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International Journal of Pedagogy and Teacher Education

ijpte
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Published by Universitas Sebelas Maret

ISSN : 25977792 EISSN : 25498525 DOI : -

Core Subject : Education, Social,

Education Social Sciences

International Journal of Pedagogy and Teacher Education is an international, peer-reviewed, open access journal emphasizes on the method and practice of teaching, especially as an academic subject or theoretical concept. The journal is published by the Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta Indonesia bi-annually on April and October (ISSN: 2597-7792 (Print)/2549-8525 (Online)). It is available on print and online.

Arjuna Subject : -

Articles 148 Documents

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A TEACHER’S BELIEFS ON THE INTEGRATION OF VIDEO TECHNOLOGY IN TEACHING SPEAKING: A CASE STUDY Adin Fauzi; Desy Damayanti; Takdir Ilahi
International Journal of Pedagogy and Teacher Education Vol 1, No 1 (2017): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v1i1.4914

This study investigates the teacher’s beliefs on video technology integration in ELT. A case study was employed as the research design to produce an in-depth description of video technology integration that is rich and holistic. An English teacher was purposefully selected as the research subject of the study. The results of the study indicate that the teacher’s beliefs about English, teaching and learning, and video technology are strongly connected with teaching practices. Moreover, the findings show that there is no any discrepancy between beliefs and practices. This study attempts to contribute to the literature on the study of the teachers’ beliefs that underlie teaching practices. Teachers should understand their own beliefs to promote effective teaching practices.Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution 4.0 International License

The Potential of Outing Class Acitivities to Enhance Environmental Awareness for Elementary School Pre-Services Teacher Siti Patonah; Sentot Budi Rahardjo; Cari Cari; Sajidan Sajidan
International Journal of Pedagogy and Teacher Education Vol 2 (2018): IJPTE Focus Issue January 2018
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Environmental damage in various places requires concrete steps to be resolved. The purpose of this research is to make environmental awareness work for Elementary School Pre-services Teacher through outing class activities. Post-test only group design is used as a method of this research. The instruments used are environmental awareness questionnaire where adapted. There are 71 elementary pre-service teacher (60 male and 11 female) who fill in questioner. Students devide into 2 groups: experiment group and control group. Data analysis is an independent sample test using SPSS vol. 22. Experiment group, learning is done by outing class while the control group is done in the classroom. Obtained significance of 0.029 < 0.05, indicating that there is a difference between the experimental group and the control group. Outing class has an effect on environmental awareness to elementary school pre service teacher. An in-depth study is required to modify outing class activities in enhancing environmental awareness.

The Influence of Learning Management Technology to Student’s Learning Outcome Taufiq Lilo Adi Sucipto; Agus Efendi; Husni Nadya Hanif; Cucuk Budiyanto
International Journal of Pedagogy and Teacher Education Vol 1, No 1 (2017): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v1i1.4606

The study examines the influence of learning management systems to the implementation of flipped classroom model in a vocational school in Indonesia. The flipped classroom is a relatively new educational model that inverts students’ time to study on lectures and time spent on homework. Despite studies have been conducted on the model, few addressed the impact of the use of a learning management system to the performance of students involved in such learning model particularly within Indonesian educational systems context. A quasi-experiment approach was applied to an experiment class and another control class. Upon the analysis, the results emphasized previously held research outcomes. The use of Edmodo learning management systems enhances students’ performance in the experiment class, relative to those of the control class. Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution 4.0 International License.

A cross-cultural and Intercultural of Indirectness Speech Act: The Use of Interference Local Language in Academic Discourse at Central of Sulawesi Fatma Kasim; Sumarlam Sumarlam; Sarwiji Suwandi; Ani Rakhmawati
International Journal of Pedagogy and Teacher Education Vol 1, No 2 (2017): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v1i2.14534

Cross-cultural and intercultural communication is a cross-ethnic communication that naturally arises in a social context with different religious, social, ethnic, and linguistic backgrounds. In this case, it is learned how people with different cultural backgrounds interact with each other using their language. One form of communication can be seen from the use of speech acts and the form of interference from the communicant language. This paper aims to describe how the use of Malay Manado local language interference in academic discourse at Alkhairaat Palu University of Central Sulawesi. The method employed to prepare this research is descriptive qualitative method. The data were collected throught observation, recording, and interview. Systematically analyzed by using the descriptive qualitative model of interactive. The results of this study concludes that the Malay Manado local language used in acting speech to ethnic Kaili and Makassar as linguistic features between students. In the speech acts are also colored the use of Manado language interference seen vowel changing / e / and / i /, vowel removal/ e /, and consonant removal / s /, / t /, and / k /. This language varies as a result of cross-cultural and intercultural communication within the academic community in accordance with its social context. Keywords: Cross-cultural, intercultural, speech acts, interference of local language, academic discourse.

