International Journal of Teaching and Learning
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. International Journal of Teaching and Learning (INJOTEL) is published Once a month in a year.
CHALLENGES AND STRATEGIES IN ISLAMIC RELIGIOUS EDUCATION IN THE FACE OF DIGITAL DISRUPTION
Digital disruption has fundamentally changed the landscape of education. Islamic Religious Education (IRE), as a subject that focuses on character building and spiritual morality, faces a double challenge: adapting to technology while preserving Islamic values amid the rapid flow of information. This study aims to analyse in depth the main challenges faced by PAI learning in the era of digital disruption and formulate effective innovative strategies. The challenges identified include the digital competency gap among teachers, the polarisation of religious understanding (radicalism and liberalism) facilitated by digital platforms, and the issue of data privacy ethics in learning. The proposed strategies include the development of a PAI curriculum based on digital literacy and artificial intelligence (AI) ethics, enhancing teacher professionalism through interactive digital pedagogy training, and implementing a blended-synchronous learning model that integrates direct spiritual experiences with digital simulations. This research uses a qualitative-descriptive approach based on literature studies and educational policy analysis. The results show that the success of PAI in the digital era is highly dependent on the cultural transformation of educational institutions, not merely the adoption of hardware.
Copyright (c) 2025 International Journal of Teaching and Learning
THE IMPACT OF STRUCTURAL ANALYTIC SYNTHETIC METHOD ON READING SKILLS OF STUDENTS AT KITA NGEMI HIYATI LUBUK BASUNG ELEMENTARY SCHOOL
This research is motivated by the low learning outcomes of students in reading Arabic texts because the methods used by teachers are not able to attract students' interest. Therefore, appropriate educational facilities are needed to train students' skills in reading Arabic texts; one of these means is using the SAS (structural analytical synthetic) method. The aim of this research is to determine the effect of the SAS method on the Arabic reading skills of our elementary school students in Najmi Biological Lubuk Basung. In this study, the researcher used a quantitative method with a nonequivalent control group design. The total population in this study was 32 people, consisting of two classes. The research consisted of 15 people in the experimental group and 17 people in the control group. The data analysis methods used were normality tests, homogeneity tests, and hypothesis tests. It can be concluded that there is a significant influence on student learning outcomes using the SAS method compared to using traditional methods. This is supported by the calculated T test results, which are 2.120, while the T table results are 2.042 at the 5% level, and the 2-tailed sig is 0.042. So the researcher concludes that the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted.
THE ROLE OF MULTICULTURAL EDUCATION IN THE ERA OF GLOBALISATION: BUILDING TOLERANCE, REDUCING DISCRIMINATION, AND STRENGTHENING CHARACTER AND NATIONAL IDENTITY THROUGH A LITERATURE REVIEW
This study aims to analyse the role of multicultural education in building tolerance, reducing discrimination, and strengthening national character and identity in the era of globalisation. The research approach used is qualitative with a literature review method, which examines various scientific sources on the theory, practice, and policy of multicultural education. The results of the study show that multicultural education plays an important role as a means of forming mutual respect between individuals and groups with different social, cultural, and religious backgrounds. Through the implementation of an inclusive curriculum and a learning environment that respects diversity, multicultural education has proven to be effective in fostering values of tolerance and equality, as well as preventing discriminatory attitudes in society. In addition, multicultural values integrated with the principles of Pancasila and national culture contribute to strengthening character, morality, and a sense of nationality among students. Therefore, multicultural education needs to be positioned as a key strategy in shaping a generation with superior personalities, a nationalistic spirit, and the ability to adapt constructively in the midst of globalisation.
TOWARDS AN INTEGRATIVE, COMMUNICATIVE, AND TECHNOLOGY-ENHANCED PEDAGOGY FOR TEACHING ARABIC TO NON-NATIVE SPEAKERS
This study explores effective strategies for teaching Arabic to non-native speakers in the digital era through an integrative-communicative and technology-based approach. Drawing from recent empirical and theoretical studies (2023–2025), the research synthesizes three pedagogical pillars: communicative language teaching (CLT), digital transformation, and collaborative contextual learning. Findings indicate that Arabic instruction becomes more effective when teachers adopt the role of communication facilitators rather than information transmitters. The integration of gamification, blended learning, and interactive media enhances learners’ motivation, autonomy, and engagement. Additionally, contextual and collaborative approaches foster sustainable linguistic and cultural competence. This paper proposes an integrative learning model that unites communicative tasks, technological tools, and cross-cultural interaction within a learner-centered ecosystem. The study concludes that future Arabic language pedagogy must move beyond grammar-centered instruction toward a holistic paradigm that connects communication, technology, and culture to prepare learners for global intercultural competence.
