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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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Students Thinking Processes in Generalizing Patterns Based on The Personality of RIASEC Holland Theory Nusrotul Bariyah; Jarnawi Afgani Dahlan; Seth Junior Nti
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.v8i2.96344

Abstract

Generalizing patterns is a fundamental mathematical skill with widespread applications. However, only 7.1% of students demonstrate high proficiency in generalizing patterns, indicating significant challenges in identifying and applying rules. This study explores the thinking processes of students who succeed and fail in generalizing linear patterns, analyzed through the lens of Holland's RIASEC personality model. Employing a qualitative phenomenological approach, data were collected through pattern generalization tests, RIASEC questionnaires, and interviews conducted with seven junior high school students in Bandung, selected based on communication skills and varied personality types. The findings reveal that students with investigative personalities are most successful, exhibiting critical thinking and problem-solving abilities aligned with pattern generalization tasks. In contrast, unsuccessful students predominantly rely on numerical data or recursive strategies without effectively connecting visual configurations. This research identifies three distinct thinking processes: focusing solely on numerical data, combining numerical data with operational adjustments, and refining generalizations using visual patterns. The study underscores the importance of leveraging visual aids and trial-and-error methods in teaching pattern generalization. Differentiated instruction, tailored to students’ cognitive and personality traits, is recommended to address diverse learning needs and enhance mathematics education quality. This study contributes to understanding the interplay between personality and cognitive strategies in mathematical problem-solving. It also emphasizes the necessity for inclusive teaching strategies that cater to varied student profiles to foster success in generalizing patterns and developing essential mathematical skills
A Learning Trajectory for Statistics Through the Traditional Game of Congklak to Enhance Mathematical Reasoning Skills Yemi Kuswardi; Farida Nurhasanah; Nabilla Uristu Al Firdaus; Budi Usodo; Henny Ekana Chrisnawati; Sutopo Sutopo; Masitah Shahrill
International Journal of Pedagogy and Teacher Education Vol 8, No 1 (2024): 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.v8i1.90547

Abstract

The purpose of this study is to design a learning trajectory (develop mathematics reasoning skills) for junior high school statistics material to be used in eighth-grade classrooms. This design research study comprises three stages: preliminary design, experimental design and Retrospective Analysis. The subjects in this study were eighth-grade learners in a public junior-high school in Wonogiri City. Data collection methods included observation, interview and tests. Based on the results of the retrospective analysis, a learning trajectory for statistics material with the traditional Congklak game in application combines both informal and formal activities. In informal activities, through the Congklak game experiments conducted. These helped to form, mode, medium, examination, quartiles and semi-interquartile range interpretation concepts. In formal activities, based on the experimental results learners decided how to define mean (average), mode (the number of times a value appears in given data), medium and quartiles. The statistical results show that there are differences in mathematics reasoning skills between teaching with a learning trajectory assisted by Congklak and the direct method. The marginal mean for learning path is 71.57, while it is 62.66, and this outside the margin of error. This suggests that by application of a realistic mathematics approach using learning path driven Congklak traditional game of so can improve learners' mathematics reasoning ability.
Discriminant Analysis of Students' Spatial Ability in Understanding Flat-Sided Geometric Shapes Muh. Khaedir Lutfi; Tatang Herman; Endang Cahya Mulyaning A
International Journal of Pedagogy and Teacher Education Vol 9, No 1 (2025): 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.v9i1.98297

