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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Penelitian dan Pengembangan Pendidikan Journal of Education and Learning (EduLearn) Jurnal Ilmiah Pendidikan Dasar WARTA Jurnal Basicedu Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Jurnal Mandala Pengabdian Masyarakat International journal of education and learning Jurnal Basicedu Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia
Sukma, Hanum Hanifa
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Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Journal : Journal of Education and Learning (EduLearn)

 1 
Understanding student engagement: an examination of the moderation effect of professional teachers' competence Maryani, Ika; Irsalinda, Nursyiva; Jaya, Patria Handung; Sukma, Hanum Hanifa; Raman, Arumugam
Journal of Education and Learning (EduLearn) Vol 19, No 1: February 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i1.21455

Abstract

Due to low levels of student engagement during the COVID-19 pandemic, elementary school students suffered significant learning losses, which served as the driving force behind this research. Teachers should be the key to solving problems. This research aims to measure how much influence the competence of professional elementary school teachers has on student engagement in Indonesia. This research uses a quantitative approach with a correlational design and survey method. Data collection was carried out through teacher professional competency and student involvement questionnaires, with data sources coming from elementary school teachers and students in the western, eastern, and central regions of Indonesia. Samples were taken using the cluster random sampling technique. Quantitative data analysis was used with descriptive statistical stages, correlation analysis, regression analysis, and comparative analysis. The results of the hypothesis test also show that professional competence in the aspect of understanding content and understanding the curriculum has a significant influence on student engagement, while in the aspect of understanding student character, it does not have a significant influence. These results make an important contribution to teachers' ongoing professional development. Aspects of content development and curriculum development are recommended as priorities for self-development.
Pre-service teachers’ pedagogical knowledge and attitudes towards slow learner students Sintawati, Mukti; Sukma, Hanum Hanifa; Mardati, Asih; Feruzi, Sadiki Moshi; Satrianawati, Satrianawati
Journal of Education and Learning (EduLearn) Vol 18, No 4: November 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i4.21626

Abstract

The pedagogical knowledge and acceptance of pre-service teachers towards slow learner students contribute to the implementation of inclusive education in regular schools. This study investigates the level of knowledge and acceptance pre-service teachers have in applying effective teaching strategies for students with slower learning needs. The participants of this study were 187 students at a private university in. This research is ex-post facto research. The research instrument used was a pedagogical knowledge test and attitude questionnaire. The data obtained were analyzed using correlation analysis, and t-test, to determine the relationship between pedagogical knowledge and attitudes towards slow learner students. The finding reveals that there was a positive relationship between pedagogical knowledge and attitudes towards slow learners, but the correlation between the two is not strong, in the medium category. Pre-service teachers gain pedagogical knowledge from inclusive education courses. Pre-service teachers also form a positive attitude towards slow learner students because of their experience interacting with slow learner students. A strong correlation between the variables in this study suggests that pre-service teachers' pedagogical knowledge has a limited impact on their attitudes toward slow learners. This highlights the need for improved training in effective teaching strategies for slow learners.
Co-Authors Ali Mustadi Amalia, Nur Rizky Asih Mardati, Asih Fendy Yogha Pratama Feruzi, Sadiki Moshi Gunarti, Nur Septia Isma Ichsan Ichsan Ika Maryani Irsalinda , Nursyiva Irsalinda, Nursyiva Jaya, Patria Handung Meyyana Andriyani Muhammad Ragil Kurniawan Permatasari, Andhini purbasyafin, ajeng aprillia Purnomo, Ade Aswati Rahayu Condro Murti Raman , Arumugam L. Raman, Arumugam Rizkiyah, Maulidah Rudi Hartanto Saifudin, Muhamad Fakhrur Santi, Wahyu Nur Santi Satrianawati Satrianawati, Satrianawati Sintawati, Mukti Siti Nurjannah Sri Tutur Martaningsih Widiasti, Erlinda Zahra, Adenin Rahmalia Zulfasari, Putri Sulistia