DEVELOPING POSITIVE CHARACTER: PSYCHOLOGICAL STRATEGIES FOR PERSONAL GROWTH
Developing positive character is an important aspect in shaping an individual's personality and morals, which is effectively done through the application of holistic and sustainable psychological strategies. These strategies include instilling moral values, setting an example, providing positive reinforcement, and developing social and emotional skills in accordance with the child's stage of development. In addition, the environment and education system play a major role in supporting this process, where a conducive, safe, and appreciative atmosphere can strengthen the internalisation of positive values. In the context of education, the implementation of a character-based curriculum integrated with psychological approaches such as cooperative learning, value-based learning models, and reinforcement through digital media and technology, has proven effective in improving the positive attitudes and behaviour of students. Research findings show that this strategy not only improves moral and social aspects but also strengthens a sense of responsibility, honesty, and empathy. Therefore, synergy between a supportive environment and an innovative education system is key to producing a generation with strong character and high integrity, capable of facing social dynamics and the challenges of the times.
THE IMPACT OF DIGITALISATION ON LOCAL CULTURAL PRESERVATION THROUGH EDUCATION: A LITERATURE REVIEW ON TECHNOLOGY-BASED LEARNING INNOVATIONS FOR STRENGTHENING LOCAL WISDOM VALUES IN THE ERA OF GLOBALISATION
Digital transformation has brought about major changes in various aspects of life, including education and culture. This study aims to analyse the impact of digitalisation on the preservation of local culture through education and to identify relevant technology-based learning innovations for strengthening local wisdom values in the era of globalisation. This study uses a literature review method. The results show that digitisation plays an important role in supporting the documentation, promotion, and revitalisation of local culture through interactive digital media such as videos, online platforms, augmented reality, and e-learning. However, if not balanced by cultural awareness and contextual education policies, digitisation also has the potential to cause cultural homogenisation and erosion of local values. Technology-based learning can be a strategic means of internalising local wisdom if it is designed with participatory, creative, and adaptive principles in line with the times. Thus, the synergy between technological innovation, the education system, and local wisdom values becomes the main foundation for preserving national identity amid the tide of digital globalisation
SCALING UP EARLY READING INTERVENTION: A STUDY OF THE FUNCTIONING OF LIBRARIES AND AVAILABILITY OF AGE-APPROPRIATE CHILDREN'S LITERATURE
This study aims to examine in-depth the role and effectiveness of libraries in supporting early reading interventions through the provision of age-appropriate children's literature. This study used a literature review method, exploring various previous studies, policy reports, and implementation studies focused on early literacy, access to children's reading materials, and the role of educational institutions and community libraries in fostering early reading habits. The analysis shows that the availability of children's books appropriate to children's cognitive and language development levels is strongly correlated with improved early reading skills. Furthermore, library functioning, in terms of collection management, literacy activities, community involvement, and policy support, is a crucial factor in expanding the impact of early literacy programs across various social contexts. However, challenges such as limited resources, lack of training for children's librarians, and a lack of supporting policies remain major obstacles to program scalability. This study concludes that to broadly increase the effectiveness of early reading interventions, an integrated approach is needed to ensure the provision of appropriate children's literature, strengthen library capacity, and collaborate multisectorally between the government, educational institutions, and the community.
