Focus and Scope

Jurnal Teknologi Pembelajaran Indonesia (Indonesian Journal of Learning Technology) publishes original research articles that contribute to the advancement of knowledge and practice in learning, teaching, instructional design, curriculum development, learning environments, teacher education and professional development, educational technology, and educational development. The journal focuses on research that supports the improvement of teaching and learning through the design, development, implementation, and evaluation of instructional approaches, educational resources, learning technologies, learning environments, and educational practices.

The journal welcomes empirical research and research and development studies that examine the design, development, validation, implementation, and evaluation of instructional strategies, learning models, learning media, digital learning resources, assessment instruments, curricula, learning environments, educational programs, and technology-based innovations. Submissions must demonstrate methodological rigor, provide evidence-based findings, and establish a clear and substantive connection to learning technology, educational technology, or the improvement of technology-supported instructional practices.

The journal covers, but is not limited to, the following areas:

Instruction; Learning and Teaching: Research on learning and teaching processes, instructional strategies, learning models, teaching methods, instructional design, and instructional approaches, including problem-based learning, project-based learning, inquiry-based learning, and other approaches, particularly those integrated with or supported by technology to improve instructional effectiveness and student learning outcomes.
Curriculum Development: Research on the design, development, implementation, and evaluation of curricula and instructional programs, particularly studies related to technology integration, digital learning resources, digital competencies, technology-supported learning, and curriculum development that responds to technological developments and educational needs.
Learning Environment: Research on the design, development, implementation, and evaluation of learning environments, including digital, online, blended, interactive, and technology-supported learning environments. This area includes learning experiences, instructional interactions, student engagement, and the use of technology to create effective, adaptive, inclusive, and learner-centered learning environments.
Teacher Education: Research on teacher education and training, professional development, pedagogical and professional competencies, teachers' digital literacy, and teachers' readiness and ability to design, implement, and evaluate technology-supported learning.
Educational Technology: Research on the integration, development, implementation, and evaluation of technology in education, including digital learning media, interactive applications, multimedia, learning management systems, artificial intelligence, augmented reality, virtual reality, instructional videos, electronic modules, and other technological resources and tools used to support learning processes and improve educational outcomes.
Learning Media, Learning Resources, and Instructional Innovation: Research on the design, development, validation, implementation, and evaluation of learning media, instructional materials, digital learning resources, learning applications, and technology-based instructional innovations for various subjects and educational levels.
Educational Development and Evaluation: Research on the development and evaluation of educational programs, educational innovations, instructional practices, assessment, measurement instruments, and initiatives aimed at improving the quality of education, particularly those that utilize technology or evaluate the implementation of technology in support of educational goals.

The journal prioritizes studies that clearly identify an educational or instructional problem, employ appropriate research methods, present evidence-based findings, and explain the implications of the results for learning and teaching, instructional design, curriculum development, learning environments, teacher education, educational technology, learning media and resource development, assessment, or educational development.

All submitted manuscripts must demonstrate a clear and substantive connection to learning technology, educational technology, or technology-supported instructional improvement. This connection must be evident in the research objectives, theoretical framework, methodology, analysis, or implications of the study. The use of technology does not necessarily have to be explicitly stated in the article title; however, the manuscript must establish its relevance to the journal's focus and scope.

Studies that address education in general, conventional teaching methods, learning models, student learning outcomes, educational assessment, curriculum development, teacher education, or learning environments without a clear and substantive connection to learning technology, educational technology, technology-based learning resources, or technology-supported educational practices may be considered outside the journal's scope.