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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 586 Documents
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Analysis of the Implementation of Learning Evaluation in Islamic Religious Education and Character Education for Grade X Phase E Students at SMAN 1 Luhak Nan Duo Harif Rahman Suyatno; Remiswal; Khadijah
International Journal of Teaching and Learning Vol. 4 No. 3 (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.21016254

Abstract

Learning evaluation is an essential component in the educational process to determine the achievement of learning objectives and the development of students’ competencies. In Islamic Religious Education (IRE), evaluation covers cognitive, affective, and psychomotor aspects as an integral part of character building and religious skills development. This study aims to analyze the implementation of learning evaluation in Islamic Religious Education and Character Education for Grade X Phase E students at SMAN 1 Luhak Nan Duo, including the evaluation techniques and instruments used, the obstacles encountered, and the teachers’ efforts to overcome them. This research employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The informants consisted of Islamic Religious Education teachers and Grade X Phase E students. The data were analyzed through data reduction, data presentation, and conclusion drawing. The findings show that the learning evaluation was systematically carried out through diagnostic, formative, and summative stages. The evaluation techniques included written tests, attitude observation, and worship practices. The obstacles included time limitations, large class sizes, and students’ psychological factors. Teachers addressed these by applying varied evaluation methods, remedial teaching, and strengthening communication with parents.
THE EFFECT OF IMPLEMENTING A DEEP LEARNING APPROACH ON STUDENTS’ LEARNING OUTCOMES IN JUNIOR HIGH SCHOOL Bambang Soepeno; Rully Putri Nirmala Puji; Jefri Rieski Triyanto; Dyah Ayu Puspitaningrum; Era Iswara Pangastuti
International Journal of Teaching and Learning Vol. 4 No. 3 (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.21218344

Abstract

The purpose of implementing the deep learning approach is to create a learning process that is mindful, meaningful, and joyful. The objective of this study is to identify the effect of the deep learning approach on the learning outcomes of seventh-grade students. This study involved a total of 60 students divided into two classes. This study used a test as its research instrument. The results of the Independent T-test showed a significant difference between the scores of the experimental class (M = 26.86, SD = 3.58) and the control class (M = 19.46, SD = 4.02); t (7.51), p = 0.001. Thus, it can be concluded that the application of the deep learning approach has a significant effect on students’ learning outcomes. Based on the eta-squared results, deep learning also has a high-level effect on learning outcomes, with a value of 0.49. The implications of this study indicate that the implementation of deep learning contributes to the improvement of skills and creativity and makes learning more meaningful. 
DEVELOPING A HYBRID GOVERNANCE MODEL THAT COMBINES TRADITIONAL RELIGIOUS AUTHORITY WITH MODERN EDUCATIONAL MANAGEMENT PRINCIPLES IN INDONESIAN PESANTRENS Wahyudin
International Journal of Teaching and Learning Vol. 4 No. 3 (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.21218374

Abstract

Indonesian Islamic boarding schools are facing a critical transformation as they strive to strike a balance between upholding traditional religious authority and adopting contemporary management practices in response to globalisation, regulatory reform and the modernisation of education. This study demonstrates that Islamic boarding schools operate within a unique hybrid governance model, which neither entirely abandons tradition nor fully adopts a bureaucratic structure, but rather creates a dynamic balance between kiai-centred authority and a professional management system. Theoretically, this phenomenon represents an institutional adaptation shaped by three interrelated factors: the resilience of moral and charismatic authority rooted in Islamic spiritual values; the strategic integration of formal governance mechanisms to ensure accountability and sustainability; and the selective adoption of modern educational practices whilst preserving religious identity. This research examines how Islamic boarding schools can strengthen their institutional credibility through transparent governance whilst preserving the cultural authenticity that defines their mission in shaping Muslim character and knowledge. Using a systematic literature review of over 30 academic sources examining pesantren governance, management practices and institutional transformation between 2020 and 2025, this study identifies patterns of how traditional authorities operate as a governance resource rather than as an obstacle to professionalisation. Key findings indicate that successful pesantren integrate Qur’anic and Islamic values (amanah, musyawarah, ihsan) into measurable performance systems, establish collaborative management structures involving various stakeholders whilst maintaining the leadership of the kiai, and balance financial sustainability through diversified funding with transparent reporting. Notably, pesantren implementing a hybrid governance model demonstrate improved educational quality, greater accountability without compromising religious authenticity, and greater institutional resilience to external pressures. This study concludes that hybrid governance in pesantren is not a transitional phase towards full modernisation, but rather a distinctive institutional form appropriate to the context of religion-based education. This research contributes to educational management theory by demonstrating how religious authority and professional management can be integrated rather than viewed as conflicting forces; it provides insights applicable to Islamic educational institutions globally; and it recommends that policymakers support a hybrid governance framework rather than imposing a uniform bureaucratic model on faith-based institutions.
OPTIMIZING THE LECTURE METHOD TO ENHANCE STUDENTS' INTERACTION AND LEARNING INTEREST IN THE DIGITAL ERA Rendy S. Sambara; Fahmi; Gesika Avelina
International Journal of Teaching and Learning Vol. 4 No. 3 (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.21410263

