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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 596 Documents
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ANALYSIS OF INITIAL CONDITIONS: A FACTUAL OVERVIEW OF TRANSFORMATIONAL LEADERSHIP, PRINCIPALS' EMOTIONAL INTELLIGENCE, AND THE IMPLEMENTATION OF LOCAL CULTURAL CURRICULUM IN GORONTALO CITY ELEMENTARY SCHOOLS Novianty Djafri; Isnanto; Nina Lamatenggo
International Journal of Teaching and Learning Vol. 4 No. 4 (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.22856226

Abstract

This study aims to analyze baseline data regarding the factual state of transformational leadership, principals' emotional intelligence, and the effectiveness of implementing the Local Content (Mulok) curriculum on regional culture in elementary schools across Gorontalo City. Employing a mixed-methods approach—combining quantitative descriptive analysis with qualitative analysis—data were collected from 24 principals and 120 elementary school teachers via structured questionnaires and in-depth interviews. The analysis reveals that principals' transformational leadership falls into the "Adequate" category, with the dimensions of inspirational motivation and intellectual stimulation requiring further optimization. Principals' emotional intelligence is rated as "Good," particularly regarding self-awareness; however, emotional management during institutional conflict resolution remains inconsistent. Meanwhile, the implementation of the Gorontalo Cultural Local Content curriculum is deemed "Suboptimal" due to a lack of standardized teaching materials, teachers' limited pedagogical competence in integrating local philosophical values ​​(*Adat bersendikan Syara’, Syara’ bersendikan Kitabullah*), and insufficient monitoring by policymakers. The study recommends reconstructing leadership training models based on emotional intelligence and accelerating the development of digital modules for the Gorontalo Cultural Local Content curriculum.
NAVIGATING GENERATIVE AI IN EDUCATION: EFFECTS ON STUDENTS’ SELF-DIRECTED LEARNING AND CRITICAL THINKING Jaka Isgiyarta; Sri Layla Wahyu Istanti
International Journal of Teaching and Learning Vol. 4 No. 4 (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.22769457

Abstract

The rapid adoption of generative artificial intelligence (GenAI) has transformed how students access information, complete academic tasks, and manage their learning processes. This study examines the effects of GenAI use on students’ self-directed learning and critical thinking skills. It employs a qualitative approach based on library research. Data were collected from reputable journal articles, academic books, and institutional reports identified through Scopus, ScienceDirect, SpringerLink, Taylor & Francis, and Google Scholar. The literature was analyzed using thematic content analysis involving identification, selection, classification, synthesis, and interpretation. The findings demonstrate that GenAI can function as a personalized learning assistant by helping students identify learning needs, formulate learning goals, understand complex concepts, explore alternative perspectives, and obtain immediate feedback. Reflective and purposeful use of GenAI can strengthen students’ autonomy and promote interpretation, analysis, evaluation, inference, and problem-solving skills. However, passive and excessive use may lead to technological dependence, cognitive offloading, superficial understanding, violations of academic integrity, and uncritical acceptance of inaccurate or biased information. Therefore, the educational effects of GenAI are determined not only by the frequency of its use but also by students’ purposes, AI literacy, self-regulation, verification practices, and instructional design. This study highlights the conceptual relationship between GenAI use, self-directed learning, and critical thinking within an integrated analytical framework. Higher education institutions should position GenAI as a cognitive scaffold rather than a substitute for students’ intellectual effort. Universities should consequently develop responsible AI policies, authentic assessments, and AI literacy programs that emphasize fact-checking, ethical disclosure, reflective learning, and independent reasoning. Further empirical and longitudinal research is recommended to validate these relationships across disciplines and educational contexts.
TECHNOLOGY-ENHANCED ISLAMIC RELIGIOUS EDUCATION: A SYSTEMATIC REVIEW OF DIGITAL MEDIA, BLENDED LEARNING, AND TEACHER READINESS Rafika Nisa
International Journal of Teaching and Learning Vol. 4 No. 4 (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.22769488

Abstract

Digital transformation has created new opportunities and challenges for Islamic Religious Education, particularly regarding the integration of digital media, blended learning, and teacher readiness. This study systematically reviews the literature to examine the forms, benefits, barriers, and pedagogical implications of technology use in Islamic Religious Education. The study employed a qualitative systematic literature review following the PRISMA stages: identification, screening, eligibility assessment, and article inclusion. Relevant literature was retrieved from the Scopus database using keywords related to Islamic education, digital media, educational technology, blended learning, digital competence, and teacher readiness. The findings indicate that videos, social media, learning management systems, digital Qur’an applications, interactive quizzes, and online communication platforms can expand access to learning, improve flexibility, and increase student engagement. Blended learning also enables online activities to be combined with face-to-face instruction required for religious dialogue, worship practices, moral habituation, and value internalization. Nevertheless, successful implementation is constrained by unequal infrastructure, limited internet access, inadequate professional development, insufficient institutional support, and difficulties in verifying the credibility of online religious information. Teacher readiness emerges as a central mechanism connecting technological availability with meaningful learning outcomes. Such readiness encompasses technical, pedagogical, informational, ethical, and religious competencies. This review proposes an integrated framework connecting technology quality, blended pedagogical design, teacher digital readiness, institutional support, and alignment with Islamic educational values. The study concludes that technology should complement, rather than replace, teachers’ exemplary and spiritual roles. Its findings provide a foundation for developing teacher training, institutional policies, ethical guidelines, and context-sensitive digital learning strategies that strengthen students’ knowledge, spirituality, morality, digital literacy, and social responsibility.
EMPOWERMENT OF FOSTER PARENTS BASED ON TRANSFORMATIONAL PARENTING TO SUPPORT THE SUSTAINABILITY OF THE "BACK TO SCHOOL" (BTS) MOVEMENT FOR ELEMENTARY SCHOOL STUDENTS IN THE COASTAL AREA OF ​​SDN 8 BILATO, GORONTALO REGENCY Misran Rahman; Novianty Djafri; Isnanto
International Journal of Teaching and Learning Vol. 4 No. 4 (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.22844957

