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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 83 Documents
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Voices of Pupils on Educational Programme Under Corporate Social Responsibility Initiatives in Malaysia Azhar, Athirah
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 Afolabi, Folashade; Olajuyigbe, Oluwafemi Abayomi
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 Mulyani, Sri; Nurdina, Rakhma Amalia; Mahardiani, Lina
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 Latip, Abdul; Robandi, Babang; Amaliah, Amaliah; Khakim, Rifqi Rohmanul; Fatonah, Nurul
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 Amer, Adan; Sidhu, Gaganpreet; Srinivasan, Seshasai
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.
Examining the Influence of Interpersonal Communication, Leadership Capability, Adaptability, and Excellence on Managerial Competence and Leadership Performance in Maritime Vocational Higher Education Hartanto, Cahya Fajar Budi; Sukestiyarno, Yohanes Leonardus; 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 Satria, Tio Gusti; Sapriya, Sapriya; Sa’ud, Udin Syaefudin; Riyana, Cepi; Syamsijulianto, Tri; Helandri, Joni
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 Drastisianti, Apriliana; Dewi, Arini Kusuma; Alighiri, Dante
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 Alwathoni, Mahbub; Saputro, Sulistyo; Yamtinah, Sri; Masykuri, Mohammad; 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 Memmase, Joice Zhenrike; 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.

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