Abstract

Spatial ability is a crucial aspect that supports students in visualizing and understanding abstract mathematical concepts, particularly flat-sided geometric shapes in geometry learning. This study aims to identify the factors that differentiate students with low and high spatial abilities through discriminant analysis. The factors analyzed include Mental Rotation, Spatial Orientation, Visualization, Spatial Relation, and Spatial Perception, measured using a spatial ability test. The test instrument consisted of five questions developed based on the spatial ability framework offered by Maier and validated by mathematics and learning evaluation experts. A total of 34 ninth-grade students from a junior high school in Tangerang Regency were selected through purposive sampling. The analysis results showed that Visualization, Spatial Relation, and Spatial Perception were the main predictors that significantly differentiated the two groups. Visualization supports the ability to imagine geometric objects, Spatial Relation facilitates the understanding of relationships between objects, and Spatial Perception aids in recognizing the position and relationship of geometric elements. The resulting discriminant model had an eigenvalue of 13.967, indicating a strong discriminant power in separating student groups. Understanding these differentiating factors provides a foundation for designing effective learning strategies, such as the use of augmented reality (AR) applications and 3D modeling tools to enhance students’ comprehension of spatial figures. Furthermore, interventions using physical or virtual manipulatives can be tailored to students’ needs, assisting them in mastering the concept of flat-sided geometric shapes.
Assessing Language Reasoning Skills of Indonesian Students Using Computerized Adaptive Testing Memet Sudaryanto; Muhammad Nur Yasir Utomo
International Journal of Pedagogy and Teacher Education Vol 8, No 1 (2024): 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.v8i1.89913

Abstract

Language, as the fundamental means of communication, represents the symbolization of thoughts conveyed to others. Human understanding of the structure of messages relies on the speaker's language reasoning ability. This ability can be measured from the simplest to the most complex stimuli. Traditionally, assessing language reasoning has been done through written tests, which require extensive preparation and are time-consuming. This study proposes a model for measuring language reasoning ability using a Computerized Adaptive Test (CAT). The CAT adjusts the difficulty of questions in real time based on the participant's responses. If a participant answers correctly, the system presents a more challenging question. Conversely, the system selects an easier question if the participant answers incorrectly. This adaptive approach ensures a tailored and efficient assessment experience, accurately measuring the participant's abilities. The research began by developing a valid and reliable language reasoning test instrument and its quadrant class. This included determining the starting, jumping, and stopping points, culminating in the CAT design. The results of the CAT proposed in this study can map basic language reasoning skills, starting from understanding the concept of facts, applying linguistic rules according to the agreement formed in the read clauses, breaking down information into more specific forms, judging the values of ideas, combining word selection, ideas formation, and context, analogy thinking, and comparative thinking. The analysis revealed that the participants' dominant ability was in comparative thinking, which involves comparing language forms, conditions, settings, and messages in written discourse. Moreover, the CAT system proposed in this study was proven to speed up the testing process while enabling students to complete the tests according to their abilities.
The Profile of Classroom Action Research Skills Among Teachers in Indonesia: What is it Like and What Needs to be Done? Dindin Nasrudin; Chaerul Rochman; Yudi Dirgantara; Anda Juanda; Fadilah Ilahi
International Journal of Pedagogy and Teacher Education Vol 8, No 1 (2024): 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.v8i1.87401

Abstract

Research skills are crucial for modern teachers to identify and solve learning problems in their classrooms effectively. This study aims to profile teachers' research skills in Indonesia, underscore their importance in today's educational landscape, and propose policy options for enhancement. Using a survey method, questionnaires were distributed to 50 participants selected through purposive sampling to ensure a diverse representation in fields of study, gender, teaching experience, and employment status. This diversity provides a comprehensive understanding of teachers' research skills across various educational contexts. The analysis of the questionnaires was supplemented by in-depth interviews with a selected subset of respondents using a semi-structured format. Quantitative and qualitative methods provided a broad and detailed understanding of teachers' research skills. Content analysis was employed to identify themes and patterns in respondents' experiences. The results indicate that 9% of teachers are at the beginning stage (level 1), 38% need improvement (level 2), 43% are confident (level 3), and only 4% possess strong skills (level 4). Male teachers predominantly exhibit skills at levels 3 and 4, while female teachers are primarily at levels 2 and 3. The study concludes that there is significant variability in teachers' research skills, highlighting the need for targeted professional development programs. Recommendations include extensive training in research methodologies, data analysis techniques, academic writing, mentoring from supervisors, professional development instructors, and research collaborations with university lecturers to enhance teachers' research competence.
The Impact of Augmented Reality (Ar) on Vocabulary Acquisition in Elementary School Students Asfinatu Nurjanah
International Journal of Pedagogy and Teacher Education Vol 9, No 1 (2025): 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.v9i1.97639

