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International Journal of Education and Theoretical Research (IJETR)
Published by CV. Synrise Research Center
ISSN : -     EISSN : 31648150     DOI : -
Core Subject :
IJETR: International Journal of Education and Theoretical Research is a peer-reviewed, open-access journal published by Synrise Research Center (SRCE). The journal is dedicated to advancing scholarly knowledge in educational research, measurement, assessment, and evaluation. IJETR serves as a premier platform for academics, educators, researchers, and policy analysts to publish original studies and critical analyses. We welcome contributions that inform and improve educational practices, systems, and policies. The journal emphasizes both theoretical exploration and empirical investigation. Our scope includes the development of evidence-based approaches to evaluating learning outcomes, instructional quality, curriculum effectiveness, and teacher performance. With a broad international scope, IJETR places a special emphasis on educational systems within Indonesia and the Global South, committed to advancing educational quality and equity through rigorous research. The journal is published four times a year (in January, April, July and October) and is identified by the e-ISSN: 3164-8150
Arjuna Subject : -
Articles 5 Documents
 1 
The Impact of Digital Literacy Integration on Learning Outcomes in Secondary Education: A Case Study Approach Muhammad Nawir; Christopher Faoro Bertoni
International Journal of Education and Theoretical Research Vol. 1 No. 1 (2025): IJETR : International Journal Of Education And Theoretical Research, Oktober 20
Publisher : CV. Synrise Research Center (SRCE)

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Abstract

The study reveal that integrating digital literacy tools into the classroom significantly enhances student engagement, fosters critical thinking, and contributes to improved academic performance. Students responded positively to interactive platforms and multimedia resources, reporting increased motivation and deeper learning experiences. Teachers noted that students developed essential cognitive skills, such as analysis, problem-solving, and digital content creation, which are vital in a digitally-driven society. However, the success of digital literacy integration was found to depend heavily on several key factors: teacher preparedness, ongoing professional development, and access to adequate technological infrastructure. Challenges such as inconsistent internet access, limited digital resources, and varying levels of teacher proficiency in technology use were also identified. The study underscores the importance of a comprehensive implementation strategy that includes curriculum redesign, infrastructure investment, and teacher training to ensure the effective adoption of digital literacy in secondary education. Ultimately, this research contributes to the growing body of evidence that digital literacy is a transformative element in modern education, equipping students with the skills necessary to thrive academically and professionally in the 21st century.
Blended Learning Models in Post-Pandemic Education: Challenges, Innovations, and Pedagogical Implications Sumitro
International Journal of Education and Theoretical Research Vol. 1 No. 1 (2025): IJETR : International Journal Of Education And Theoretical Research, Oktober 20
Publisher : CV. Synrise Research Center (SRCE)

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Abstract

The COVID-19 pandemic has profoundly altered education systems around the world, leading to the widespread adoption of blended learning models. The study explores the pedagogical, technological, and institutional challenges associated with blended learning in the post-pandemic era while identifying emerging innovations and their implications for future teaching practices. Using a mixed-methods design that involves surveys and interviews with educators and students from middle and high schools, the study found that while blended learning increases flexibility and engagement, it also presents issues of digital inequalities, instructional design complexity, and learner autonomy. These findings emphasize the need for systemic support, digital literacy development, and reimagined pedagogical strategies to ensure the sustainability and effectiveness of blended learning.
Exploring the Role of Socio-Emotional Learning in Promoting Academic Achievement and Student Well-Being Furkan; Alejandro Gortázar; Lina María Carreño Parra
International Journal of Education and Theoretical Research Vol. 1 No. 1 (2025): IJETR : International Journal Of Education And Theoretical Research, Oktober 20
Publisher : CV. Synrise Research Center (SRCE)

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Abstract

Socio-Emotional Learning (SEL) has gained global recognition as a framework for improving academic achievement and holistic student development. This study examines the relationship between SEL implementation and academic outcomes and student welfare. Using a mixed-methods approach, we collected data from 300 high school students and conducted semi-structured interviews with 15 educators. Results showed a positive correlation between SEL competencies and academic performance, along with significant improvements in emotional regulation, motivation, and school connectedness. These findings underscore the importance of integrating SEL into school curriculum to encourage optimal student development.
Integrating culturally responsive pedagogy to increase student engagement in multicultural classrooms Sam’un Mukramin
International Journal of Education and Theoretical Research Vol. 1 No. 1 (2025): IJETR : International Journal Of Education And Theoretical Research, Oktober 20
Publisher : CV. Synrise Research Center (SRCE)

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Abstract

Culturally Responsive Pedagogy (CRP) is a strategic approach designed to increase student engagement by recognizing diverse cultural backgrounds in multicultural classrooms. This study explores the basic concepts of CRP, its implementation strategies, and its impact on students' academic and social engagement. With a qualitative approach based on literature studies and case analysis, the findings show that incorporating cultural values in the curriculum, creating an inclusive learning environment, and the professional development of teachers play an essential role in optimizing the implementation of CRP. Teachers who can integrate students' experiences and cultural identities into the learning process are proven to be able to build deeper connections with students, thereby increasing their participation and motivation to learn. However, implementation challenges such as resource limitations and resistance to educational change demand strong institutional support. The results of this study underscore the importance of continuous and reflective teacher training to strengthen their cultural competence. CRP improves academic outcomes and strengthens students' social awareness in a culturally equitable and meaningful learning environment. This study recommends the need for education policies that support the systematic integration of CRP to address the complexities of today's multicultural education.
Teacher Leadership and Collaborative Practice: Strategies for Fostering Professional Learning Communities in Schools Agung Firmansyah
International Journal of Education and Theoretical Research Vol. 1 No. 1 (2025): IJETR : International Journal Of Education And Theoretical Research, Oktober 20
Publisher : CV. Synrise Research Center (SRCE)

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Abstract

Professional Learning Communities (PLCs) have been widely recognized as a strategic approach to improving the quality of education through continuous collaboration between educators. This article explores the critical role of teacher leadership and collaborative practices in forming and sustaining effective PLCs in school settings. Based on conceptual frameworks and empirical findings, the discussion focused on how teachers can act as agents of change through their informal and formal influence, as well as strategies for building a productive collaborative culture. The article also highlights some of the challenges in PLC implementation, such as time constraints, resistance to change, and lack of institutional support. Through case studies and literature reviews, it has been shown that integration between teacher leadership and collaborative practice can improve collective efficacy, instructional coherence, and student learning outcomes. In conclusion, the establishment of a successful PLC requires structural support, ongoing professional development, as well as a school environment that supports collective learning and equitably distributed leadership.  

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