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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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TPACK Towards ICT Integration: Does Creativity Have a Moderating Effect? Khresna Bayu Sangka; Mintasih Indriayu; Colin Mackenzie; Villa Santika
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.v6i2.66748

Abstract

The purpose of this study was to examine an effect of technological pedagogical and content knowledge (TPACK) on information and communication technology (ICT) integration in Indonesia with moderated by creativity. The data for this study was taken from respondents consisting of 405 Economic Teachers using voluntary sampling techniques. The survey method for this quantitative research was conducted by distributing questionnaire to respondents and were developed according to current condition and have fulfilled the requirements for confirmatory analysis test. Inferential analysis using a structural equation model analysis technique with moderating effect shows that TPACK has a positive and a significant effect on ICT integration (β = 0.143, p = 0.008<0.05). The interaction of creativity with TPACK has no positive and no significant effect on ICT integration (β = -0.037, p = 0.238>0.05). The creativity has a positive effect and significant effect on ICT integration (β = 0.513, p = 0.00<0.05). Based on these study results, variable creativity is not a pure moderator rather moderator predictor which means it acts as a predictor or mediator variable. This study can provide useful information that can be used as a stakeholder in providing teachers with opportunities to increase their creativity or as the foundation for future research into measuring teacher creativity as a predictor or mediator variable.
A Short Review of Online Learning Assessment Strategies Adan Amer; Gaganpreet Sidhu; Zhao Bo; Seshasai Srinivasan
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.v6i2.66579

Abstract

The COVID-19 pandemic has caused a paradigm shift in how teachers, instructors and students approach teaching and learning, especially concerning the migration to online learning environments. One of the most challenging aspects of adapting to online/virtual education is evaluating students’ knowledge acquisition through learning assessments. The lack of face-to-face proctoring renders many of the traditional paper-based assessment techniques impractical, especially in the context of an engineering education that is heavily focused on applied learning. Since virtual education now represents an important evolution in education, it is pertinent for educators to familiarise themselves with the new possibilities of assessment methods in a virtual setting and to design tailored assessment strategies for individual courses. This article reviews and summarises commonly employed virtual assessment methods that are applicable to most engineering educational situations, such as open-book exams, online quizzes, or peer assessments. The paper also discusses some concerns that may arise in implementing these methods. Additionally, there is a particular focus on qualitatively-graded ePortfolios as a unique pedagogical tool in the virtual classroom due to their role as both a repository for storing learning artifacts and a vehicle for advancing students’ learning experience.
Overcoming Transactional Distance through Implementing Podcasts and Vodcasts: Perceptions from an Open Distance and e-Learning University Kershnee Sevnarayan; Ntshimane Elphas Mohale
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.v6i2.66813

Abstract

The COVID-19 pandemic challenged instructional methods of teaching and learning in universities around the world. To bridge this instructional gap, many universities opted for the use of digital technological innovations to reach students. Despite the implementation of these innovations, many higher education institutions were not fully prepared and ready for online teaching and learning during the pandemic. Researchers have argued that podcast and vodcast implementation in higher education institutions bring about no change to students’ motivation and performance. Consequently, there is still limited research on podcast and vodcast implementation and students’ perceptions on the utilisation of these tools in distance learning contexts. Using email interviews and online open-ended evaluation questions, this article aims to explore first-year undergraduate students’ perceptions of using podcasts and vodcasts to enhance academic writing skills in an open distance and e-Learning university in South Africa. Using transactional distance theory, the findings indicate lecturers and students’ positive perceptions towards the implementation of podcasts and vodcasts because today’s students consume digital content [digital natives], enjoy the use of technology and are adept to navigating online learning. However, even though, at first, novice lecturers were hesitant and unfamiliar with recording podcasts and vodcasts, through mediation, lecturers ended up recording quality podcasts and vodcasts that were clear and made use of illustrations that made it easier for students to understand the module’s content. The researchers recommend that lecturers consider their students’ interests, motivation, language and demographic backgrounds in creating podcasts and vodcasts.
Democratic Citizenship in Mathematics Teacher Preparation in South African Universities: Contradictions in Theory and Practice Babawande Emmanuel Olawale
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.v6i2.61574