Abstract

Vocabulary development is one of the key areas in learning English as a second/foreign language, especially for children. New technologies, including Augmented Reality (AR), provide an interactive and immersive learning environment which can enhance vocabulary retention in a more engaging way. Despite increasing interest, studies on long-term effects and AR application in elementary education are still scarce. The purpose of this research is to analyze the effect of AR on English vocabulary knowledge of elementary school students. A quasi-experimental one-group pre-test and post-test were undertaken with a sample of 25 fifth grade students of SDN Jambon 2-Yogyakarta. Data was collected through vocabulary proficiency tests of CEFR A1–A2 levels and student perception questionnaires derived from established instruments. Descriptives and inferential statistical analyses were utilised – (paired sample t-tests and the calculation of effect sizes). The pre-test data showed that students’ mean scores of vocabulary were in the category of “Fair” (M = 61.56), as most participants encountered difficulties in pronunciation, spelling, meaning interpretation, and contextual usage. The average posttest score rose significantly to 83.20 in the “Proficient” rank after the AR intervention phase. The change was statistically significant (p = 0.000, t = 8.996), which indicated that AR had a significant positive effect on vocabulary learning. Findings indicate that vocabulary learning is positively influenced by AR-supported learning experience, providing students with a dynamic and joyful learning space. The research highlights AR’s promise as a pedagogical medium in elementary level English education, with empirical evidence for its implementation in technology-enhanced language learning.
Rigorous Mathematical Thinking Aprroach for Support Relational Understanding: Designing a Learning Trajectory on Linear Equation Bernika Indrialis Ifana; Nyimas Aisyah; Ely Susanti
International Journal of Pedagogy and Teacher Education Vol 8, No 1 (2024): 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.v8i1.89536

Abstract

The linear equation is a fundamental mathematics topic that often poses significant challenges for students. These difficulties are primarily due to traditional teaching methods that emphasize memorization of formulas over deep understanding, coupled with insufficient focus on developing reasoning and problem-solving skills. This study seeks to develop a learning trajectory for teaching linear equations using the Rigorous Mathematical Thinking (RMT) approach, aiming to enhance students' relational understanding. The research was conducted using a design research method, which involved creating and refining a learning trajectory through preliminary design, experimental implementation, and retrospective analysis, all conducted over two cycles. Participants included 8th-grade students from a junior high school in Palembang, with 32 students in class 8.2 participating in the pilot experiment and 36 students in class 8.1 in the teaching experiment, selected through purposive sampling. Data collection methods included observations, written tests, and interviews, with qualitative analysis used to present the findings in a narrative format. The study resulted in the development of a learning trajectory that effectively supports students' relational understanding of linear equations. The learning process encouraged students to draw on their existing knowledge, identify the most efficient and effective strategies, provide detailed solutions, and gain confidence in the accuracy of their answers while solving problems related to the equation of a line through two points and the equation of a line perpendicular to another line.
Towards Gender Equality in STEM Fields: Gender Similarities in Students’ Mathematical Literacy Daniel Williams Fointuna; Catherine Riegle-Crumb
International Journal of Pedagogy and Teacher Education Vol 9, No 1 (2025): 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.v9i1.99015