INVESTIGATING THE IMPACT OF AI-FEEDBACK VS TEACHER FEEDBACK ON EFL STUDENT'S REVISION PROCESSES IN EXPOSITORY WRITING TASKS
This study aims to investigate the impact of artificial intelligence-based feedback compared to teacher feedback on EFL (English as a Foreign Language) students' revision process in expository writing assignments. In the context of English language learning, providing feedback is crucial for helping students improve their writing quality and metacognitive awareness of the writing process. With the advancement of artificial intelligence technology, various digital platforms are now capable of providing rapid and detailed automated feedback, rivaling the effectiveness of traditional teacher feedback. Using a literature review, this study compiled and analyzed the results of previous empirical studies that evaluated the effectiveness, accuracy, and influence of these two forms of feedback on EFL writers' revision strategies. The literature review revealed that AI-feedback has the advantage of providing instant and objective responses that help students efficiently identify linguistic errors, while teacher feedback remains superior in providing contextual guidance, nuanced meaning, and affective support that play a crucial role in shaping student motivation and engagement. Thus, this study highlights the importance of a hybrid approach that integrates AI-feedback with human intervention to create a more effective, personalized, and sustainable revision process in academic writing learning.
THE IMPLEMENTATION OF INCLUSIVE EDUCATION AS A STRATEGY FOR TRANSFORMING THE LEARNING SYSTEM TO ACHIEVE EQUALITY AND FAIRNESS FOR ALL STUDENTS IN INDONESIA: A LITERATURE REVIEW BASED ON THEORETICAL ANALYSIS AND EMPIRICAL PRACTICE
This study examines the implementation of inclusive education as a strategy for transforming the learning system in Indonesia to achieve equality and fairness for all students. Using a literature review approach based on theoretical analysis and empirical practice, this study integrates various theories of critical education, social justice, and universal design for learning with empirical findings from various regions in Indonesia. The results of the study show that inclusive education is capable of breaking down discriminatory barriers in the learning system and strengthening the participation and empowerment of learners with diverse needs. However, the success of its implementation is influenced by the readiness of teachers, infrastructure, socio-cultural support, and supportive cross-sectoral policies. This study recommends strengthening educator capacity, improving access to technology, and holistic policy coordination as key factors in expanding and strengthening inclusive education in Indonesia. Thus, inclusive education has proven to be an effective strategy for transforming the learning system to be fair and inclusive in the country.
IMPLEMENTATION OF TAHFIDZ AL-QUR’AN LEARNING METHOD AT MADRASAH ALIYAH GERPEMI TEBAS CLASS XI, SAMBAS REGENCY, WEST KALIMANTAN
This research aims to analyze the implementation of the Tahfidz Al-Qur’an learning method at Madrasah Aliyah Gerpemi Tebas, class XI, Tebas Sungai Village, Tebas District. The focus of this research includes the methods used, effectiveness in improving the quality of student memorization, and evaluation of the achievement of memorization targets. The approach used in this research is qualitative with a descriptive method. Data were obtained through observation, interviews with Tahfidz instructors, and documentation of the learning process. The results show that the Tahfidz learning method applied includes the Talaqqi and Murajaah methods, with regular memorization recitation sessions. Learning begins with students reciting their memorization to the instructor, followed by repetition together to strengthen memory. Evaluation is conducted through two types of assessments: summative (every semester) and formative (monthly), to ensure the fluency, accuracy, and precision of student memorization. Although the method is quite effective in improving student memorization, some challenges remain, such as inconsistency in Murajaah practice and lack of motivation among students to achieve memorization targets. Therefore, additional strategies are needed, such as intensive guidance, stricter scheduling of Murajaah practice, and support from the madrasah and families to improve the results of Tahfidz learning in class XI.
RECONSTRUCTING THE PHILOSOPHY OF LOVE IN ISLAMIC EDUCATION: HUMANISTIC APPROACHES TO CULTIVATING EMPATHY, TOLERANCE, AND HARMONY
This study aims to reconstruct the philosophy of love in Islamic education through a humanistic approach that integrates spirituality, empathy, and social harmony. Using a critical literature review and philosophical-hermeneutic analysis, the research explores classical Islamic thought, particularly the concepts of maḥabbah (love), ta’dib (ethical discipline), and rahmah (compassion), in relation to modern humanistic theories advanced by Carl Rogers and Abraham Maslow. The findings reveal that love in Islam functions not merely as an emotional state but as an epistemological and ethical foundation that unites divine knowledge with human experience. This reconstruction leads to the formulation of a Love-Based Islamic Humanistic Education (LIHE) model comprising three interrelated dimensions: spiritual foundation (cognitive-affective integration), pedagogical process (dialogical and empathic learning), and social manifestation (tolerance and harmony). The synthesis of Islamic and humanistic paradigms offers a transformative moral and character education framework, emphasizing empathy, inclusiveness, and ethical awareness. His study concludes that love should serve as the core of Islamic educational philosophy, bridging faith and humanity while addressing the challenges of pluralism, dehumanization, and moral disintegration in contemporary society. This research contributes theoretically by redefining the epistemology of Islamic education and practically by offering pedagogical guidelines for developing compassionate and inclusive Islamic learning environments.
