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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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The Effect of Self-Efficacy, Academic Stress, and Academic Fatigue on Students' Learning Outcomes Firman Firman; Robi Hendra; Ragil Prastian; Fidhiya Marlan Utami; Budi Setiawan
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.v9i1.94522

Abstract

This study investigates the influence of self-efficacy, academic stress, and academic fatigue on the learning outcomes of students at the University of Jambi. Using a quantitative survey method, data were collected via an online questionnaire distributed to 200 randomly selected students from various faculties. The results indicate that self-efficacy positively affects learning outcomes, while academic stress and academic fatigue have negative effects. The structural model shows significant relationships between academic burnout and learning outcomes (β = 0.698, p < 0.001), academic stress and learning outcomes (β = 0.167, p < 0.001), and self-efficacy and academic stress (β = 0.300, p < 0.001). These findings suggest that students with higher self-efficacy are more capable of managing their time, seeking assistance, and maintaining a positive approach to their studies—skills that help them cope with academic pressures and reduce stress. The study underscores the importance of developing interventions to enhance self-efficacy and reduce academic stress and fatigue, such as psychological counseling, stress management programs, and academic support services. These efforts are essential for improving student performance and well-being. The findings are expected to inform the development of educational programs and student welfare policies at the University of Jambi through strategic institutional planning and policy refinement.
The Correlation between Students’ Self-Regulated Learning Strategies and their Writing Ability in Argumentative Writing Class Nur Zikri Amalia; Lies Amin Lestari; Syafi&#039;ul Anam
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.v7i2.89318

Abstract

This study investigates the use of self-regulated learning strategies by students at a public university in Surabaya and examines the relationship between these strategies and their performance in argumentative writing classes. The sample comprised 57 students of both genders, selected through convenience sampling, and representing various academic years. All participants had previously completed an argumentation class. To achieve the study’s objectives, the Self-Regulated Learning Questionnaire (WSSRLQ) was adapted to meet the specific needs of the study, and students' argumentative writing scores were analyzed correlationally. The reliability of the questionnaire was confirmed with a Cronbach's alpha of 0.830. Results indicate that metacognitive strategies were the most frequently employed, particularly in guiding planning and improving the quality of writing assignments. Students also utilized cognitive strategies focused on language elements, social-behavioral strategies, and motivational strategies to enhance their writing performance. The study revealed a strong correlation between cognitive strategies and writing performance, a moderate correlation for metacognitive and motivational strategies, and no correlation for social-behavioral strategies. Overall, a weak correlation was observed between self-regulated learning strategies and overall writing abilities.
The Mediating Effect of PAE, Subjective Norms, and PBC on the Impact of Diverse Learning Environments on Students Entrepreneurial Intentions Benediktus Rolando; Herry Mulyono
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.v9i1.98592

Abstract

This study explores the influence of diverse learning environments on the entrepreneurial intentions of undergraduate students in Tangerang, Indonesia—a region where entrepreneurial activity among students remains below national expectations. Drawing on the Theory of Planned Behavior (TPB), we examine how personal attitude, subjective norms, and perceived behavioral control mediate this relationship. A total of 312 students from six universities were surveyed using a purposive sampling method. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that while diverse learning environments significantly enhance students’ attitudes (β=0.862, p<0.001) and perceived behavioral control (β=0.872, p<0.001), they paradoxically reduce entrepreneurial intentions (β=-0.311, p<0.05). Subjective norms showed no significant effect (p=0.156), reflecting cultural nuances in collectivist societies where institutional and structural factors may overshadow social influence. These results suggest that while exposure to diversity fosters creativity and self-efficacy, it may also introduce decision complexity and risk awareness that discourage entrepreneurial action. The study extends TPB by contextualizing its limitations in non-Western settings and offers practical recommendations. These include implementing structured mentorship, industry-specific entrepreneurial curricula, and institutional support systems to help students translate diverse insights into actionable ventures. Educational institutions must balance the benefits of exposure to diverse perspectives with scaffolding mechanisms that mitigate cognitive overload and cultural dissonance. This research contributes to refining entrepreneurship education strategies in emerging economies.
Statistical Anxiety of Religious College Students: A Review of Reducing Factors of Statistical Anxiety Deni Iriyadi; Yogi Damai Syaputra; Monalisa Monalisa
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.v8i1.81619

