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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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Preservice Mathematics Teachers' Perceptions of School-Related Content Knowledge Tasks Dian Permatasari; Tatang Herman
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.v8i1.89372

Abstract

School-related Content Knowledge (SRCK) encompasses profession-specific content knowledge essential for teaching secondary mathematics and bridging the gap between university and school mathematics. Preparing preservice teachers with this knowledge is vital for effective teaching. This study explores the perceptions and performance of preservice mathematics teachers regarding SRCK tasks. Using a qualitative approach and case study design, the research involved twenty third-semester preservice mathematics teachers selected through convenience sampling at a state university in Yogyakarta. Instruments included tests, questionnaires, and interviews to assess SRCK. Data analysis involved content analysis, inductive category formation, thematic categorization, and data triangulation. The findings reveal that preservice mathematics teachers consider SRCK tasks relevant and beneficial for their professional development. However, differences emerge in their evaluation of task relevance and realism, highlighting the need to incorporate more university-level mathematical concepts into SRCK tasks to bridge the gap between theory and practice. Despite recognizing the importance of university mathematics, there is a tendency to rely predominantly on school-level mathematics knowledge. This suggests that teacher preparation programs must address the challenge of mastering more complex university-level concepts to ensure that future educators are adequately prepared to teach advanced mathematical ideas. Varying levels of success in solving SRCK tasks underscore the necessity for a comprehensive integration of university-level mathematical concepts. Such integration aligns with efforts to enhance the relevance of university mathematics education for aspiring teachers. It is recommended that university mathematics be blended with school mathematics and future professional roles to improve conceptual understanding and teaching readiness.
A Mixed-Method Study of Pre-service Teachers’ Self-efficacy in the Indonesian Teacher Professional Education Program Tomy Kartika Putra; Ardian Pitra Satya Purnama; Suroto Rosyd Setyanto
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.v7i2.78515

Abstract

In order to enhance the quality of national teacher selection in Indonesia, the government has introduced the Pre-service Teacher Professional Education Program (PTPE). This one-year program follows a four-year undergraduate degree and aims to produce highly qualified teachers. Teachers’ self-efficacy, which refers to the belief in one's ability to perform teaching tasks successfully, is essential in ensuring effective education. When pre-service teachers have a strong sense of efficacy during their education programs, they are more likely to be confident in assisting students in achieving learning goals. Accordingly, this study aimed to examine the pre-service teachers' self-efficacy level and identify the significant factors contributing to their development. The researchers employed an explanatory sequential mixed-method approach (Creswell, 2012) involving 37 pre-service teachers to achieve a comprehensive understanding. The study utilized the Teachers’ Sense of Efficacy Scale, the Sources of Self-Efficacy Inventory, and interviews as data collection instruments. The findings revealed two primary outcomes: 1) pre-service teachers exhibited an excessively high measure of self-efficacy, and 2) mastery experience, vicarious experience, verbal persuasion, and psychological arousal significantly contributed to pre-service teachers’ self-efficacy. The implications of this research extend to future investigation, the PTPE program, teacher educators, teacher tutors, and school leaders to support the development of pre-service teachers’ self-efficacy.
Impact of Phet-Based Vs. Paper-Based Trigonometric Worksheets on Students’ Adaptive Thinking Skills Usep Sholahudin; Rina Oktaviyanthi
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.v9i1.98470