ANALYSIS OF THE DEVELOPMENT OF TEACHING METHODS FOR JAPANESE GRAMMAR: A LITERATURE REVIEW STUDY FROM 2000–2025
This study examines the development of Japanese grammar teaching methods from 2000 to 2025 through a comprehensive literature review. The main focus of the study is to analyse the paradigm shift in grammar teaching from traditional memorisation-oriented methods to more communicative, contextual, and technology-based methods. This study also discusses the impact of digital technology integration, task-based approaches, blended learning, and the influence of cultural aspects in the Japanese grammar learning process. The results show that adapting teaching methods to student needs and technological developments is essential to improve the effectiveness of bunpō learning. The implications of these findings are expected to serve as a reference for teachers, curriculum developers, and researchers in their efforts to improve and develop relevant and effective bunpō teaching methods in the future.
DIGITALISATION OF EDUCATION: UNLIMITED INNOVATION IN THE MODERN LEARNING ERA
This study discusses the transformation of the education system through digitalisation, which brings unlimited innovation in the era of modern learning. The digitalisation of education enables broader, more flexible, and personalised access to learning by utilising technologies such as Learning Management Systems (LMS), interactive media, and learning analytics. However, the digitisation process is not without significant challenges, such as infrastructure inequality, teacher readiness, data security issues, and psychological impacts on students. This study uses qualitative methods with literature review to identify strategic solutions that can overcome these obstacles, including infrastructure equalisation, teacher digital competency training, security regulation development, and the implementation of hybrid learning models. The results of this study are expected to provide recommendations for education stakeholders in optimising digital innovation to create an inclusive, adaptive, and sustainable education system.
CHALLENGES IN IMPLEMENTING EDUCATION POLICY: TEACHER READINESS, SCHOOL INFRASTRUCTURE, AND INTER-INSTITUTIONAL COORDINATION AS MAJOR OBSTACLES IN IMPLEMENTING NEW POLICIES: A LITERATURE REVIEW METHOD
This study aims to analyse the main challenges in implementing new education policies in Indonesia, focusing on teacher readiness, limited school infrastructure, and inter-institutional coordination as the main obstacles. The method used is a systematic literature review of various journal articles, policy reports, and empirical studies published between 2015 and 2025. The results of the analysis show that teacher readiness, which includes pedagogical competence and mental preparedness, is crucial to the effectiveness of policy implementation. In addition, disparities in educational infrastructure between urban and remote areas also hinder the equitable implementation of policies. Another crucial obstacle is the weak coordination between institutions, which hinders programme synchronisation and communication, thereby affecting the smooth implementation of policies. This study concludes that education reform efforts must prioritise strengthening teacher capacity, improving the quality and equity of infrastructure, and managing cross-institutional coordination. A holistic and collaborative approach is key to the successful implementation of new education policies in Indonesia.
EMOTIONAL INTELLIGENCE AND ACADEMIC SUCCESS: RETHINKING SOCIO-EMOTIONAL LEARNING IN DIGITAL CLASSROOMS
The transformation of education toward a digital ecosystem has brought significant changes to the dynamics of learning, social interactions, and emotional well-being of students. In this context, emotional intelligence is a crucial factor in determining academic success, especially amidst the increasing reliance on distance learning technology. This study, titled "Emotional Intelligence and Academic Success: Rethinking Socio-Emotional Learning in Digital Classrooms," uses a literature review method to analyze the relationship between emotional intelligence, socio-emotional learning (SEL), and academic success in a digital environment. Through the exploration and analysis of various current academic sources, this study found that emotional intelligence plays a crucial role in developing students' self-regulation, empathy, and collaboration skills, which directly impact learning outcomes. Social-emotional learning integrated into digital classrooms has been shown to create a balance between cognitive and affective aspects, thus supporting both academic achievement and student psychological well-being. The study's findings also emphasize the need for a humanistic and reflective pedagogical approach in digital learning design, so that students not only develop intellectually but also develop emotional intelligence adaptive to the challenges of the digital era.