Abstract

Background: The sustainability of the Back-to-School Movement (Gerakan Kembali Bersekolah/GKB) in coastal areas faces multidimensional challenges, particularly the low involvement and parenting capacity of foster parents. Objective: This community service aims to empower foster parents through the Transformational Parenting School (TPS) model to support the sustainability of GKB at SDN 8 Bilato, Gorontalo Regency, through the synergy of formal education management and primary school education. Method: The approach used was Participatory Action Research (PAR) incorporating education, clinical coaching, and the implementation of a learning monitoring card system. The targets were foster parents of children at risk of dropping out. Data were analyzed descriptively using qualitative approaches and quantitatively through the Gain Score test to measure the increase in partners' understanding. Results: The implementation of the TPS program successfully shifted the parenting paradigm from conventional-authoritarian to transformational. There was an 84% increase in the cognitive understanding of foster parents regarding motivating and facilitating the psychological needs of primary school-aged children. Managerially, the structured partnership between the school and foster parents effectively reduced GKB student absenteeism by 90% within the first two months. Conclusion: The integration of school-based transformational parenting contributes significantly as a preventive solution in maintaining the learning resilience of coastal children and ensuring the bottom-up sustainability of the GKB program.
PROBLEM BASED LEARNING IN ISLAMIC RELIGIOUS EDUCATION: A SYSTEMATIC LITERATURE REVIEW OF ITS EFFECTIVENESS IN DEVELOPING STUDENTS’ CRITICAL THINKING SKILLS Muhammad Amin; Hamidah; Dame Siregar
International Journal of Teaching and Learning Vol. 4 No. 4 (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.22856212

Abstract

This study aims to systematically review the effectiveness of Problem-Based Learning (PBL) in Islamic Religious Education (IRE) in developing students’ critical thinking skills. The study employed a Systematic Literature Review (SLR) approach to identify, screen, and synthesize relevant empirical and conceptual studies from major academic databases, including Scopus, ScienceDirect, SpringerLink, Taylor & Francis, ERIC, and Google Scholar. The selected studies were analyzed using content analysis and thematic synthesis, focusing on research characteristics, educational level, PBL implementation, critical-thinking indicators, learning outcomes, and contextual factors that influence effectiveness. The findings indicate that PBL generally contributes positively to students’ critical thinking by encouraging problem identification, inquiry, information evaluation, collaborative discussion, argumentation, reflection, and decision making. In the context of Islamic Religious Education, PBL is particularly relevant because it enables students to connect Islamic knowledge with authentic social and religious issues, thereby promoting contextual understanding and reflective reasoning. The synthesis also reveals that the effectiveness of PBL is influenced by the quality of problem design, teacher facilitation, student engagement, group interaction, duration of intervention, information sources, and assessment strategies. Conceptually, the study proposes a mechanism of Authentic Islamic Problems → Inquiry and Information Seeking → Source and Evidence Evaluation → Collaborative Argumentation → Islamic Value-Based Reflection → Problem Solving and Decision Making → Critical Thinking Skills. The study concludes that PBL is a promising pedagogical approach for strengthening critical thinking in Islamic Religious Education. Future research should employ broader samples, longitudinal and mixed-methods designs, and develop critical-thinking instruments that are more contextually aligned with Islamic Religious Education.
FROM MOLECULAR COORDINATION TO SUSTAINABLE PRODUCTION: INTEGRATING GREEN CATALYSIS, SDG 12, AND CHEMISTRY EDUCATION Sutiono Sutiono
International Journal of Teaching and Learning Vol. 4 No. 4 (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.23098110

Abstract

This study examines the conceptual relationships among coordination bonding, environmentally responsible catalyst design, Sustainable Development Goal 12, and sustainability-oriented chemistry education. The study used a qualitative research approach through document analysis, narrative literature review, and thematic synthesis of peer-reviewed publications published mainly between 2020 and 2025. The researcher selected documents purposively according to their relevance to coordination chemistry, green catalysis, green chemistry, sustainable production, systems thinking, and chemistry education. The analysis produced five interconnected themes: coordination bonding as the molecular basis of catalytic interaction, molecular and electronic structures as determinants of catalytic performance, green catalysis as a pathway toward energy and resource efficiency, SDG 12 as a framework for evaluating responsible production, and chemistry education as a space for developing sustainability reasoning. The findings show that catalytic sustainability depends not only on reaction activity but also on selectivity, energy demand, material availability, catalyst stability, recovery, toxicity, and waste generation. This study proposes an integrated conceptual framework that connects molecular interactions, catalyst performance, green chemistry, sustainable production, and chemistry learning through systems thinking and Project Based Learning. The framework expands the educational role of coordination chemistry from structural knowledge toward a basis for understanding and evaluating the sustainability consequences of chemical decisions.

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