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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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Examining the Influence of Interpersonal Communication, Leadership Capability, Adaptability, and Excellence on Managerial Competence and Leadership Performance in Maritime Vocational Higher Education Cahya Fajar Budi Hartanto; Yohanes Leonardus Sukestiyarno; Rusdarti Rusdarti; Abdurrahman Abdurrahman
International Journal of Pedagogy and Teacher Education Vol 8, No 2 (2024): 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.v8i2.93935

Abstract

Understanding how leadership moderates the effectiveness of maritime vocational higher education institutions is essential but underexplored. This study investigated the relationships between interpersonal communication, adaptability, capability, leadership excellence, managerial competence, and perceived leadership performance. A quantitative causal design was employed, collecting data through structured questionnaires from 145 lecturers at maritime vocational higher education institutions in Indonesia using purposive sampling. Data were analyzed using Structural Equation Modeling (SEM) with Partial Least Squares (PLS) to evaluate path coefficients and relationships between variables. The results indicate that interpersonal communication significantly influences perceived leadership performance but does not directly impact managerial competence. Conversely, leadership adaptability enhances both managerial competence and perceived leadership performance. Leadership excellence emerged as the most critical factor positively influencing both outcomes, while leadership capability demonstrated no significant direct effects on either. Additionally, managerial competence did not moderate the relationships between predictor variables and perceived leadership performance. These findings underscore the importance of fostering adaptability, communication, and leadership excellence in maritime vocational education. Tailored leadership development programs are necessary to cultivate these competencies among future leaders, enabling them to navigate the unique challenges of this sector. By focusing on these areas, institutions can prepare flexible, competent, and equipped leaders to enhance performance and managerial effectiveness in maritime education.
Enhancing Learning Outcomes and Creative Thinking through Project-Based Learning Modules in Fourth Grades Tio Gusti Satria; Sapriya Sapriya; Udin Syaefudin Sa’ud; Cepi Riyana; Tri Syamsijulianto; Joni Helandri
International Journal of Pedagogy and Teacher Education Vol 8, No 2 (2024): 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.v8i2.89320

Abstract

The study aimed to determine the improvement of learning outcomes and creative thinking through project-based learning modules in fourth graders. The research method used was a pre-experimental design with a one-group pretest-posttest design. The research subjects were fourth-grade students from an Islamic elementary school in Lubuklinggau city with a population of as many as two classes with a random sampling technique and obtained class IVA. The research instrument used was an objective test consisting of 10 essay questions with material on cultural diversity, local wisdom, history, and culture, and rubrics to assess students' creative thinking skills, including fluency, flexibility, originality, and elaboration. Based on the hypothesis testing on the cognitive aspect of learning outcomes using the t-test, it shows a significant impact on students' learning outcomes in classes that use project-based learning models in IPAS learning with an increase in the difference score of 24.77. Creative thinking skills, assessed based on the rubric for assessing students' creative thinking skills, showed that there was a significant development of student's creative thinking skills in classes that used a significant project-based learning model with an increase in the difference score of 17.32, at the basic stages of development that occurred in the preparation, implementation, and presentation of results from not creative (level 1) to creative (level 2). The implications of this study extend to future research to support the improvement of students' learning outcomes and creative thinking skills.
Effectiveness of Guided Inquiry Learning With PhET Simulation to Improve Students’ Critical Thinking Ability and Understanding of Reaction Rate Concepts Apriliana Drastisianti; Arini Kusuma Dewi; Dante Alighiri
International Journal of Pedagogy and Teacher Education Vol 8, No 2 (2024): 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.v8i2.93924