IMPLEMENTATION OF THE LOVE CURRICULUM IN SHAPING CHARACTER BASED ON COMPASSION IN STUDENTS AND ITS IMPACT ON HARMONIOUS RELATIONSHIPS BETWEEN EDUCATORS AND STUDENTS: A LITERATURE REVIEW
This study aims to examine the implementation of the love curriculum as a learning approach that places the value of love as the main foundation in shaping student character and its impact on creating harmonious relationships between educators and students. Through a literature review method, this study analyses various scientific sources that discuss the concepts, strategies, and practices of the love curriculum in education, as well as how the value of love can strengthen social and emotional interactions in the learning environment. The results of the study show that the implementation of the love curriculum is effective in shaping love-based character, which includes empathy, honesty, and a sense of social responsibility in students. In addition, the consistent application of the value of love encourages harmonious relationships that increase learning motivation, effective communication, and reduce conflict between educators and students. This study emphasises that the love curriculum is not only idealistic but also a practical strategy that is relevant to improving the quality of education, requiring a strong commitment from all education stakeholders
IMPLEMENTATION OF INTERFAITH HARMONY VALUES IN KEDUNG ASRI VILLAGE, TEGALDLIMO DISTRICT, BANYUWANGI REGENCY
Religious conflicts in Indonesia often arise from various factors, including competition for political power, resources, and differences in doctrinal beliefs. In heterogeneous societies, a lack of understanding and respect for religious diversity potentially triggers social tensions and disintegration. Islamic religious education plays a strategic role in promoting tolerance by fostering knowledgeable, intelligent, and dignified students, as well as teaching appreciation for diversity. This study aims to analyze the implementation of interfaith harmony values in the village of Kedung Asri, Tegaldlimo district, Banyuwangi regency. A quantitative research method was employed involving the distribution of questionnaires to residents from diverse religious backgrounds, with purposive sampling used to assess attitudes and practices of harmony. Collected data were analyzed using descriptive statistics to identify levels of dialogue, tolerance, and harmonious behavior within the community. The questionnaire was designed based on measurable indicators relevant to the values of harmony. Results indicate that the community of Kedung Asri actively engages in interfaith dialogue that fosters mutual understanding and respect for differences. A high level of tolerance is reflected in the participation of residents in various social and religious activities without discrimination. The implementation of harmony values is clearly expressed through social cooperation, respect among religious communities, and the central role of religious leaders in facilitating harmony. The discussion highlights the importance of inclusive communication strategies and the strengthening of character education as the main foundation for maintaining harmony. The study concludes that the implementation of interfaith harmony values in Kedung Asri is effective with strong support from the community and local leaders. However, gaps remain concerning differences in religious perceptions and the need for more systematic dialog strategies to address modern challenges. This research provides important recommendations for the development of policies and social programs aimed at strengthening harmony in multicultural Indonesian society.
THE INTERACTION OF PROBLEM BASED LEARNING AND COGNITIVE STYLES ON STUDENTS’ MATHEMATICAL CREATIVE THINKING ABILITY
This study examines the interaction between the Problem Based Learning (PBL) model and students’ cognitive styles in influencing mathematical creative thinking ability. A quasi-experimental design with a 2×2 factorial arrangement was employed, involving third-semester students of the Mathematics Education Department at Universitas Sebelas April. The experimental group (23 students) received instruction through PBL, while the control group (22 students) learned through conventional methods. Instruments included a mathematical creative thinking test and the Group Embedded Figures Test (GEFT) to identify Field Independent (FI) and Field Dependent (FD) styles. The results indicate three key findings: (1) PBL significantly outperforms conventional learning in enhancing mathematical creative thinking; (2) students with FI style show higher creative thinking scores compared to FD students; and (3) a significant interaction exists between learning model and cognitive style. Notably, PBL proves more effective for FI learners who benefit from its analytical and problem-oriented approach. These findings suggest that integrating PBL with consideration of students’ cognitive styles can better foster mathematical creative thinking. Lecturers are encouraged to design instruction that adapts to cognitive diversity, ensuring optimal learning outcomes in mathematics education.