Abstract

Trigonometry learning often presents challenges as students struggle to apply mathematical concepts in real-world contexts. Traditional instruction tends to emphasize procedural fluency over conceptual understanding, limiting the development of students’ adaptive thinking skills. Digital tools like PhET simulations offer interactive visualizations that support conceptual learning, but their role in enhancing adaptive thinking remains underexplored. This study investigates the comparative effectiveness of PhET-based worksheets versus traditional paper-based worksheets in fostering adaptive thinking in trigonometry. The study involved 80 first-year students from Universitas Serang Raya’s Mathematics Education and Informatics Engineering programs, enrolled in the 2023–2024 Calculus course. Participants were divided into an experimental group using PhET-based worksheets and a control group using paper-based worksheets. Data were collected through pre-tests, post-tests, and student preference questionnaires, and analyzed using independent t-tests. Results show that the PhET group outperformed the control group, with a 35% improvement in adaptive thinking skills versus 20% in the control group (p < 0.05). Students using PhET-based worksheets demonstrated greater flexibility in applying trigonometric concepts, creative problem-solving, and knowledge transfer to real-life situations. In contrast, the paper-based group showed moderate gains, particularly in structured and procedural problem-solving. Questionnaire responses revealed that students appreciated the interactivity and engagement of PhET-based media, while also valuing the focus and clarity offered by paper-based worksheets. These findings highlight the potential of a blended learning approach that combines digital interactivity with structured offline tasks to enhance adaptive thinking. Future research should explore the long-term effects and broader applications of such strategies in mathematics education.
Indonesian Students' Computational Thinking Performance Based on Level and Gender Yuni Fitriyah; Wahyudin Wahyudin; Hanifah Nurhayati; Tri Sedya Febrianti
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.v8i1.89464

Abstract

Computational thinking (CT) has become an essential competency for students in the 21st century. This study examines the CT proficiency of Indonesian students using data from the Bebras Challenge 2023, an international competition designed to evaluate students' CT skills. The research employs a quantitative ex post facto approach, including a sample of 3,648 students from elementary, junior high, and senior high schools in Indonesia who participated in the Bebras Challenge 2023 and achieved a minimum score of 50. The primary data source for this study is secondary, derived from the Bebras Challenge 2023 test results obtained legally from the official website bebras.or.id, adhering strictly to ethical guidelines regarding participant anonymity. Data analysis techniques include using SPSS 23 software and applying descriptive and inferential statistical methods, specifically the Kruskal-Wallis and Mann-Whitney tests, to examine average score discrepancies across different groups. The findings indicate that CT skills among Indonesian students are significantly underdeveloped, with 87% of participants scoring below the minimum threshold of 50. The average scores of those who exceeded the threshold were around 56.25, indicating room for improvement. Significant disparities in CT abilities were observed among student groups categorized as Siaga, Penggalang, and Penegak, with varying proficiency levels. Additionally, gender-based differences were noted, with male students demonstrating superior CT abilities compared to female students. The study emphasizes the need for collaborative efforts among educators, policymakers, and communities to enhance CT education in Indonesia, advocating for integrated CT curricula, targeted educator training programs, and inclusive learning environments that foster CT skills across all student demographics.
Online Pharmacy Education: Challenges and Perceptions from an Academic Perspective I Gusti Ayu Rai Widowati; Ida Ayu Manik Partha Sutema; Ni Putu Aryati Suryaningsih
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.v9i1.98016

Abstract

The digitalization of education is reshaping pharmacy instruction through the integration of online learning systems. While the adoption of digital learning continues to grow, research on the perceptions, readiness, and challenges faced by students and faculty in Indonesia remains limited. Understanding these factors is essential for formulating effective strategies in online education. This study investigates the perceptions, readiness, and obstacles encountered by pharmacy students and faculty at Bali International University in relation to online education. It further explores barriers to digital learning and their impact on development needs. Employing a sequential explanatory mixed-methods design, the study first gathered quantitative data, followed by qualitative insights through in-depth interviews. A total of 329 respondents participated in the research. The quantitative results revealed no significant association between readiness (OR = 0.957, 95% CI = 0.869–1.055, p = 0.399) or attitude (OR = 1.059, 95% CI = 0.929–1.207, p = 0.364) and development needs. However, barriers showed a statistically significant correlation with development (OR = 1.777, 95% CI = 1.066–2.964, p = 0.027). Qualitative data, analyzed using a thematic framework, identified five central themes: accessibility, collaboration, ICT utilization, professional development, and the broader implications of digitalization in pharmacy education. This study underscores the transformative potential of digital technology and the importance of addressing existing challenges to enhance the quality and accessibility of pharmacy education. These improvements are vital to equipping future pharmacists with the competencies required to thrive in global healthcare systems and effectively contribute to integrated pharmacy services worldwide.
The Effectiveness of Continuous Formative Assessment in Hybrid Learning Models: An Empirical Analysis in Higher Education Institutions Sri Winarno; Harun Al Azies
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.v8i1.89693