Abstract

In modern education, fostering critical thinking skills is essential, enabling students to analyze, interpret, and conclude information effectively. This study evaluates the effectiveness of a guided inquiry learning model integrated with PhET simulations in enhancing students' critical thinking abilities and comprehension of reaction rate concepts. The research was quasi-experimental and assigned to experimental and control groups. The study employed pretest and posttest measures using essay questions to assess critical thinking and conceptual understanding. Results from the t-tests demonstrated significant improvements in both critical thinking (count = 2.240 > table = 1.666) and conceptual understanding (count = 3.064 > table = 1.666) for students engaged in guided inquiry with PhET simulations compared to those in traditional discovery learning settings. These findings underscore the potential of guided inquiry supported by simulations to create an interactive and engaging learning environment, promoting deeper cognitive processing and retention. By merging inquiry-based learning with technological tools, educators can enhance student engagement and facilitate a hands-on approach to complex topics, preparing students for more sophisticated academic and real-world problem-solving scenarios. This study suggests that guided inquiry, complemented by PhET simulations, strengthens conceptual foundations and nurtures critical analytical skills necessary for academic success and beyond
MOOC-Based PBL Model to Improve Chemical Literacy Skills In Content, Procedural and Epistemic Knowledge Aspects Mahbub Alwathoni; Sulistyo Saputro; Sri Yamtinah; Mohammad Masykuri; Suwahono Suwahono
International Journal of Pedagogy and Teacher Education Vol 8, No 2 (2024): 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.v8i2.92200

Abstract

This study explores the effectiveness of a MOOC-based Problem-Based Learning (PBL) model in enhancing chemical literacy across three dimensions—content, procedural, and epistemic knowledge—among grade 10 high school students. Employing an explanatory sequential mixed-methods design, the research gathered data through chemical literacy tests, interviews, and observations. The participants comprised 80 students from three districts in Central Java, Indonesia. Quantitative analysis using Rasch modeling revealed a significant improvement in scores, with an average pretest score of 44.82, increasing to 66.50 post-intervention. The effect size of 1.1819 was categorized as "good," indicating the model's potential for fostering learning. However, the average post-test score remained below the minimum completion criterion of75.80. Qualitative findings highlighted weaknesses in the problem orientation stage of the PBL model, particularly in connecting students’ prior knowledge to new learning objectives. This stage is critical for setting the foundation for subsequent PBL phases, suggesting that insufficient scaffolding may have hindered optimal learning outcomes. To enhance the effectiveness of MOOC-based PBL, the study recommends restructuring the problem orientation stage to align better with students' initial knowledge levels. These findings underscore the promise of integrating MOOC-based PBL in chemistry education while emphasizing the need for refinements to address identified challenges. By bridging gaps in problem orientation and fostering deeper connections between prior and new knowledge, this approach could more effectively support the development of chemical literacy, providing valuable insights for educators and policymakers.
Earthcomm Model's Influence on Spatial Thinking Capacity and Environmental Care Character Development: A Focused Study Joice Zhenrike Memmase; Sumarmi Sumarmi; Purwanto Purwanto
International Journal of Pedagogy and Teacher Education Vol 8, No 2 (2024): 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.v8i2.94241

Abstract

Geography learning can be conducted with an Earthcomm learning model covering cognitive and affective skills. Solving these environmental challenges requires geographic and environmental literacy. This research evaluates the effectiveness of the Earthcomm model in enhancing spatial thinking and environmental care for high school students in Bululawang. A quasi-experimental design with pre- and post-tests randomly assigned 72 students to experimental and control groups. Instruments used were a 10-question spatial thinking essay, a 30-question environmental care survey, and Earthcomm-based worksheets. Analysis showed significant effects of the educational intervention on spatial thinking (p = 0.000) and environmental care (p = 0.023). Thus, a statistically significant correlation exists between those variables (p= 0,000), indicating that improving spatial skills may lead to greater environmental responsibility. The N Gain Score (NGS) assessment reveals that this model, with 47.9% NGS, is "less effective" in superior improvement due to the less implementation period in the syllabus, which necessitates further utilization and modification of the syllabus to guarantee effectivity. Despite such limitations, the findings have important implications for the Earthcomm model and its potential use in geography education, particularly in promoting spatial thinking and environmental care. This adds a small but important contribution to the limited literature on innovative geography curricula, illustrating how this model can equip students to meet the challenges of current global environmental issues. However, more attention will be paid to iterating, expanding, and applying the Earthcomm model to foster these skills.
Analysis of Success Factor of The E-Learning System Using Delone and Mclean Models Hidayat Ramadhani Winarno; Nilo Legowo
International Journal of Pedagogy and Teacher Education Vol 8, No 2 (2024): 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.v8i2.95795