INNOVATIVE TECHNOLOGY-BASED LEARNING MODELS (BLENDED LEARNING, FLIPPED CLASSROOM, AND PROJECT-BASED LEARNING) FOR DEVELOPING CRITICAL, CREATIVE, AND COLLABORATIVE SKILLS: A LITERATURE REVIEW
This study aims to examine the effectiveness of innovative technology-based learning models, including blended learning, flipped classrooms, and project-based learning, in developing critical, creative, and collaborative skills. Through a literature review method, this study analyses various studies discussing the implementation and role of technology in supporting adaptive and participatory learning. The results of the study indicate that the integration of technology in these learning models can significantly increase student engagement, facilitate active learning, and strengthen the development of higher-order thinking skills and cooperation among students. These findings emphasise the importance of the planned and systematic use of technology in education as an effort to equip students with essential 21st-century competencies.
THE GOVERNMENT MUST PROVIDE QUALITY EDUCATION SERVICES AND FACILITATE QUALITY EDUCATION IN INDONESIA: A LITERATURE REVIEW
This study aims to further examine the role of the government in providing and facilitating quality education in Indonesia. Education is a fundamental right of citizens guaranteed by the constitution, but reality shows that there are still gaps in quality and unequal access between regions. Through a Systematic Literature Review approach, this study analyses various policies, studies, and empirical reports over the past ten years. The results of the study show that in its role as a provider, the government has sought to improve the quality of education through the development of a national curriculum, teacher certification, infrastructure development, and quality assurance. Meanwhile, the government's role as a facilitator is realised through education financing programmes (BOS, KIP, LPDP), affirmation for 3T regions, digitalisation of learning, inclusive education, and cross-sector collaboration. Although these policies have shown progress, challenges such as quality disparities, limited resource distribution, and the digital divide still hinder the achievement of quality education across the board. This study emphasises that the success of education provision and facilitation will determine the emergence of competitive global human resources while ensuring social justice in education.
CIVIC EDUCATION IN PRIMARY SCHOOLS AS A MEANS OF SHAPING SOCIAL ATTITUDES AND ACTIVE ROLES IN NATIONAL DEVELOPMENT: A LITERATURE REVIEW
Civic education in primary schools is an important instrument in shaping the character of the nation's children to have a national perspective, positive social behaviour, and be ready to contribute to the development of the country. This study uses a literature review to examine the role of civic education in shaping social attitudes and fostering active participation among students from an early age. The results of the literature review show that PKn is effective in instilling the values of tolerance, mutual cooperation, solidarity, responsibility, and legal awareness, which are the foundations of social life. In addition, PKn is able to encourage student involvement in various social activities and simple democratic activities, which then become initial training in actively participating in the development of the nation and state. With a participatory learning approach, teacher role models, and integration with the environment and family, PKn can make a real contribution to creating a young generation with social character, who are caring and have an active role in sustainable national development.
THE PHILOSOPHY AND CONCEPT OF THE LOVE CURRICULUM IN EDUCATION: A LITERATURE REVIEW ON INSTILLING THE VALUES OF LOVE, EMPATHY, TOLERANCE, AND HARMONY BASED ON ISLAMIC EDUCATION, HUMANISM, AND THE THEORY OF LOVE
This study aims to describe the philosophy and concept of the love curriculum in the context of education, with a focus on instilling the values of love, empathy, tolerance, and harmony. The study was conducted through a literature review that integrated the perspectives of Islamic education, humanism, and the theory of love from educational psychology. The results of the study show that the love curriculum is an educational paradigm that balances spiritual, ethical, and emotional dimensions in the learning process. Islamic education provides a normative foundation through the teachings of rahmatan lil 'alamin, humanism emphasises respect for human dignity, while the theory of love emphasises the development of empathy as a skill that can be honed. The implementation of these values in the curriculum is expected to produce a generation that is not only intellectually intelligent, but also emotionally and socially mature, and capable of building a harmonious society. This study concludes that the love curriculum can be a strategic alternative in facing educational challenges in the modern era.
