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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 509 Documents
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DEVELOPMENT OF AN INTEGRATIVE MODEL OF MULTICULTURAL EDUCATION VALUES IN LEARNING FOR STUDENTS STKIP MUHAMMADIYAH MANOKWARI Gunawan Gunawan; Syamsul Bachri Thalib; Darman Manda
International Journal of Teaching and Learning Vol. 3 No. 5 (2025): MAY
Publisher : Adisam Publisher

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Abstract

This research aims to: 1) obtain an overview of the needs of multicultural education-based learning models; 2) obtain comprehensive information in designing multicultural education-based learning models for students; 3) produce valid multicultural education-based learning models based on the assessment of validators; 4) produce practical multicultural education-based models; and 5) produce effective multicultural education-based learning models. This research is a research and development by adopting Borg and Gall design. The research subjects involved consisted of: (1) 30 STKIP Muhammadiyah Manokwari students, (2) two experts from Makassar State University, and (3) two Indonesian lecturers. Data collection was carried out with several instruments in the form of needs analysis questionnaires, interviews, validation questionnaires, observation sheets, lecturer response questionnaires, student response questionnaires, and observations. The data were then analyzed using qualitative and quantitative methods. The results showed that there was a need for the development of an integrative model of multicultural education value. The validation test results showed that the model book and learning tools were declared valid based on the experts' assessment. Furthermore, the results of the practicality test also stated that this model proved to be practical based on the results of observations of learning implementation, lecturer response questionnaires, and student response questionnaires. Finally, the results of the effectiveness test through the measurement of the N-Gain test from the performance test data and student observation results show that this multicultural education value integrative model is declared effective for increasing students' multicultural understanding
HOW COLLEGE LIFE QUALITY AFFECTS STUDENT DISCIPLINARY BEHAVIOR Yuarini Wahyu Pertiwi; Amirul Muminin; Erik Saut H. Hutahaeean
International Journal of Teaching and Learning Vol. 3 No. 5 (2025): MAY
Publisher : Adisam Publisher

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This study examines the relationship between the quality of college life (QCL) and students' disciplinary behavior. Using a correlational quantitative approach, it analyzes data from 105 university students across cohorts from 2021 to 2024. The sample consists of students from a private university in Bekasi. QCL, encompassing academic and social satisfaction, is the independent variable, while disciplinary behavior, reflecting adherence to campus regulations, is the dependent variable. Data collection employed a Likert-scale instrument, and statistical analysis included correlation and regression tests. Results show a significant positive relationship between QCL and disciplinary behavior, with a correlation coefficient of 0.652 and a regression model indicating that a 1% increase in QCL corresponds to a 0.597% rise in discipline. The R² value of 0.433 suggests that QCL accounts for 43.3% of the variance in disciplinary behavior, with the remainder influenced by external factors like parental roles and self-awareness. Respondents were categorized into three levels of discipline: very high (31.4%), slightly high (35.2%), and moderate (33.3%). The findings emphasize that enhancing QCL can foster better discipline, contributing positively to academic success and overall student well-being. This research underscores the importance of a conducive campus environment in shaping disciplined behaviors.
IMPLEMENTATION OF SCHOOL-BASED MANAGEMENT IN IMPROVING STUDENT PERFORMANCE Amaludin Bahansubu
International Journal of Teaching and Learning Vol. 3 No. 5 (2025): MAY
Publisher : Adisam Publisher

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Abstract

The implementation of School-Based Management (SBM) is an administrative strategy that gives schools greater autonomy in the management of their own resources, with active participation from teachers, parents, and the community. The main objective of SBM is to improve the quality and effectiveness of the educational process, which ultimately aims to improve student performance. By giving schools greater authority and responsibility, it is expected to create a learning environment that is more responsive and suited to local needs. This research shows that effective implementation of SBM can increase the involvement of various stakeholders in decision-making and oversight of the teaching and learning process. The end result of this strategy is increased student motivation and academic achievement, along with the availability of more optimised and quality resources.
IMPLEMENTING RISK MANAGEMENT IN EDUCATIONAL INSTITUTIONS: APPROACHES AND BEST PRACTICES Jemmy Jemmy; Selamet Riyadi
International Journal of Teaching and Learning Vol. 3 No. 5 (2025): MAY
Publisher : Adisam Publisher

