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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) AdMathEdu : Jurnal Ilmiah Pendidikan Matematika, Ilmu Matematika dan Matematika Terapan Jurnal Penelitian Pendidikan Jurnal Riset Pendidikan Matematika Profesi Pendidikan Dasar International Journal of Active Learning Kumawula: Jurnal Pengabdian Kepada Masyarakat International journal of education and learning International Journal on Education Insight
Satrianawati Satrianawati, Satrianawati
Universitas Ahmad Dahlan
Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Pedagogy teachers’ competence establishes students’ digital ethics: Case of educational modernization in Indonesia Fu, Wen Heng; Satrianawati, Satrianawati
International Journal on Education Insight Vol. 3 No. 1 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v3i1.6120

Abstract

This research aims to explore the competence of digital pedagogy of teachers towards the establishment of students’ digital ethics in the modernization of Indonesian education. This research uses the phenomenological approach to examine the essence of teachers' digital pedagogy competence. We collected the data using semi-structured interviews with five primary school teachers in Indonesia who have worked for more than three years. We chose the subjects based on their capability in guiding students in their routine. The results showed that the pedagogical teaching competence to establish the students’ digital ethics in education modernization are driven by some factors, namely: (1) the teachers have responsibility at work to self-actualize, (2) the teachers have high confidence to establish digital ethic in education modernization, and (3) the teachers use research and spiritual approaches to change the students’ ethics in education modernization. These three factors ultimately encourage teachers to establish digital ethics in education modernization. Therefore, it is important to establish the policy regarding the pedagogy digital competence. Furthermore, teachers can also take advantage of these findings by maximizing antecedent factors to increase digital pedagogy competence at work.
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.
Validity and reliability: teachers’ pedagogical instrument for identifying sensory-motor abilities in handwriting readiness Hanum Hanifa Sukma; Muhammad Ragil Kurniawan; Mukti Sintawati; Sadiki Moshi Feruzi; Satrianawati Satrianawati
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.32902

Abstract

The teacher’s ability to identify students’ sensory motor skills is very important. Sensory motor skills are the foundation for children’s handwriting skills. However, there is no instrument to measure teachers’ abilities in this regard. This study aims to test the validity and reliability of the instrument measuring teachers’ pedagogical knowledge in identifying students’ sensory-motor abilities. The data was collected using a questionnaire. A total of 552 teachers responded to the survey. The data were analyzed using exploratory factor analysis (EFA). The study results have developed a questionnaire with four construct components with 39 items. All four constructs have a high-reliability index. The EFA analysis indicated that all items were accepted with high agreement. The results prove that the instrument is highly valid and reliable. Based on the test results, this instrument is recommended for measuring pedagogical knowledge teachers in identifying sensory-motor abilities for elementary school students’ handwriting readiness. The measurement results can be used to determine appropriate training for teachers in developing the sensory-motor abilities of elementary school students. The innovation of this research is the development and validation of an instrument that can measure teachers’ pedagogical knowledge in identifying the sensorimotor abilities of elementary school students.
Co-Authors Asih Mardati, Asih Elli Nur Hayati Feruzi, Sadiki Moshi Fitri Indriani Fu, Wen Heng Hidayah, Nur Muhammad Ragil Kurniawan Nur Hidayah Rofiah, Nurul Hidayati Sadiki Moshi Feruzi Sintawati, Mukti Sintawati, Mukti Sukma, Hanum Hanifa Sukma, Hanum Hanifa Wen Heng Fu