THE ROLE OF RELIGIOUS EDUCATION IN SHAPING THE CHARACTER OF THE YOUNGER GENERATION IN THE DIGITAL AGE
The digital era has had a significant impact on the mindset, behaviour and lifestyle of the younger generation. These changes require education that is not only knowledge-oriented, but also focuses on building strong character. Religious education has a strategic role in instilling moral, ethical and spiritual values, which are the main foundations for facing the challenges of globalisation and the rapid flow of information. This study aims to analyse the role of religious education in shaping the character of the younger generation in the digital age, focusing on the internalisation of religious values, relevant learning methods, and the use of technology as an educational medium. The research method used is a literature study with a descriptive qualitative approach, examining various literature related to religious education, technological developments, and character building. The results of the study show that religious education is effective in strengthening the values of integrity, responsibility, tolerance, and social awareness when supported by innovative learning methods and the wise use of digital technology. In conclusion, religious education plays an important role as a moral fortress for the younger generation, as well as a guideline in building noble character amid the challenges and opportunities of the digital age.
BUILDING LITERACY AND NUMERACY IN MULTILINGUAL CLASSROOM: A CRITICAL REVIEW OF PEDAGOGICAL STRATEGY AND POLICY CHALLENGE IN TIMOR-LESTE
Literacy and numeracy are the competencies that facilitate lifelong learning, but their development is one of the major challenges in the multilingual setting, as happens in Timor-Leste. This paper represents a critical literature review, which synthesises current research, policy reports, and educational practices to investigate the barriers and opportunities to learn literacy and numeracy in primary schools. The results indicate that systemic limitations, language barriers between home and school languages, and a lack of pedagogical materials are barriers to successful learning. Specifically, the prevalence of Portuguese as the language of instruction has been known to interfere with early childhood learning among children, and the lack of teacher training leads to the worsening of inequalities in classroom performance. However, the review identifies new strategies that can boost student engagement and performance. The new strategies include mother tongue/translingual approaches, culturally responsive teaching, multiliteracies, and the incorporation of literacy and numeracy education in both local and social contexts. The evidence shows that literacy and numeracy are interdependent and that teacher professional development is conclusive. The review concludes that long-term development demands consistent language policies, an equal distribution of resources, and education for teachers. An inclusive, contextual approach can foster academic achievement and other wider objectives of equity and social cohesion within the education system in Timor-Leste.
FROM STANDARDIZATION TO FLEXIBILITY: LITERATURE REVIEW ON THE TRANSITION FROM THE 2013 CURRICULUM TO THE MERDEKA CURRICULUM
Purpose. This study aims to analyze the transition from the 2013 Curriculum (K-13) to the Merdeka Curriculum in Indonesia by examining the shift from standardization to flexibility. It addresses the need to understand the rationale, implementation challenges, and opportunities of curriculum reform during the transition period toward a unified national curriculum. Method. The study employs a qualitative literature review approach. Data were collected through a systematic search of Scopus-indexed journal articles, policy reports, and academic proceedings published between 2013 and 2025. Thematic content analysis was applied to identify key patterns in curriculum design, teaching strategies, assessment systems, and governance of implementation. Findings. The review reveals that K-13 emphasized standardized competencies and authentic assessments but was often perceived as rigid and administratively burdensome for teachers. Conversely, the Merdeka Curriculum highlights flexibility, teacher autonomy, project-based learning (Projek Penguatan Profil Pelajar Pancasila/P5), and formative assessment practices. While this shift aligns with 21st-century learning demands, challenges remain in terms of teacher readiness, infrastructure gaps, and unequal institutional support across regions. Implications. The study underscores that the success of the Merdeka Curriculum is strongly dependent on teacher quality, school leadership, and sustained policy support. It recommends capacity-building programs for educators, structured monitoring mechanisms, and longitudinal evaluations to ensure equitable and effective implementation. This research contributes to the broader discourse on curriculum reform in developing countries by providing a comprehensive synthesis of Indonesia’s experience.