Abstract

For individuals to become democratic citizens, they need to be exposed to at least three interrelated elements: collective identity, the privileges of membership, and social rights and benefits. This study investigates how South African universities prepare mathematics teachers for democratic citizenship. Data were generated from six mathematics teacher educators and 75 second- to fourth-year student teachers majoring in mathematics education who were undergoing teacher training at three different universities. Data were gathered through interviews, observations, and document reviews. Thematic analysis was employed to analyse the data. The study findings reveal contradictions with respect to theory and practice within the mathematics education programmes at South African universities. While the programmes contribute to the formation of active citizenry through the development of democratic skills and values, together with the incorporation of social justice issues in mathematics classrooms, they also inhibit and disempower students, given that the offerings emphasize the importance of teaching and testing, as well as the acceptance or rejection of “right” answers. Based on the findings, it is recommended that educators democratise mathematics education classrooms and adopt a humanising pedagogical approach based on care, trust and respect.
The Effectiveness of Student Teams Achievement Division Cooperative Learning in Improving Mathematics Skills in VTE Engineering Students Sarinah Ziziumiza; Jabaidah Bungsu; Masitah Shahrill
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.v6i2.64003

Abstract

Student teams-achievement divisions (STAD) is a cooperative learning strategy in which small groups of learners with different abilities work together to achieve a shared goal. This study investigates the effectiveness of employing STAD amongst vocational and technical engineering (VTE) students. The objectives are to identify if using STAD in the classroom enhances students’ learning and improves their performance and attitude toward cooperative learning strategies, and also to identify their learning preferences with regard to studying individually or cooperatively. The study draws from quantitative data from pre- and post-tests, student attitude questionnaires, rubric evaluation and group achievement test to assess students’ performance in groups. A paired t-test was conducted, with the results demonstrating a significant difference between the students’ scores in the pre- and post-tests, indicating that STAD cooperative learning improved student performance in mathematics skills and the learning outcomes.
Voices of Pupils on Educational Programme Under Corporate Social Responsibility Initiatives in Malaysia Athirah Azhar
International Journal of Pedagogy and Teacher Education Vol 7, No 1 (2023): International Journal of Pedagogy and Teacher Education - April
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.v7i1.66948

Abstract

This study examined Corporate Social Responsibility (CSR) educational programmes in elementary schools. The case study examines the Adopt-A-School (AASC) programme, a CSR educational programme that is organised throughout Malaysia. Most extant studies have focused on teachers, school and corporate views but rarely on children. Therefore, this study aimed to explore pupils’ perceptions of CSR educational programmes in rural schools under the CSR initiative. The study employed a qualitative research case study design. Purposive sampling was conducted involving six Focus Group Discussions (FGDs) among 12-year-old pupils. Each FGD contained six to eight pupils. A total of 43 pupils from three different schools in the northern region of Malaysia were involved in the FGDs. Thematic analysis was then used to consider the excitement of CSR educational programmes, the benefits of CSR educational programmes and pupils’ preferred type of CSR educational programme in school. From the results, pupils’ perceptions of CSR educational programmes were divided into three: emotional well-being, cognitive ability and motor coordination. The engagement of the corporate sector in pupils’ education was also discussed to improve CSR educational programmes in future. The pupils agreed that while formal learning is important, a balance should be struck between study and play. Pupils requested that a CSR educational programme is conducted in school more often to make learning and attending school amusing. In conclusion, the pupils preferred to engage with more physical programmes in school but also acknowledged the importance of academic study as educational programmes bring them fun, friends, knowledge, experience and skills.
Building Resilience in Education for Academic Continuity During Disruption Folashade Afolabi; Oluwafemi Abayomi Olajuyigbe
International Journal of Pedagogy and Teacher Education Vol 7, No 1 (2023): International Journal of Pedagogy and Teacher Education - April
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.v7i1.62396

Abstract

The traditional method of learning prevailed in the educational system up until the outbreak of the COVID-19 pandemic, which brought a turning point by digitalising learning. Education shifted from traditionally student-centred to digital learning. The transition made learning difficult and students did not cope easily with the new trend. This study investigated learners’ experience of the paradigm shift to digital learning under three stages: Anticipation, Coping, and Adaptation. Two hundred and ten (210) senior secondary school 2 students in the Eti-Osa Local Government Area of Lagos State were purposively selected. A 21-item online questionnaire with a 4-point Likert scale was used for data collection. The instrument was validated and the reliability was confirmed using Cronbach’s alpha (0.78). The data were analysed using descriptive statistics. From the results, the participants were able to identify the various challenges encountered during the transition and discover how institutions can be resilient during disruption.
Improving Students Learning Outcomes and Digital Literacy on Acid-Base Titration Using Titration Screen Experiment Media Sri Mulyani; Rakhma Amalia Nurdina; Lina Mahardiani
International Journal of Pedagogy and Teacher Education Vol 7, No 1 (2023): International Journal of Pedagogy and Teacher Education - April
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.v0i0.72051

