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International Journal of Pedagogy and Teacher Education
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.
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Articles 148 Documents
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Teaching Individuals with Down Syndrome and Moderate or Severe Intellectual Disability with The Aim of Their Acquiring, Retaining and Recalling Knowledge: An Intervention Programme for Discovering and Understanding The Environment Christina S Lappa; Constantinos N Mantzikos
International Journal of Pedagogy and Teacher Education Vol 5, No 2 (2021): 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.v5i2.54526

Abstract

Three adults with Down syndrome (DS, hereafter) and moderate or severe intellectual disability were taught the growth stages of wheat (cultivation, tillage, threshing), the products that are derived from it and how this staple human food grain is produced, with the aim of their acquiring knowledge, retaining it and being able to recall it from memory. A quasi-experimental baseline design was implemented. The participants were taught using questions and images, and their answers were examined and re-examined after withdrawing the initial training tools (questions and images) in order to show whether they were able to acquire, retain and recall the knowledge. The intervention programme lasted two months. In order to check the effectiveness of the intervention and the maintenance of the new information, as well as to draw the respective conclusions, evaluations were carried out before the intervention, immediately after it and two weeks after its completion. The results showed that the three participants acquired knowledge about the growth stages of wheat, its products and this staple human food, they retained that knowledge and were able to recall and narrate it in two subsequent probes conducted one and two weeks after the initial probe without the help of questions and images. The results of this intervention show that individuals with DS and moderate or severe intellectual disability can be educated and acquire knowledge, as well as retain and recall it. An additional important finding is that repeated recalling of knowledge promotes long-term retention. 
The Effectiveness of Flipped Classroom on the Academic Achievement of University Undergraduates Thouqan Saleem Masadeh
International Journal of Pedagogy and Teacher Education Vol 5, No 2 (2021): 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.v5i2.57290

Abstract

The present study aimed to investigate the effectiveness of Flipped Classroom in developing the achievement of university undergraduates. The quasi-experimental approach was used and three achievement posttests were carried out. Participants were (32) students who were in advance distributed to two groups, control and experimental. Analysis of Students' achievement grades revealed that the effectiveness of Flipped Classroom use, as a learning method needs time to take place in students' academic achievement and understanding of the learning materials because of  the nature of the Flipped Classroom that flipped the whole learning process. Thus, students needed time to be familiar with this new learning method for them. Results showed that there was no significant difference between participants' achievement mean scores in the first posttest at the end of the fifth week due to the use of the Flipped Classroom or the ordinary methods. However, there was a significant difference between students' achievement mean scores in the second posttest in favor of the experimental group students who learnt the course content through the use of  Flipped Classroom. In addition, there was a significant difference in student participants' mean scores in the third posttest in favor of  the experimental group students, too. In light of these findings, it was concluded that the instructor and his students should be patient for some time for the effectiveness of using the Flipped Classroom learning method to be noticed. Moreover, considerable time should be spent on familiarizing students with this new learning method.  
Profile of Critical Thinking Skills of Students in High School on Climate Change and Waste Recycling Materials Afandi Afandi; Eko Sri Wahyuni; Tri Kristiana; Dery Athama Putra
International Journal of Pedagogy and Teacher Education Vol 5, No 2 (2021): 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.v5i2.50826

Abstract

Critical thinking, which involves higher order thinking activities (HOTS), is an important skill that has been widely discussed in the last two decades. This study aims to determine the profile of high school students' critical thinking skills on climate change and waste recycling. It is a quantitative descriptive study using an instrument developed based on indicators of critical thinking skills developed by Ennis in 1985, namely providing simple explanations, building basic skills, concluding, providing further explanations, and setting strategies and tactics. The study participants were 102 senior high school students in Pontianak Indonesia who were selected through the purposive sampling technique. The results show that the critical thinking abilities related to each indicator had highest scores of two aspects that is basic skills and drawing conclusions. The simple explanation indicator scored 59.42%; that of building basic skills 71.37%; that related to drawing conclusions 67.62%; the explanation indicator 42.44%; and the setting strategy and tactics indicators 66.87%. The conclusion is that students' critical thinking skills are only sufficient to poor category. 
Challenges and Best Practices of Teaching and Learning among Islamic Education Teachers during the COVID-19 Pandemic in Malaysia Zetty Nurzuliana Rashed; Nurul Rahimah Binti Mohd. Hanipah
International Journal of Pedagogy and Teacher Education Vol 5, No 2 (2021): 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.v5i2.57195