Abstract

The effectiveness of e-learning systems has become a focal point in modern education, particularly with the global shift towards digital learning environments. This study employs the DeLone and McLean  Model, integrating the Technology Self-Efficacy (TSE) variable, to analyze the critical factors influencing e-learning success. Key dimensions, including information quality, system quality, service quality, system use, and user satisfaction, were evaluated through a comprehensive methodology involving Structural Equation Modeling-Partial Least Squares (SEM-PLS). Data collected from 283 high school students in a suburban area reveal significant relationships, highlighting the pivotal roles of technology self-efficacy and system use in driving user satisfaction and overall e-learning success. The findings underscore that system use directly influences educational outcomes, with students’ confidence in navigating e-learning platforms emerging as a critical determinant of user satisfaction. Despite these successes, service quality and information accuracy areas present opportunities for refinement to further enhance user engagement and satisfaction. The study also emphasizes the adaptability and scalability of the proposed model for broader applications in diverse educational settings. This research contributes valuable insights into optimizing e-learning systems by addressing user-centric and technical aspects, ultimately supporting more effective digital learning platforms. The integration of TSE with the DeLone and McLean Model provides a robust framework for understanding and improving e-learning systems, offering actionable strategies for educational institutions aiming to align with the evolving demands of 21st-century learning.
Designing an Integrated Learning Action Plan to Build Strategic Learning Environments Netaniel Giovanni; Martha Monica Olivia Pangaribuan; Deddy Candra
International Journal of Pedagogy and Teacher Education Vol 8, No 2 (2024): 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.v8i2.93624

Abstract

This study explores an integrated instructional design framework by combining the ADDIE model, Dick and Carey’s systematic instructional phases, and Backward Design, aiming to bridge skill gaps and address organizational challenges within government agencies, specifically BDKPKU. The research focuses on creating strategic learning environments that enhance cognitive and affective outcomes while aligning competency development with financial accountability goals. Key dimensions evaluated include satisfaction, cognitive impact, instructional design, leadership, and learner orientation. Using a mixed-methods approach, the study incorporated pretests, posttests, and problem-solving action learning, revealing substantial improvements in participants' comprehension and practical application of concepts. The implementation emphasized self-regulated, collaborative, experiential learning activities tailored to real-world scenarios. Results showed significant increases in engagement, motivation, and collaboration, confirming the efficacy of the integrated learning model in fostering critical skills. The research underscores the importance of leadership commitment and adaptive scheduling in sustaining learning outcomes. This model offers a replicable framework for competency development across government agencies by aligning training objectives with organizational needs. Future applications could extend the model’s principles to address broader educational and organizational challenges, ensuring a sustainable impact on workforce performance and policy implementation. This approach emphasizes meaningful learning experiences, integrating theoretical knowledge with practical applications to achieve long-term professional growth.
Determinants Affecting Students’ Satisfaction In The Use of Learning Management Systems on Instructional Content, Interaction, and Accessibility Budi Setiawan; Adrian Rodgers
International Journal of Pedagogy and Teacher Education Vol 8, No 2 (2024): 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.v8i2.89853