Abstract

This research aims to determine the level of statistical anxiety among students from religious universities. Understanding this is crucial since knowledge of statistics is necessary for completing final assignments, while the students' backgrounds are generally from Islamic boarding schools. This research employs a mixed-method approach with an explanatory sequential design, prioritizing a quantitative approach followed by a qualitative approach. The respondents were students enrolled in statistics courses, totaling 479 participants. The sampling technique used multistage random sampling, starting with cluster random sampling, followed by purposive sampling. Anxiety levels were measured using the Statistics Anxiety Scale (SAS) instrument, consisting of 17 questions covering three aspects: worry, avoidance, and emotional aspects. The Mixed-Methods Sequential Explanatory Design involved gathering and analyzing quantitative data first, followed by qualitative data. Results indicated differences in statistical anxiety levels among non-exact students. Initially, 45% of students exhibited high anxiety levels, which decreased to 14%, while low anxiety levels increased from 27% to 49%. This suggests that learning processes requiring complex numeracy need appropriate interventions, such as using various tools (software) that significantly impact the learning process. Implementing a peer tutoring program can also boost self-confidence. Therefore, study program managers or lecturers must focus on enhancing students' self-confidence to reduce anxiety. Using suitable learning aids can make a significant difference..
Portable and Inexpensive Blue LED based UV-Vis Spectrophotometer with Smartphone Detector as a Chemistry Learning Innovation Fa&#039;ari Salsabiila; Laila Nur Rahmawati; Heny Muna Kholidah; Ari Syahidul Shidiq
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.v7i2.87950

Abstract

Effective study of chemistry requires access to complete and affordable laboratory equipment. Practical activities provide hands-on learning experiences and help students understand chemical concepts more easily. The spectrophotometer is a key instrument in chemistry labs, but its high cost and complex maintenance often make it unavailable in schools. This study aims to design and develop an inexpensive, simple, and portable UV-Vis spectrophotometer that offers quick analysis, making it accessible for high schools as a contextual chemistry learning tool. Experimental methods were employed in laboratories and chemistry classrooms, focusing on measuring solution content. The UV-Vis spectrophotometer was developed using LED light sources and smartphones as detectors and data processors. Integrating smartphones with the spectrophotometer for data reading represents a significant innovation. Testing revealed that the prototype demonstrated high accuracy and precision, with recovery values between 90-110% and precision test results below 2%, indicating good repeatability. The Limit of Detection (LOD) was found to be 0.43 ppm, and the Limit of Quantification (LOQ) was 20.99 ppm. Classroom implementation involved 23 students from a private school in Surakarta, using questionnaires and learning outcome tests. Results showed that the prototype effectively enhanced students' understanding of stoichiometry, with an 89.217% improvement. Additionally, 89.681% of students responded positively to using the prototype as a learning tool. This research demonstrates that a simple, portable, and affordable spectrophotometer can be developed as an interactive learning medium in high schools, significantly improving students' comprehension and engagement in chemistry. The prototype aligns with the principles of laboratory UV-Vis spectrophotometry and Lambert-Beer's law, where higher solution concentrations correspond to greater absorbance values.
A Comparative Analysis of TPACK Mastery Among Novice, Intermediate, and Senior Physical Education Teachers Iyan Nurdiyan Haris; Ernawati Ernawati; Tri Maniarta Sari; Rosti Rosti; Syarif Hidayat Nasir; Aqzhariady Khartha
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.v9i1.100257

Abstract

This study investigates variations in Technological Pedagogical Content Knowledge (TPACK) mastery among novice (0–5 years), intermediate (5–10 years), and senior (>10 years) physical education teachers in Kolaka Regency, Indonesia, while exploring contextual factors that influence its implementation. Employing a sequential explanatory mixed-methods design, the research integrates quantitative survey data from 80 teachers with qualitative findings from classroom observations and semi-structured interviews. Quantitative analysis revealed significant differences in TPACK proficiency, with intermediate teachers achieving the highest mean score (M = 4.2), attributed to their optimal balance of pedagogical experience and adaptability to technological innovation. Qualitative data illuminated systemic challenges, including limited infrastructure and institutional support, particularly in rural areas. Teachers responded with adaptive strategies such as peer-based collaboration, frugal use of mobile technologies, and contextualized integration of cultural elements into digital instruction. These strategies formed a locally grounded “TPACK ecosystem,” driven by grassroots innovation rather than top-down mandates. The study highlights how teaching experience, socio-cultural context, and institutional constraints intersect to shape TPACK development. Findings emphasize the importance of differentiated professional development tailored to career stages, as well as the need for policy frameworks that formalize and support informal teacher networks. This research offers practical recommendations for enhancing technology integration in physical education, particularly in resource-constrained settings.
Exploring School Climate and Teacher Self-Efficacy in Indonesian Senior High School Wahyu Sri Ambar Arum; Sri Nuraini; Eliana Sari
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.v0i0.79967

Abstract

School climate and teacher self-efficacy were correlated with research areas on physical, physiological, and personal and collective beliefs. Quantitatively, prior studies have reported positive results on students' performance. However, scant evidence in the school climate body of literature explored from a qualitative perspective to describe why and how teacher self-efficacy contributes to a positive school climate beyond students’ performance. Therefore, this study explores school climate and teacher self-efficacy in an Indonesian senior high school. Moreover, this study approached Yin’s (2018) case study with qualitative design. The case was one of an urban school with the school’s paradigm and policy to integrate technology into the teaching process to face the entertainment industry. Eight teachers were recruited from four subjects (e.g., Bahasa Indonesia, Physical, Social, and Biology). The data were collected through observations and interviews, and we employed thematic analysis. Our study shows that 1) physical school climate with sufficient school facilities and technology supported the development of good school climate that facilitated teachers to seek feedback and reflection; 2) teachers' self-feedback and peer evaluative feedback became a point of departure for teachers' engagement with teachers’ sources of self-efficacy that affected their development of teaching performance and strategy. Theoretical and practical implications of school climate and teacher self-efficacy will also be discussed.
Misconception Propagation, Clustering, and Score Consistency in Acid-Base Submicroscopic Representations: A Bayesian Network and Machine Learning Approach Ibrahim Wicaksono; Harjono Harjono; Dimas Gilang Ramadhani; Sigit Priatmoko
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.v9i1.100807