Improving Observing Skills of High School Students through Guided Inquiry Model Shafila Sahnaz; Harlita Harlita; Murni Ramli
International Journal of Pedagogy and Teacher Education Vol 2, No 1 (2018): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Observation skill is one of the fundamental science process skills should mastered by students in the primary level. In fact, due to the lack of experiences of observation, high school students in the observed class showed the low level of observations skills. This study was three cycles-collaborative action research aims to improve the observation skills of high school students in biology through the implementation of guided inquiry learning integrated with a series of observation activities. The participants were 30 students of grade 11 of one public high school in Karanganyar, Indonesia. Six indicators of observation skills were used to assess the performance of students. In the pre-cycle stage, students showed relatively moderate performance on two aspects, e.g., identifying the differences and similarities of objects (45.83), and using of multiple senses to observe (45.83). But, they performed low in uses the apparatus correctly (4.17). On the skills of classifying the differences or the similarities, they scored 25, and for collecting relevant data they got 29.17 in average. After three iterative cycles, all indicators have increased significantly.

Developing Grades 1-6 Teachers’ English Communication Skills and English Teaching Techniques Using Training and Coaching in Lop Buri Thailand Kanya Kongsoongnoen; Somchai Watcharapanyawong
International Journal of Pedagogy and Teacher Education Vol 1, No 2 (2017): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v1i2.15028

The purposes of this research were (1) to develop English for communication skills for grades 1-6 teachers, 2) to develop the teachers’ English teaching skills, and (3) to increase the students’ English Achievement. The participants were 15 teachers with no degree in English from 14 small size primary schools in Lop Buri province Thailand. The 30 hour English communication and 30 hour English teaching training were provided to the teachers. School visits with Coaching approach were applied for supporting their teaching at schools as well as teaching materials the teachers needed. A questionnaire comprising both open and closed-ended questions was used to evaluate the teachers’ teaching. The interview questions and the teachers’ reflection form were conducted for collecting their perception on the project, percentage and mean were applied to analyze quantitative data whereas content analysis was conducted for qualitative data.The findings showed that the teachers’ English for communication skills and English teaching skills were increased. The teachers’ English communication skills and their teaching skills were higher than before whereas their teaching application was at a medium level. Fifty percent of the teachers’ teaching skills were at a high level while 20% barely applied their teaching experience they received from the training and coaches. One hundred percent of the teachers agreed that the project was the most useful for them and many highlighted that they’d immensely learned teaching techniques and just realized that they could make their English class interesting for the students because they felt confident after the training. However, a few teachers had no chance to teach English because their schools had someone qualified to teach instead.

Physics Learning with Metacognitive Approach through Problem Based Learning (PBL) and Reciprocal Learning (RL) model Viewed from Students' Critical Thinking Skill Sulasih Sulasih; Sarwanto Sarwanto; Suparmi Suparmi
International Journal of Pedagogy and Teacher Education Vol 2 (2018): IJPTE Focus Issue January 2018
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Teachers have not been optimal in strengthening students' cognitive awareness in learning physics. This study aims to determine the effect of learning with a metacognitive approach through Problem Based Learning (PBL) and Reciprocal Learning (RL) model among students who have high critical thinking ability and low critical thinking ability. This research is an experimental study with the 2x2x2 factorial design. Object research is students of grade 11 science class in a high school in Central Java. The sample was obtained by cluster random sampling technique obtained by one class as an experimental and another class as a control. Data collection techniques use test techniques for their cognitive learning outcomes as well as their critical thinking skills and questionnaire and observation techniques for their attitude and skill learning outcomes. Analysis of the data using ANOVA 2 ways. The results show: (1) there are differences in learning outcomes between students who were given Physics learning model of PBL with reciprocal learning model. (2) There are differences in learning outcomes between students who have high critical thinking skills and low critical thinking skills. (3) There is no interaction between physics learning of PBL model and Physics learning of reciprocal learning model with students' critical thinking ability.