TEACHER PROFESSIONAL DEVELOPMENT IN THE ERA OF SOCIETY 5.0: REDEFINING COMPETENCIES FOR FUTURE CLASSROOMS
This study aims to reanalyze teacher competency needs in the Society 5.0 era, where digital technology and artificial intelligence are deeply integrated into social, economic, and educational life. The role of teachers in this context is no longer limited to imparting knowledge but also encompasses the ability to manage collaborative, data-driven learning, and be responsive to technological developments and student needs. The study was conducted using a literature review method, examining various research findings, academic articles, and policy reports related to teacher professional development in the digital era. The results indicate that teacher professional development must be directed at strengthening digital literacy, critical thinking skills, pedagogical creativity, cross-cultural communication competencies, and ethical skills in the use of technology. Furthermore, the paradigm shift toward the classroom of the future demands a sustainable development framework that is adaptive to technological and social changes. Thus, this study emphasizes the importance of redefining teacher competencies to address the challenges and capitalize on the opportunities presented by Society 5.0 in education.
COLLABORATION OF CENTRAL, REGIONAL, AND COMMUNITY GOVERNMENTS IN THE IMPLEMENTATION OF SCHOOL DEMOCRACY IN THE ERA OF DECENTRALIZATION OF EDUCATION
This study explores the dynamics of collaboration among the central government, local government, and community in implementing democratic principles in schools within the context of educational decentralization in Indonesia. Using a qualitative case study approach, data were collected through in-depth interviews, participatory observation, and policy document analysis. The findings reveal that the central government maintains a dominant role as regulator, the local government exercises adaptive implementation, and the community participates as partners in decision-making and oversight. However, democratic practices in schools remain limited due to strong central control, uneven local capacities, and symbolic community participation. These results highlight the importance of multi-level governance in education, emphasizing that the democratization of schools requires not only national policy but also strengthened local leadership and meaningful community engagement. The study contributes to the theoretical debate on decentralization and democracy in education while providing practical insights for policy design toward more inclusive and accountable school governance.
THE TRANSFORMATION OF INDONESIAN EDUCATION POLICY: CURRICULUM INNOVATION, EQUAL ACCESS, DIGITALISATION, AND POLICY IMPLEMENTATION CHALLENGES (LITERATURE REVIEW)
This study examines the transformation of education policy in Indonesia, focusing on curriculum innovation, equal access, digitisation of education, and policy implementation challenges. Through a systematic literature review approach, this study analyses various literature, policy documents, and scientific sources related to the development of education policy from time to time to the current digital era. The results of the study show that curriculum innovations such as the Merdeka Curriculum play an important role in increasing the flexibility and quality of 21st-century learning, while efforts to equalise access to education still face geographical and socio-economic constraints. The digitisation of education has become a catalyst for transformation, but faces challenges in terms of infrastructure and digital literacy that need to be addressed comprehensively. The findings of the study emphasise the importance of comprehensive synergy between stakeholders and data-based policies to realise an inclusive, adaptive, and equitable national education system. This study contributes to the development of education policies that are responsive to social and technological changes in Indonesia.
BASIC EDUCATION AS THE FOUNDATION FOR NATIONAL DEVELOPMENT: PREPARING QUALITY HUMAN RESOURCES WITH CHARACTER FOR THE FUTURE OF THE COUNTRY; LITERATURE REVIEW METHOD
Basic education is the main foundation in preparing quality human resources that will determine the sustainability of national development. At this level, children are not only equipped with basic skills such as reading, writing, and arithmetic, but also instilled with moral, social, and national values as the basis for character building. This study uses a literature review method by examining various references in the form of books, scientific journals, and relevant policy documents to analyse the role of basic education in preparing quality human resources with character. The results of the study show that basic education contributes greatly to improving literacy, numeracy, emotional intelligence, and social skills, which are important indicators of human resource quality. On the other hand, basic education also serves to build national character by instilling the values of discipline, responsibility, mutual cooperation, tolerance, and integrity, which are essential for maintaining national unity. Therefore, strengthening basic education in terms of access, curriculum, teaching staff, and learning environment is a strategic investment to realise the vision of Indonesia Emas 2045 with a generation that is competent, has noble character, and is globally competitive.
THE IMPACT OF TEACHING METHODS AND LEARNING MOTIVATION ON DRIBBLING SKILLS OF JUNIOR HIGH SCHOOL STUDENTS
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.