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This study examines the implementation of risk management in educational institutions, focusing on approaches and best practices to enhance risk preparedness and response. Risk management in education involves systematically identifying, assessing, and addressing potential threats that could disrupt institutional operations. Through an extensive literature review, this research highlights key strategies, such as regular risk assessments, staff training, technological integration, stakeholder involvement, and comprehensive policy development. These approaches have proven effective in strengthening institutional resilience, improving operational efficiency, and enhancing disaster preparedness. The findings indicate that adopting robust risk management frameworks significantly enhances safety, operational continuity, and disaster readiness in educational institutions. Additionally, the study underscores the importance of stakeholder participation and the development of clear, comprehensive policies. The practical implications include improving safety and operational performance, while the theoretical contributions advance cohesive and adaptive risk management frameworks. Future research could focus on longitudinal studies to evaluate the long-term impact of these strategies, comparative analyses across different types of institutions, and further exploration of technology’s role in risk management. By recognizing the importance of risk management and adopting best practices, educational institutions can better prepare for future challenges, providing a safer and more effective learning environment for all stakeholders.
IMPROVING EFL STUDENTS' UNDERSTANDING OF ENGLISH DIALECTS BY WATCHING ENGLISH MOVIES OF DIFFERENT DIALECTS WITHOUT SUBTITLES Cindy Salsabila Ginting; Sahmiral Amri Rajagukguk; Anggun Siska Pratiwi; Sakinah Azzahra
International Journal of Teaching and Learning Vol. 3 No. 5 (2025): MAY
Publisher : Adisam Publisher

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This study demonstrates that exposing EFL students to English movies of different dialects without subtitles significantly improves their understanding of English dialects. A quasi-experimental design with 10 Indonesian university students was used to evaluate the effectiveness of the method. The treatment group's significant improvement in speaking and listening skills over the control group underscores the value of immersive and naturalistic language learning experiences. These findings suggest that incorporating non-subtitled English movies into EFL curricula can provide students with practical, real-world language exposure that enhances their linguistic and intercultural competence. Therefore, it is recommended that educators incorporate non-subtitled English movies into their teaching strategies to create engaging and authentic learning experiences, improve language comprehension, foster collaborative learning, and increase student motivation.Future research could explore the long-term effects and broader applicability of this method.
INCLUSIVE EDUCATION POLICY: SCHOOL MANAGEMENT AND STUDENT SPECIAL NEEDS SERVICES Rina Wijayanti; Irda Suriani
International Journal of Teaching and Learning Vol. 3 No. 5 (2025): MAY
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Inclusive education is an approach to the education system that aims to bring students with special nee ds and other students together in the same learning environment. It advocates for modifications in curriculum, teaching methods and school facilities to meet the diverse needs of all students. In essence, inclusive education seeks to create equal learning opportunities for every student, respecting differences and integrating support that enables each individual to reach their potential. The study conducted in this research used the literature research method. The results show that schools that successfully implement inclusive programs tend to have strong governance, support continuous professional development for teachers and involve active collaboration between school, home and community. The findings also confirm that effective implementation of inclusive education not only helps students with special needs but also reinforces the values of inclusiveness within the school community thus fostering a more harmonious and productive learning environment.
INCREASING EDUCATION GAP DUE TO DISPARITY IN ACCESS TO TECHNOLOGY Loso Judijanto; Melyana R Pugu; Achmad Farchan
International Journal of Teaching and Learning Vol. 3 No. 5 (2025): MAY
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Disparities in access to technology and the gap to education are critical issues that span communities around the world, especially among low-income groups and in remote areas. The research method used was a literature review. The results show that limited access to technology in education results in low academic achievement and students' lack of readiness to face work demands in the digital era. Furthermore, students from low-income families and remote areas are most affected, with a greater likelihood of falling behind in digital literacy and independent learning skills.
INDONESIAN LANGUAGE DEVELOPMENT IN THE DIGITAL AGE: CHALLENGES AND INNOVATIONS Ni Putu Parmini; I Wayan Mawa; I Made Suparta; I Gede Bagus Wisnu Bayu Temaja
International Journal of Teaching and Learning Vol. 3 No. 5 (2025): MAY
Publisher : Adisam Publisher