Abstract

This study aims to enhance students' digital literacy and learning outcomes in acid-base titration through Titration Screen Experiment Media. The research used a quasi-experimental method with two class samples, including the experimental class utilizing Titration Screen Experiment Media and the control class without it. Data were collected through digital literacy questionnaires and post-test questions evaluating students’ cognitive domain knowledge in acid-base titration. The Multivariate Analysis of Variance (MANOVA) test was used to analyze the data. The results demonstrated that the experimental class, which utilized the Titration Screen Experiment Media, exhibited higher digital literacy levels than the control class and improved learning outcomes in acid-base titration. The average digital literacy score in the experimental class was 56.50, whereas the control class scored 41.70. The experimental class indicated students with intermediate cognitive domain learning outcomes around 84.00, while the control class scored 76.67. These findings suggest that implementing the Titration Screen Experiment Media enhances digital literacy and positively impacts students’ learning outcomes in acid-base titration. Educators can effectively improve students' digital literacy skills by integrating this innovative media into teaching and learning while encouraging their academic achievements in chemistry learning. The research emphasizes the significance of digital literacy in modern education. The practical implication lies in the roles of educators in preparing students’ chemistry digital literacy.
Technological Pedagogical Content Knowledge (TPACK) Framework for Science Teachers’ Comptences in Facing Global Challenges and Issues: A Narrative Literature Review Abdul Latip; Babang Robandi; Amaliah Amaliah; Rifqi Rohmanul Khakim; Nurul Fatonah
International Journal of Pedagogy and Teacher Education Vol 7, No 1 (2023): International Journal of Pedagogy and Teacher Education - April
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.v0i0.74699

Abstract

Technological developments have made technology-assisted learning an essential part of educational areas. However, integrating technology in education requires teachers’ competency, called technological pedagogical content knowledge (TPACK). This study reviews the current body literature of TPACK regarding teachers’ challenges and demands of learning with global issues, such as the Industrial Revolution 4.0 and the SDGs 2030 agenda. Researchers employed Narrative Literature Review (NLR), where we reviewed TPACK, teacher competence, and challenges to global issues in education studies from various published articles. This study found a total of 27 articles published in the last ten years. In this study, NLR was carried out in 4 main stages: determining the topic, finding sources and references, analyzing relevant sources, and synthesizing the findings into a structured and informative narrative. The NLR results show that: 1) the form and type of technology integration in education needs to pay attention to aspects of pedagogy and content knowledge so the determination and use of technology in education can work effectively according to the characteristics of students and the content being taught; 2) forms and types of technology integration have been used include virtual labs, molecular and particle animation media, smartphone applications, and augmented reality; and 3) technology integration in the learning process indicated initial, core, and closing activities requiring various approach. Utilizing technology in education within the initial, core, and closing activities requires considering type and form of technology used according to pedagogical aspects (setting learning objectives) and content aspects (depth and breadth of material at each stage). The study results highlighted teachers' competencies on TPACK to effectively support teaching and learning processes in alignment with global needs and challenges.
A Consideration of Gradeless Learning in Higher Education Adan Amer; Gaganpreet Sidhu; Seshasai Srinivasan
International Journal of Pedagogy and Teacher Education Vol 7, No 1 (2023): International Journal of Pedagogy and Teacher Education - April
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.v0i0.73153

Abstract

This article presents a brief overview of the purpose, implementation, and criticisms of the typical graded system 'used by most schools worldwide to assess students' academic performance. Letter and numerical grades serve many purposes, such as motivating students and allowing teachers or parents to track progress, yet this tool is quite unreliable for measuring knowledge acquisition. The overuse of grades to measure student success also impedes intrinsic learning outcomes, such as discovering interests or developing skills essential for transforming post-secondary students into lifelong learners. In contrast, gradeless learning systems that emphasize the application of knowledge and high-quality feedback can improve 'students' well-being and overall learning outcomes. Despite these benefits, switching away from grades is a tumultuous one given that students rely on them for motivation to perform well in school. Hopefully, implementing gradeless learning on a program or course level will be the first step in achieving this paradigm shift.

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