Abstract

This study aims to examine how the lecture method can be optimized to enhance student interaction and learning interest in the digital era. This study is motivated by the current phenomenon in which the lecture method is often perceived as less effective due to its predominantly one-way communication, leading to student boredom and, consequently, a decline in learning interest. This research employed a qualitative approach using a library research design by reviewing scholarly articles and other relevant and credible sources. The findings indicate that the lecture method remains relevant in contemporary education when combined with digital technology and interactive instructional strategies to improve learning effectiveness. Several strategies that contribute to the effectiveness of the lecture method include promoting interactive learning, utilizing digital media, and integrating the lecture method with other instructional approaches, such as interactive discussions and project-based learning. Furthermore, teachers' readiness and pedagogical competence in implementing these strategies play a crucial role in determining their success. Therefore, optimizing the lecture method through technology-based and interactive approaches can significantly enhance student participation and learning interest in the digital era.
TRANSFORMATION OF ISLAMIC RELIGIOUS EDUCATION LEARNING IN THE DIGITAL ERA: OPPORTUNITIES AND CHALLENGES IN ENHANCING TEACHER AND STUDENT READINES Gesika Avelina; Muhammad Chairullah Tamiran; Sartia S.A Sanua; Rendy S. Sambara
International Journal of Teaching and Learning Vol. 4 No. 3 (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.21410306

Abstract

Digital transformation has significantly reshaped various aspects of education, including the teaching and learning of Islamic Religious Education (IRE). Rapid technological advancements require the adaptation of instructional strategies, teaching methods, and learning media to ensure that IRE remains relevant to the needs of students in the digital era. This study aims to analyze the transformation of IRE learning in the digital age by examining the opportunities and challenges associated with enhancing the readiness of teachers and students. The research employs a qualitative descriptive approach using a library research method through the analysis of relevant scholarly literature. The findings indicate that the digitalization of IRE offers opportunities to expand access to Islamic learning resources, enhance teachers' creativity, and increase student engagement through various digital learning platforms and media. Nevertheless, the transformation process also faces several challenges, including limited digital competence among teachers, disparities in technological infrastructure, low levels of digital literacy, and ethical issues related to technology use. Therefore, the successful implementation of digital IRE learning requires the readiness of human resources and the effective integration of technology while maintaining alignment with Islamic values and educational principles.
A MULTIDIMENSIONAL ANALYTICAL FRAMEWORK FOR EDUCATION POLICY IMPLEMENTATION: A CONCEPTUAL ENRICHMENT OF MATLAND’S TYPOLOGY Ferli Yuledi; Anna Gustina Zainal; Noverman Duadji; Suripto
International Journal of Teaching and Learning Vol. 4 No. 3 (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.21482812

Abstract

Indonesia’s zoning-based admission policy and its Kurikulum Merdeka reform both illustrate the same problem, a single national design produces uneven results once it reaches the district level, with school quality gaps, uneven teacher readiness, and variable local government backing each shaping how different areas carry the policy out. Matland’s ambiguity-conflict typology (1995) explains this kind of variation by reading implementation outcomes through two dimensions, the clarity of a policy’s objectives and the degree of conflict among the actors responsible for carrying it out. Applied to Indonesian basic education, a policy field crowded with actors and heavily dependent on local government backing that varies across districts, the two-dimensional model reaches its limit quickly, because the variation on the ground comes from a wider set of forces than two axes alone can capture. This article builds outward from that limit into a framework of six determinant dimensions, institutional capacity, inter-actor collaboration, policy entrepreneurship, political support, community participation, and local wisdom, drawn respectively from New Institutionalism, Collaborative Governance, Policy Entrepreneurship, and Local Wisdom Theory, which together account for how a policy’s ambiguity and conflict translate into outcomes on the ground. Indonesia’s Drug Abuse Prevention and Eradication Policy, P4GN, tests the framework across four research areas in Lampung Province, since it shares education’s multi-actor, locally contingent character and produces the same kind of uneven outcomes the six dimensions are built to explain. From there, the discussion turns to what that configuration means for district-level Kurikulum Merdeka implementation and zoning, tracing how the six dimensions play out under different institutional and political conditions. This expanded set of criteria allows the framework to move beyond the ambiguity-conflict dichotomy and provides researchers a device for accounting for why the same national policy can have such different impacts within different districts. implementation of education policies, Matland typology, multidimensional analysis framework, PPDB zoning, and the Merdeka Curriculum. This wider set of elements allows the paradigm to go beyond the ambiguity-conflict dichotomy and provides researchers an explanation of why one national policy can have such different effects in districts.

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