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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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The Impact of Augmented Reality (Ar) on Vocabulary Acquisition in Elementary School Students Nurjanah, Asfinatu
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 Ifana, Bernika Indrialis; Aisyah, Nyimas; Susanti, Ely
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 Fointuna, Daniel Williams; Riegle-Crumb, Catherine
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 Nurlatifah, Viki; Masykuri, Mohammad; Ciptonugroho, Wirawan; Yamtinah, Sri; Ulfa, Maria; Mulyani, Bakti; Saputro, Agung Nugroho Catur; Shidiq, Ari Syahidul
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 Wahyudi, Muhamad Nur Azmi; Budiyanto, Cucuk Wawan; Widiastuti, Indah; Hatta, Puspanda; Bakar, Mohd. Shafie bin
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.  
The Effect of Self-Efficacy, Academic Stress, and Academic Fatigue on Students' Learning Outcomes Firman, