimental (n=30) and control (n=30) groups, with the experimental group using VCBox during 12 weeks of Quranic learning sessions. Data were collected through Hijaiyah Pronunciation Accuracy Tests (HPAT), systematic classroom observations, questionnaires on learning environment perceptions, and qualitative interviews. Results demonstrated that the experimental group showed significantly greater improvement in pronunciation accuracy scores (16.74 points vs. 5.66 points, p<0.001) and focus duration (from 12.3 to 21.8 minutes vs. 12.5 to 15.1 minutes for control group). Strong correlations were identified between sound detail awareness and pronunciation accuracy (r=0.82), and between focus duration and learning outcomes (r=0.78). Qualitative analysis revealed four dominant themes: enhanced auditory awareness, reduced cognitive load, personalized learning experience, and implementation challenges. These findings indicate that controlling auditory input through VCBox significantly improves children's concentration and pronunciation accuracy in Quranic learning by optimizing the auditory environment and reducing cognitive load. This research contributes to the integration of cognitive neuroscience principles into Islamic education practices and supports technology-enhanced approaches for improving Quranic learning outcomes.
THE ROLE OF INSTAGRAM IN ENHANCING ENGLISH LANGUAGE SKILLS: A SYSTEMATIC REVIEW Rija Arribath Dwi Daep; Nabilla Nurkhalida; Nafan Tarihoran
International Journal of Teaching and Learning Vol. 3 No. 12 (2026): International Journal of Teaching and Learning (INJOTEL)
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The increasing use of social media in education has brought new opportunities for language learning. This study systematically reviews the role of Instagram in enhancing English language skills. A systematic literature review (SLR) approach was employed, selecting relevant studies from reputable academic databases published between 2020 and 2024, including Mendeley, PubMed, and Taylor & Francis, with an initial identification of 921 articles. After screening for relevance and duplication, 57 studies were shortlisted, and 19 empirical studies were selected for in-depth analysis, focusing on Instagram's impact on vocabulary acquisition, writing, speaking, and student engagement. The findings indicate that Instagram positively impacts various aspects of English learning, including vocabulary acquisition, writing, speaking, and engagement. The study highlights the effectiveness of Instagram's features, such as captions, reels, and interactive tools, in fostering language development. Additionally, the research reveals that Instagram enhances motivation and self-directed learning. However, limitations such as internet accessibility and digital literacy remain challenges. The study suggests that incorporating Instagram into English language teaching (ELT) can provide an engaging and practical learning experience. Future research should explore its long-term effects and best implementation strategies in formal education settings.
THE ROLE OF CHATGPT IN ENHANCING ENGLISH LANGUAGE SKILLS: A SYSTEMATIC REVIEW Siti Kholida Ziya Ar-Rahmah; Alfina Husna Azkia; Nafan Tarihoran
International Journal of Teaching and Learning Vol. 3 No. 12 (2026): International Journal of Teaching and Learning (INJOTEL)
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This research aims to analyze the role of ChatGPT in improving English language skills through systematic literature review. The method used is a systematic analysis of 43 journals related to ChatGPT and English education obtained from Mendeley, with a focus on the benefits, challenges, and pedagogical implications of using AI in language learning. Research results show that ChatGPT provides benefits in the development of writing and speaking skills through interactive feedback, AI-based exercises, and conversation simulations that allow students to practice in real contexts. In addition, ChatGPT supports independent learning, increases student involvement, enriches vocabulary, and helps in formative assessment by providing corrections and improvement suggestions. However, this study also found significant challenges, including excessive reliance on technology, lack of understanding of cultural context, potential bias in AI response, as well as the risk of plagiarism and academic integrity violations. In addition, the quality of the answers produced is not always accurate, so teacher guidance is needed to ensure that students continue to think critically and not just passively receive information. In conclusion, although Chat GPT has transformational potential in English learning, its effectiveness is highly dependent on ethical implementation, appropriate pedagogical strategies, and clear regulations. Therefore, training is needed for educators to optimize its use in learning, as well as a blended learning-based approach that combines AI technology with direct interaction between teachers and students to create a balanced, effective, and appropriate learning environment for the needs of learners.
ISLAMIC EDUCATION WITHIN THE RELIGIOUS SOCIAL ORGANIZATION NAHDLATUL ULAMA Muhdir; Moh. Roqib
International Journal of Teaching and Learning Vol. 3 No. 12 (2026): International Journal of Teaching and Learning (INJOTEL)
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This study aims to describe the concept of Islamic education as envisioned by Nahdlatul Ulama (NU), its contribution to the national education system, and the challenges and prospects it faces in the modern era. The research adopts a qualitative-descriptive method based on library research, using content analysis of relevant literature. The findings reveal that NU plays a vital role in advancing Islamic education through its network of pesantren (Islamic boarding schools), madrasahs, and universities that integrate the values of Ahlussunnah wal Jama’ah, such as moderation, tolerance, and balance. Despite facing challenges related to digital transformation and infrastructure disparities, NU holds significant potential in strengthening an inclusive and contextualized model of Islamic education in Indonesia.
THE ROLE OF TIKTOK IN ENHANCING ENGLISH LANGUAGE SKILLS: A SYSTEMATIC REVIEW Maryam Jameelah; Muhoiriah; Naf’an Tarihoran
International Journal of Teaching and Learning Vol. 3 No. 12 (2026): International Journal of Teaching and Learning (INJOTEL)
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The use of social media today has changed the nature of English language learning. One such social media platform is TikTok. This study aims to investigate the role of TikTok in enhancing English language skills using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. 22 studies published from 2020 to 2025 derived from ScienceDirect (1), ResearchGate (7), and Mendeley (14) are inspected to find out how TikTok influences undergraduate students’ speaking, listening, vocabulary acquisition, and pronunciation. The results indicate that TikTok is an effective tool that enhances English language learning and the students’ language skills through its interactive features like duet challenges and short videos. Additionally, TikTok increases student engagement by blending entertainment with education. However, challenges such as distractions, informal language exposure, and the need for guidance highlight the necessity of supervision by teachers. In conclusion, TikTok serves as an engaging and effective tool for enhancing English language skills particularly in speaking, listening, and vocabulary acquisition among undergraduate students.
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. 4 No. 1 (2026): International Journal of Teaching and Learning (INJOTEL)
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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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