Abstract

An Learning Management Systems (LMS) is important in boosting knowledge acquisition and information management in the digital world. This investigation examines factors affecting students' satisfaction with each aspect of the LMS instructional content, interaction, and accessibility. Using a quantitative research design, data was collected through an online survey from 104 undergraduate students at Universitas Pendidikan Indonesia. The results showed that over half of the participants were satisfied or highly satisfied with LMS features such as interaction, accessibility, and instructional content. 89.4% of students were satisfied with direct communication from the LMS in interaction. When asked about accessibility, 99% of respondents praised the platform's flexibility and ease of use. For the instructional component, 90 percent of students expressed satisfaction with the quality and accessibility of the materials provided. These findings are significant for educational institutes to enhance learning management system features as per user requirements, enabling more flexible and interactive learning approaches. Research related to learning management systems introduced at a tertiary institution to improve learning effectiveness during the pre- and post-COVID-19 period requires deep analysis, including different particulars shaped in the higher education landscape by the impact of the pandemic. This study significantly contributes to developing technology-based education policies in the digital age.
Student Literacy and Literacy Skills in Higher Education: A Bibliometric Review Asep Purwo Yudi Utomo; Dwi Yuwono Puji Sugiharto; Rossi Galih Kesuma; Diyamon Prasandha
International Journal of Pedagogy and Teacher Education Vol 8, No 2 (2024): 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.v8i2.84533

Abstract

Student literacy and literacy skills are crucial in developing critical thinking, analytical abilities, and overall academic success in higher education. This study provides an initial overview of research developments on these topics through a bibliometric analysis of studies published between 2004 and 2023. Data were collected from the Scopus database, identifying 675 relevant publications, and analyzed using tools such as Scopus, Mendeley, and VOSViewer to explore research trends, dominant keywords, and collaboration networks in this field. The findings reveal that studies on student literacy have steadily increased over the past two decades, with the United States and Indonesia as leading contributors. Key themes frequently emerging in these studies include literacy, students, writing, reading, and teaching. Despite this growing interest, research specifically linking literacy and student literacy skills in higher education remains limited, with most studies focusing on general literacy aspects. These insights highlight the need for further exploration, particularly in developing students' critical literacy skills in higher education contexts. This study aims to map the landscape of student literacy research, provide insights into researcher contributions, and identify research gaps for future studies. Ultimately, these findings can guide future research and policy development to enhance literacy skills critical for academic success and professional readiness.
The Role of Knowledge, Creativity and Self-Confidence in the Performance of High School Prinsipals Using SEM-SmartPLS Analysis Melky Malingkas; Kosmas Sobon; Jelvi M. Mangundap; Zhuldiz Anay
International Journal of Pedagogy and Teacher Education Vol 8, No 2 (2024): 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.v8i2.93605

Abstract

Effective leadership hinges on knowledge, creativity, and self-confidence in dynamic school environments. This study examines the contribution of these traits to high school principals' performance in leadership. Employing a quantitative approach, a survey was conducted with 75 respondents selected from a population of 308 using random sampling. Data were analyzed using Structural Equation Modeling (SEM) with SmartPLS software version 3.0, allowing in-depth exploration of the relationships between knowledge, creativity, self-confidence, and performance. The findings reveal that knowledge contributes 45%, creativity 30%, and self-confidence 25% to leadership effectiveness, collectively accounting for 87.5% of the variance in performance among school principals. Principals with strong knowledge, creativity, and self-confidence are better equipped to implement innovative strategies, motivate staff, and achieve educational goals. This study underscores the importance of professional development programs to enhance these attributes, emphasizing creativity and decision-making skills. Such initiatives can better prepare principals to navigate the complexities of modern educational leadership, including curriculum changes, resource constraints, and technological advancements. The research offers actionable insights for policymakers, educators, and administrators aiming to improve school leadership quality. It also highlights the mediating role of self-confidence in translating knowledge and creativity into practical leadership actions. These findings contribute to the broader discourse on leadership in education and provide a foundation for future studies to explore additional factors influencing principals’ performance.

Page 12 of 15 | Total Record : 148

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