Abstract

Misconceptions in chemistry, particularly in submicroscopic representations such as particle structure, solution properties, ionic interaction, and chemical reactions, continue to pose challenges for students' conceptual understanding. This study aims to investigate the propagation of misconceptions, cluster students based on their misconception profiles, and analyze the consistency of scores in relation to these patterns. The participants were 52 second-semester pre-service chemistry teachers who completed a diagnostic test consisting of four particle-level diagrams with open-ended questions. Bayesian Network analysis and Granger Causality testing were employed to examine probabilistic and causal relationships between misconceptions. Clustering analysis using K-Means and visualization through t-SNE identified three distinct student groups with varying misconception levels. Score consistency analysis using correlation, ANOVA, and regression revealed that misconceptions in particle structure strongly influenced errors in other concepts and were significantly correlated with lower scores (r = -0.26). Sankey diagrams demonstrated how misconceptions in early questions propagated to subsequent concepts, indicating error flow. The findings suggest that early identification and correction of key misconceptions are crucial, and clustering analysis can inform adaptive teaching strategies. This research highlights the importance of integrating causal analysis and machine learning in chemistry education research to better understand and address patterns of student misunderstanding.
Effectiveness of Targeting and Implementation of Education Assistance Using Binary Logistic Regression: Evidence from Indonesia Gabriele Theresa Sitompul; Deden Dinar Iskandar
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.v8i1.89316

Abstract

The dropout rate is higher at advanced educational levels. The Indonesian government seeks to ensure inclusive and equitable education by providing educational support to children, particularly those from low-income families in households and schools. The study analyzes the Smart Indonesia Program's (PIP) effectiveness in providing educational assistance to poor or vulnerable households. Due to budget constraints, it is crucial to target aid accurately; however, government-defined poverty criteria can lead to errors in both inclusion and exclusion in the distribution of social assistance. The data for this study were derived from the household surveys conducted in the National Socio-Economic Survey (Susenas) in Indonesia in March 2021. This research focused on sample households in Bogor Regency, West Java Province, and Nunukan Regency, North Kalimantan Province. The data were analyzed using Binary Logistic Regression to identify the factors influencing the receipt of the PIP. The regression analysis was performed using STATA 17.0. The findings indicate that identity ownership, status as a Family Hope Program (PKH) beneficiary, Family Welfare Card program (KKS) participation, and geographical region significantly impact the likelihood of receiving assistance. Households receiving the PKH had a 5.32 times higher probability of receiving the PIP assistance than those that did not. These findings align with the primary eligibility criteria of the PIP, which provides supplementary educational assistance to families enrolled in the PKH. Therefore, the results suggest that the targeting and distribution of the PIP assistance were significantly influenced by identity ownership status rather than the household characteristics traditionally used to define poverty and distributing aid.
Social Media for English Teaching and Learning: A Bibliometric Analysis of Research Publications (2012–2023) Urai Salam; Erica Ikramunnisa; Yanti Sri Rezeki; Carla Queiroz
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.v9i1.87565

Abstract

This study presents the first comprehensive bibliometric analysis exploring the role of social media in English Language Teaching (SM-ELT) in Indonesia between 2012 and 2023. A total of 2,652 articles were initially retrieved from the Garuda database. After applying rigorous inclusion criteria—focusing on the Indonesian context, journal publications, and English-language articles—687 publications were analyzed. The findings reveal a steady increase in publication volume, with 79.5% of the studies published during the COVID-19 pandemic, primarily investigating students’ perceptions of social media in online learning. YouTube was identified as the most frequently studied platform (124 occurrences), followed by TikTok (78), with a noticeable decline in Facebook usage. The analysis also highlights the most cited journals (e.g., SELTICS with 282 citations) and prolific authors (e.g., Wahyudin with 300 citations), reflecting strong research networks within Indonesian institutions. Using VOSviewer, co-word and temporal analyses identified key research clusters, including writing skills, vocabulary acquisition, students’ perceptions, and pedagogical innovations such as blended and project-based learning. The study suggests that TikTok will continue to grow in relevance due to its engaging, short-form content and appeal to younger learners. However, it also cautions that the rise of Artificial Intelligence (AI) tools may shift the focus away from social media platforms, offering potentially more effective and scalable solutions for language education. Therefore, future research should explore the intersections between AI and social media in ELT. This bibliometric study provides a foundation for scholars and educators to navigate evolving digital landscapes in English language education.

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