The Effectiveness of Interactive Multimedia in Mathematic Learning: Utilizing Power Points for Students with Learning Disability Widodo Dwi Riyanto; Gunarhadi Gunarhadi
International Journal of Pedagogy and Teacher Education Vol 1, No 1 (2017): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v1i1.8400

The fact shows that students with learning disability need media of learning mathematics. The purpose of this study was to (1) develop interactive learning multimedia of power point, and (2) examine the effectiveness of power point in mathematics learning. The sample was a group of students in elementary school in Ngawi, East Java, Indonesia, especially those with learning disability. This study was a research and development comprising three stages: preliminary study, product development, and testing the effectiveness of the product. The data were collected through questionnaires, interviews and tests, then analyzed by descriptive qualitative, and t-test was to analize the effect of the product. In the development stage, the result showed that Experts validation is high as indicated by the mean score of 4.50 for the learning material, and the mean score of 4.44 for quality of the multimedia. The trial results showed that the quality of multimedia was very good as indicated by the mean score of 4.32. In term of the effectiveness of the product, the result from the t-test shows an increase of 14.27 (21.88%). This means that the interactive learning multimedia of power point improves the achievement of mathematic learning for students with learning disability in mathematics.Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution 4.0 International License

Students' critical thinking skills profile: constructing best strategy in teaching chemistry Budi Utami; Sulistyo Saputro; Ashadi Ashadi; Mohammad Masykuri; Riezky Maya Probosari; Alimin Sutanto
International Journal of Pedagogy and Teacher Education Vol 2 (2018): IJPTE Focus Issue January 2018
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

The purpose of this study was to determine the profile of critical thinking skills of senior high school students. The paper-based essay questions and the questionnaires were used as the instruments to measure critical thinking skills in daily chemistry problems, which is based on Facione’s critical thinking aspects included interpretation, analysis, evaluation, inference, explanation, and self-regulation. The research was conducted in one of government senior high school in Central Java, Indonesia. The descriptive-qualitative method was used for the research method. The qualitative approach was used to analyze the data by using essay questions and questionnaires. The criteria for critical thinking skills were categorized as null, low, medium, and high. The result showed that most of the students have weak or low skill in critical thinking, especially in analysis, evaluation, explanation, and self-regulation whether their skill of interpretation and inference are medium. This finding can be used to develop a new strategy in teaching chemistry related to critical thinking skill.

Teaching Observational Learning to Children with Autism: Pedagogical Advancements for the Scientist-Practitioner Nicole Luke; Nimi Singh
International Journal of Pedagogy and Teacher Education Vol 2, No 2 (2018): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Observational learning is an important skill for all children to acquire. Children with autism often do not demonstrate this skill nor do they learn it on their own. The present study, using a multiple baseline across participants, single case, research design, investigated the effects of using a peer-yoked contingency game with four male participants with autism, aged 4-7 years. Each participant was presented with a simple labeling task while his friend was seated beside him. Participants had the same partners throughout the treatment. Once the model response was emitted, the teacher presented the same task to the observing boy. Data were collected on correctly observed and emitted responses during the game. Pre- and post probes and tests were conducted for observational learning, generalized imitation, and learned reinforcement for peers. Results from this study provide support for the use of the peer-yoked contingency game as a method for increasing observational learning in children with autism. All four participants increased their correct responding to specific tasks and increased their demonstration of observational learning in a natural educational setting. Evidence of increased interest in peers was also observed. The present study provides support for the use of the peer-yoked contingency game to teach observational learning.

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Cucuk Budiyanto

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Journal Mail Official
ijpte@mail.uns.ac.id

Editorial Address
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Location
Kota surakarta,

Jawa tengah

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Cucuk Budiyanto

Contact Email Cucuk Budiyanto

Phone -

Journal Mail Official ijpte@mail.uns.ac.id

Editorial Address -

Location Kota surakarta, Jawa tengah INDONESIA

Abstract

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Contact Name
Cucuk Budiyanto

Contact Email
Cucuk Budiyanto

Phone
-

Journal Mail Official
ijpte@mail.uns.ac.id

Editorial Address
-

Location
Kota surakarta,

Jawa tengah

INDONESIA