Abstract

This study evaluates the effectiveness of Continuous Formative Assessment (CFA) in enhancing student learning outcomes within hybrid learning environments. Data was collected through surveys and tests involving a sample of 120 students. The findings indicate that 85% of students agree or strongly agree that CFA is a beneficial evaluation model for improving learning outcomes. The average score for students' opinions on CFA, based on a 4-point Likert scale, is 3.35 (standard deviation = 0.697), reflecting a positive perception. Additionally, a high average confidence score of 3.78 indicates that students can achieve the necessary learning attainment levels when implementing CFA. The study emphasizes that adopting CFA as a learning evaluation model is beneficial, but it requires lecturers to be dedicated and attentive to its implementation. Lecturers should carefully analyze current educational system policies and their chosen learning strategies. Recommendations for lecturers include integrating CFA with existing educational policies, providing continuous feedback, and adapting teaching methods based on assessment results. This research significantly contributes to the advancement of learning evaluation techniques and highlights CFA's potential impact on hybrid learning models. It underscores the importance of lecturer involvement in effectively implementing CFA and provides insights into students' perceptions and confidence in their learning attainment. The findings suggest that CFA can enhance learning outcomes and student confidence, with implications for future research and practice in educational evaluation and hybrid learning environments.
Trends in the Implementation of Brain-Based Learning in Indonesia: A Systematic Literature Review Waliyyatu Azzahra; Dimas Febriansyah Krisna Dwiputra
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.v0i0.78793

Abstract

Understanding the brain's mechanisms underlying the learning process holds the potential to revolutionize educational strategies and designs, thereby optimizing the learning experience. Building upon this premise, this study aims to critically review and summarize the evidence of the previous studies that pinpointed the development of the brain-based learning learning implementation in Indonesia and its impact on the learning process . This study applies the systematic literature review method by following the PRISMA 2021 guidelines. We used Scopus and Google Scholar databases from 2013-2022 as the sources. Of the total 2013 articles found, only 92 met the predetermined criteria and then content analysis was carried out. The findings in this study include: (1) there was an increase in research trends related to the implementation of brain-based learning in Indonesia from 2013-2019, but it started to decline in 2020-2022; (2) quasi-experiment dominates the method used; (3) brain-based learning is relevant to be applied at various levels of education; (4) the majority of studies are  conducted in the fields of mathematics and science; and (5) the application of brain-based learning has a positive impact on various aspects of learning. Based on these findings, this research provides a scientific contribution as a basis for stakeholders in developing research related to the application of brain-based learning by utilizing methods, educational levels, and fields of knowledge that have not been widely explored. This effort was carried out to encourage novelty in brain-based learning research because its application has been proven to provide various benefits for improving the quality of education in Indonesia.
CORPUS ANALYSIS ON SPANISH L2 EXAM-BASED WRITING: ANALYSES ON LEXICON LEVEL AND THE INDICATION OF TRANSLINGUALISM Rio Alfinda; Dwiyanto Djoko Pranowo; Agus Widyantoro
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.v9i1.86337

Abstract

This study examines the corpus analysis of lexical richness and the influence of translingualism among high school students, focusing on exam-based argumentative texts in a supervised setting. Lexical richness is a measure used to evaluate written texts. In assessing students' writings, there is an indication of translingualism, or translanguaging, a phenomenon where language switching occurs due to the influence of another language. The study analyzes 21 texts from Spanish students, categorized into three groups, using lexical variation and sophistication measures, classified under lexical richness and translingualism influence. The research evaluates these criteria by applying AntWordProfiler and Microsoft Excel. The results indicate that differences in lexical diversity/variation between the groups are insignificant. In the analysis of lexical sophistication, it is observed that the use of the Academic Word List (AWL) and the General Service List of the second 1000 words is higher among level 2 students than level 3 students. The study also identifies translingualism in students’ texts, influenced by English-Spanish vocabulary similarities. This phenomenon reveals that many misspelled English words are derived from Spanish. Overall, the study provides insights into vocabulary levels, the impact of translingualism, and writing enhancement among high school students.

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