Abstract

Online learning (e-learning) has become a norm since the Covid-19 pandemic struck the world. The global health crisis has forced teachers and students to drastically adapt to a new method of teaching and facilitation (PDPC), i.e. online. However, teachers living in rural areas face various challenges teaching online due to poor Internet access. There are still many teachers who are less skilled in information technology to deliver teaching materials online. This study uses a qualitative approach by interviewing three secondary school Islamic Education teachers as the study participants. The findings reveal that the teachers utilise social media such as WhatsApp and Telegram to convey various information, instructions and training. The learning mediums used also vary, from the Zoom app to Google Meet and video calls. In addition, teachers employ other online learning tools such as Google Classroom. Teachers also employ flexible online teaching and learning schedules to overcome issues such as parents who have many school-going children but lack the funds to purchase gadgets for each child. A flexible schedule enhances online learning as the school-going children in each household can use devices but not simultaneously. Other major challenges include students’ lack of cooperation (whether in an online or offline class) and the failure of parents to monitor their children’s progress. As a result, educators need to be more creative and ready to acquire new skills to meet the current challenges. Educators need to adapt online teaching and learning methods in line with the concept of 21st Century Learning (PAK21). Therefore, the use of appropriate and creative technology in a remote learning environment encourages students to focus on learning and prevents dropouts.
A Pre-Service Teacher Experiences of Creating Vocabulary Quizzes for EFL Adult Learners: the ACTIONS Model Istiqomatul Faizah; Nur Arifah Drajati; Melor Md. Yunus
International Journal of Pedagogy and Teacher Education Vol 6, No 1 (2022): International Journal of Pedagogy and Teacher Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v6i1.56632

Abstract

IDLE (Informal Digital Learning of English) is a worldwide phenomenon that represents one of the most significant advances in autonomous language learning outside the classroom in recent decades. This study examines the experiences of IDLE activities based on the ACTIONS model (Access, Cost, Teaching and learning, Interactivity and user-friendliness, Organizational issues, Novelty, and Speed) which focused on vocabulary. The results of the study are intended to be a self-reflection on the factors involved in creating English vocabulary quizzes on Instagram as IDLE sources for higher education students. The study aims to use social media, especially Instagram, as a learning tool in a digital context. The researcher uses written narratives that contain her experiences in creating such English vocabulary quizzes. For that reason, the study participant is the researcher herself, a 21-year-old female undergraduate student in the English Education Department. In the study, the researcher uses thematic analysis to analyse the narrative data. This includes three activities: 1) repeated reading of the data; 2) coding and categorising the data extracts; and 3) recognising the thematic headings. The results show that creating IDLE activities based on the ACTIONS model leads to flexibility of access, affordable costs, teaching and learning needs based on followers' feedback and correction, excellent interactivity and user-friendliness, no organisational issues, novelty, and speed. The study offers new insights into how English pre-service teachers' engagement with IDLE serves as a significant factor in their future teaching tasks. 
Integrating Brain-based Learning in the Science Classroom: A Systematic Review Abiodun A Bada; Loyiso C Jita
International Journal of Pedagogy and Teacher Education Vol 6, No 1 (2022): 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.v6i1.57377

Abstract

Brain-based learning (BBL) has been described as an important pedagogy that can be effectively used to enhance different teaching methods or strategies. It uses essential principles from brain-based theory to alleviate the disadvantages inherent in traditional teaching methods to achieve classroom goals and objectives. The use of such learning has significant implications for the teaching and learning of science (biology, chemistry, mathematics, and physics) subjects at elementary and secondary school levels. In this review, we scrutinise and discuss the results from 25 peer-reviewed studies and underline the methodology and strategies used to advance the integration of brain-based learning within science classrooms. We make a meta-analysis systematic review of how such learning has been used in the science classroom, the success achieved, and the different constructs used to integrate it into elementary and secondary schools. The findings reveal that quasi-experimental studies have dominated the methods used in integrating brain-based learning in science classrooms. In addition, this type of learning topped the different constructs used in science classrooms, with its  integration mainly in relation to mathematics. It is concluded that the principles of brain-based learning pedagogy can be adequately used in science classroom instruction because they consider the uniqueness of each student’s brain. This paper therefore recommends appropriate and continuous integration of such learning in the science classroom, especially in subjects where integration is currently low.
Students' Perceptions and Experiences of Online Cooperative Problem-Based Learning: Developing 21st Century Skills Towip Towip; Indah Widiastuti; Cucuk Wawan Budiyanto
International Journal of Pedagogy and Teacher Education Vol 6, No 1 (2022): 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.v6i1.56744