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Abstract

Indonesian language is undergoing significant changes in the digital era, facing complex challenges and opportunities. Globalisation and technological developments threaten the dominance of the Indonesian language with the increasing use of foreign languages, especially English, on various digital platforms. However, innovations in linguistic technology offer potential solutions to maintain and develop the Indonesian language in the digital world. Technologies such as natural language processing (NLP), automatic translation, and speech recognition play an important role in ensuring the accessibility and relevance of the Indonesian language. Concerted efforts from the government, academia and the tech industry are needed to address these challenges and promote wider and more effective use of Indonesian in the digital age.
THE PERFORMANCE LEVEL OF 10TH GRADE STUDENTS ENROLLED IN THE VOCATIONAL AND TECHNICAL TRACK (BTEC) IN THE READING AND WRITING SKILLS TEST IN THE DIRECTORATE OF EDUCATION FOR AL-JIZAH DISTRICT IN JORDAN Oklah Mahmoud Al-Rashdan; Emad Suliman AL-Kaabneh; Maryam Suleiman Abu Gharah; Fayiz Mohammad AlKarazneh
International Journal of Teaching and Learning Vol. 3 No. 5 (2025): MAY
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This study aimed to investigate the performance level of 10th-grade BTEC students in the reading and writing skills test administered in schools of the Ministry of Education in the Al-Jizah District. The study sample consisted of 143 male and female students from eight classes (BTEC 10th grade and academic 10th grade) across four schools in the Al-Jizah Directorate in Jordan. The study utilized a standardized test developed by the Jordanian Ministry of Education, assessing reading and writing skills in Arabic for the age group covering both BTEC and academic 10th-grade students. The test comprised ten items: seven multiple-choice questions and three essay-writing prompts. The results indicated statistically significant differences (α ≤ 0.05) attributable to gender, with an F-value of 18.795 and a significance level of 0.000, favoring female students. Additionally, statistically significant differences (α ≤ 0.05) were found based on the program type, with an F-value of 18.165 and a significance level of 0.000, favoring the academic program. However, no statistically significant differences (α ≤ 0.05) were observed due to the interaction between gender and program type, with an F-value of 2.582 and a significance level of 0.110. In light of these findings, the research recommends designing supportive educational programs to enhance male students' academic achievement by developing instructional strategies that address gender differences, thus improving their reading and writing skills. It also recommends enriching the BTEC program with additional reading and writing activities to ensure the development of students’ linguistic skills in line with contemporary demands, while fostering stimulating learning environments that consider individual differences.
TEACHERS' STRATEGIES IN INTERNALISING RELIGIOUS VALUES AMONG STUDENTS AT STATE JUNIOR HIGH SCHOOL 2, GAJAH LAMPUNG CITY Sarwo Edi; Heri Cahyono; Muhammad Ihsan Dacholfany
International Journal of Teaching and Learning Vol. 3 No. 6 (2025): JUNE
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"The purpose of this research is to find out how Islamic education teachers' strategies in internalizing religious values to students, what the impact of implementing the internalization of religious values on students is, and what are the inhibiting and supporting factors in the internalization of religious values to students. The research method used is a qualitative method The data collection technique in this study uses observation, interviews, and documentation The results of the study show that teachers use habituation, example, supervision, advice, and punishment strategies to instil religious values, which have a significant impact on students, especially grade 8. Activities such as congregational prayers, reciting, and moral learning increase discipline and positive behaviour. Inhibiting factors include a lack of student awareness, environmental influences, the lack of parental roles, teacher board and housing conditions. Meanwhile, supporting factors include student awareness,  parental support, teacher board guidance.

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