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All Journal PINISI Discretion Review Jurnal Armada Pendidikan
Andi Rizka Ekaputri
Universitas Negeri Makassar
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Social Sciences

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Peer Teaching as a Strategy for Developing Teaching Competence among Office Administration Students Andi Rizka Ekaputri; Rudi Salam
PINISI Discretion Review Volume 9, Issue 2, March 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/pdr.v1i2.85993

Abstract

The development of teaching competence among Office Administration students is essential because prospective educators must be able to transform theoretical knowledge into effective, confident, and reflective teaching practice. This study aims to analyze peer teaching as a practice-based learning strategy for developing teaching competence among Office Administration students. The study was conducted in the Office Administration Education Study Program at Universitas Negeri Makassar, Indonesia, using a descriptive quantitative research design. The participants consisted of 11 undergraduate students who were involved in peer teaching activities as part of the learning process. Data were collected through structured performance assessment based on several components, including participation, teaching device preparation, first teaching performance, second teaching performance, and final mastery. The findings show that peer teaching provides a meaningful learning experience that enables students to strengthen their participation, prepare teaching devices, practice instructional delivery, communicate learning materials, and build confidence in teaching situations. The overall mastery score indicates that students’ teaching competence was generally in the good to excellent category. The highest achievement was found in the participation and teaching device aspects, while the first teaching performance aspect showed the lowest score, indicating the need for more intensive guidance in confidence, classroom opening skills, communication clarity, classroom management, and nervousness control. These findings suggest that peer teaching is not merely an assessment activity but also a reflective learning process that supports students’ pedagogical readiness through direct practice, feedback, observation, and improvement. This study contributes to teacher education literature by emphasizing the relevance of peer teaching in developing teaching competence within Office Administration education. 
Evaluating Education Quality For Sustainable Development: A Systematic Literature Review Andi Rizka Ekaputri; A. Hadijah Sulfiyani A
JURNAL ARMADA PENDIDIKAN Vol 4 No 2 (2026): JURNAL ARMADA PENDIDIKAN
Publisher : Kilau Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60041/jap.v4i2.463

Abstract

This study aims to analyze the evaluation of the quality of education in the context of sustainable development by identifying themes, dimensions, indicators, evaluation approaches, and research gaps. The study is important because the increasing complexity of educational challenges in the digital and sustainability era requires a more comprehensive and integrative evaluation model to ensure equitable and high-quality education. However, previous studies on educational quality evaluation tend to be fragmented and still dominated by conventional approaches, with limited integration of sustainability, technology, and equity dimensions. This research uses a systematic literature review with bibliometric and thematic approaches. Data were collected from selected scientific articles based on clear inclusion and exclusion criteria. Validity and reliability were maintained through a systematic selection process, data filtering, and analytical consistency. Data analysis was conducted using Biblioshiny to map research publication trends and distributions, as well as VOSviewer to identify thematic structures and conceptual relationships. The results show that the quality of education is a multidimensional construct that includes pedagogical, equity, evaluative, institutional, sustainability, and technological aspects. Evaluation practices are still dominated by quantitative approaches and conventional models, although recent developments indicate a growing integration of technology-based evaluation systems. This study also identifies research gaps related to sustainability integration, technology utilization, and equity measurement, highlighting the need for a more holistic and adaptive educational quality evaluation model.
Co-Authors A. Hadijah Sulfiyani A Rudi Salam