Abstract

Understanding core concepts in STEM fields requires strong mathematical literacy to solve complex problems, think analytically, and reason methodically. However, Indonesian students continue to score low in international assessments such as PISA, with gender disparities favoring boys reported in some countries. This study investigates gender differences in mathematical literacy performance among public middle school students in Kupang, a region with limited prior research on this topic. Using secondary data from a school-based survey involving 377 students selected through two-stage cluster random sampling, we analyzed test scores across overall performance, content domains, and process domains. After confirming assumptions of normality and homogeneity, gender-based comparisons were conducted using one-way ANOVA. Results indicate no statistically significant gender differences in overall mathematical literacy, nor in any content (quantity, change and relationship, space and shape, uncertainty and data) or process domains (formulating, employing, interpreting). Effect size calculations also confirmed the absence of a gender gap. These findings support the gender similarities hypothesis and suggest that both boys and girls are equally capable in mathematical reasoning. Promoting this equality can help counter gender stereotypes and foster balanced participation in STEM fields. Educators and policymakers should leverage these insights to design equitable math instruction and encourage greater female representation in mathematics-intensive careers
The Impact of the Common Knowledge Construction Model (CKCM) Integrated with Ethnoscience and Podcasts on Science Process Skills in the Topic of Chemical Bonding Viki Nurlatifah; Mohammad Masykuri; Wirawan Ciptonugroho; Sri Yamtinah; Maria Ulfa; Bakti Mulyani; Agung Nugroho Catur Saputro; Ari Syahidul Shidiq
International Journal of Pedagogy and Teacher Education Vol 8, No 1 (2024): 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.v8i1.87665

Abstract

Technological advances and competition in the 21st-century demand that students enhance their knowledge and skills. The Common Knowledge Construction Model (CKCM) can effectively influence students' academic skills and achievements in chemistry. This study examined the impact of CKCM integrated with ethnoscience and podcasts on improving science process skills and student learning outcomes. A quasi-experimental design with cluster random sampling was employed to select experimental and control groups from the population of specialization 11th-grade science program  (five classes) in a senior high school in Boyolali Regency. Multiple-choice questions were used to measure science process skills and learning outcomes. Descriptive analysis and hypothesis testing were conducted using the Kruskal-Wallis test. The results revealed a significance value of 0.000 in both hypothesis tests for science process skills and learning outcomes. A significance value of less than 0.05 indicates that the application of CKCM positively impacts both variables. Integrating ethnoscience provides a deeper understanding by building culturally contextualized logical thinking. Supported by podcast media, it creates a dynamic and engaging learning environment that helps students actively construct their knowledge. This research contributes to developing the CKCM learning model mediated by podcasts to empower chemistry knowledge and science process skills, preparing students to meet the challenges of the 21st century.
Understanding Virtual Laboratories in Engineering Education: A Systematic Literature Review Muhamad Nur Azmi Wahyudi; Cucuk Wawan Budiyanto; Indah Widiastuti; Puspanda Hatta; Mohd. Shafie bin Bakar
International Journal of Pedagogy and Teacher Education Vol 7, No 2 (2023): 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.v7i2.85271

Abstract

Engineering education has gained significant importance in the 21st century due to its integration of essential technological literacy needed in our rapidly changing world. Laboratories, including virtual laboratories, allowstudents to apply theoretical knowledge practically. Virtual laboratories have emerged as innovative tools that offer increased accessibility and flexibility. This study reviewed 29 peer-reviewed journal articles indexed in Scopus and published between 2018 and 2023 on the use of virtual laboratories in engineering education. The research employed a systematic literature review framework, utilizing PRISMA for article selection.The findings indicate that virtual laboratories provide numerous benefits, including cost-effectiveness, flexibility, safety, and accessibility. They boost student motivation, engagement, and the ability to apply knowledge while effectively enhancing conceptual understanding and practical skills. Virtual laboratories support the development of pedagogical skills and promote careers in engineering by offering a comprehensive and inclusive learning environment.Despite these advantages, challenges likelimited interactivity, restricted content, and technical issues persist. Virtual laboratories are valuable supplements to traditional laboratories, providing an economical means to explore phenomena and offering a safe space for experimentation. Educators should consider the benefits and limitations ofintegrating virtual laboratories into their curriculum. This study aims to deepen the understanding of virtual laboratories in engineering education, advocating for their broader adoption as an innovative tool with a positive impact.  

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