Abstract

Cooperative problem-based learning (CPBL) has been introduced in engineering education as an effective technique for developing students' professional skills. Moreover, the method is essential for engaging students in learning and developing 21st century skills. However, students are usually "shocked" by such inquiry learning because they face sudden changes in the learning environment. In addition, its implementation in online learning is another challenge. Therefore, this study aims to identify students' perceptions of online CPBL performance in vocational pre-teacher education institutions. A self-reporting questionnaire was designed focusing on 21st century skills and distributed to 71 students after the end of the semester. Quantitatively, the instrument of the survey data was analysed using SPSS software. Quantitative data were analysed using descriptive statistics. The results show that online CPBL improved students’ collaboration, communication, and problem-solving skills. In general, they agreed that online CPBL improved the development of 21st century skills.However, the students faced some difficulties during the online discussion session due to internet connection problems and team member involvement. Details of the items are also discussed.
Middle School Students’ Conceptual Understanding of Diseases: A Learning Progression Approach Yesika Rahmadani; Murni Ramli; Alanindra Saputra
International Journal of Pedagogy and Teacher Education Vol 6, No 1 (2022): 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.v0i0.55927

Abstract

The concept of disease is taught at all levels of schooling in Indonesia, but in non-consecutive core concepts. Such a disjointed approach may affect students’ understanding. Learning progression (LP) is one alternative to sequencing core ideas. This study aims to test the conceptual understanding of disease of 7th and 8th graders, and to check the validity of the LP instrument. The sample (N=296) was selected based on a selected cluster from four middle high schools in Surakarta, Indonesia. The ex post facto design with two unmodified variables, gender and grade, was applied to measure the conceptual understanding of the students. To test this, an Ordered Multiple Choice (OMC) test was conducted. Validity was measured using the Rasch model, and the students’ conceptual understanding was categorised based on four levels of LP. The findings were that the instrument was valid and reliable, but lacked effectiveness in relation to difficulty level and distinguishing power. 38.75% of the students were at level 3, which is the suitable level for both grades, 27.86% were at level 4, and fewer than 20% were at levels 1 and 2. There were no differences in grade and gender.  It can be concluded that the number of students with an adequate level of understanding of disease is relatively low. It is therefore recommended that the disease curriculum, as one of the life science topics, is redesigned.
Hands-on, Eyes-on: Enhancement of Nigerian Senior Secondary School Physics Through Observational Learning Abiodun A Bada; Akinyemi O Akinbobola
International Journal of Pedagogy and Teacher Education Vol 6, No 1 (2022): 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.v6i1.56651

Abstract

Physics is an aspect of science that is essential for the scientific development of any nation, but the performance of students in the subject remains a concern for physics educators. Observational learning is one way of enhancing performance. This study investigates the effects of this type of learning as reinforcement to enhance Nigerian students’ performance in physics. The investigation adopted the pre-test post-test randomized control group quasi-experimental design involving 89 senior school students randomly selected from two schools in Ondo, Nigeria. The instrument, the Physics Achievement Test in Energy Quantization (PATEQ), consisting of 19 multiple choice questions, was used to obtain the data. PATEQ was validated by three science education experts and a reliability coefficient of 0.72 was achieved through Kuder-Richardson Formula 21. The experimental and control groups were taught energy quantization using observational and conventional teaching methods respectively. The findings show that observational learning has a significant effect on physics students’ achievement. It is concluded that such learning should be used to reinforce the teaching of physics in order to improve Nigerian students’ grades in the subject.
Assessment of Teachers’ Competence and Interest in Online Teaching during the COVID-19 Pandemic in Nigeria Sulaimon Adewale; Omotayo Adewale Awodiji; Simeon Oluniyi Ariyo
International Journal of Pedagogy and Teacher Education Vol 6, No 2 (2022): International Journal of Pedagogy and Teacher Education - October
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.v6i2.61430

Abstract

Despite the numerous advantages of the online mode of instruction in terms of flexible learning methods, convenience, broader coverage and its ability to ensure that no child was ignored educationally during the COVID-19 lockdown, teachers found it difficult to cope with such an approach. A survey was conducted on teachers' interests, competencies, and awareness of the online mode of instruction and its possible problems. The snowball sampling technique was used to identify 377 teachers at all levels of education in Nigeria during the lockdown. Amongst the outcomes of the study, it was revealed that teachers were fully competent in online teaching, thus encouraging them to continue using the approach after the COVID-19 pandemic. Support from private organisations, especially in the provision of subsidised technology devices and organisation of skills development programmes for teachers at all levels of education, will enhance their competency and performance in the ‘new normal’ generation. 

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