About the Journal
Indonesian Journal of Curriculum and Educational Technology Studies starting in 2024 migrates to better secure from various unwanted things, including journal hacking and so on. To submit, the author please visit the new website page of our journal at the link https://journal.unnes.ac.id/journals/jktp
MIGRATION OFFICIAL STATEMENT HERE
The Indonesian Journal of Curriculum and Educational Technology Studies (IJCETS) invites academics, researchers, teachers, and practitioners to submit their research manuscripts and book reviews for publication in our esteemed journal. IJCETS covers a wide range of topics in curriculum and educational technology studies, including but not limited to
- Curriculum inquiry and curriculum making
- Learning media and methods
- Contemporary educational theories and paradigms
- Digital technology and online learning
- Curriculum and educational technology for social change
Please refer to our official author guidelines and manuscript template on our Online Journal System (OJS) platform. You can access and download the guidelines and template from the following link: https://journal.unnes.ac.id/sju/index.php/jktp/
IJCETS is published twice a year, in April and November. The journal is indexed by: Google Scholar, DOAJ, EBSCO, Sinta, and Garuda.
IJCETS is published by the Department of Curriculum and Educational Technology, Faculty of Education and Psychology, Universitas Negeri Semarang (UNNES) in collaboration with the Indonesian curriculum developer association (HIPKIN), the Indonesian educational technology developer association (IPTPI), and the Indonesian educational technology study program association (APS-TPI).
For inquiries, please feel free to contact our editorial team: [email protected]
Current Issue
Vol. 12 No. 2 (2024): November 2024
Dear Readers,
This volume features six articles from Indonesian and Nigerian scholars, covering three main topics: blended learning, curriculum development, and literacy and numeracy.
In blended learning, Hafwa and Nafi’ah’s article “Blended Learning Research in Indonesia” (2018–2023) provides a bibliometric analysis of trends, challenges, and opportunities, emphasizing technology integration and teacher training. Bolakale et al.’s work “Effects of Blended Learning and Peer Tutoring on Genetics Achievement” demonstrates significant student performance improvements. Amalia’s study “The Positive Impact of Telegram Bots on Student Learning During On-the-Job Training” highlights how Telegram bots enhance engagement and outcomes.
Regarding curriculum development, Ardiyanti’s literature review work, “The Strengths and Weaknesses of the BIPA Curriculum” (2018–2023) evaluates Indonesia’s foreign language curriculum, noting its structured approach while recommending greater adaptability. In literacy and numeracy, Nisa and Jaya’s article “The Role of Creative Learning Resource Design in Enhancing Literacy and Numeracy Skills” explores how innovative resources in the Kampus Mengajar program improve student skills. Similarly, Puspitasari and Budisantoso’s work “Teachers’ Perceptions of the Kampus Mengajar Program” highlights its benefits and challenges, such as limited time and resources.
These studies offer valuable insights into educational innovation, curriculum development, and strategies for improving literacy and numeracy, emphasizing both opportunities and challenges in these fields.
Editors
Published:
2024-11-30
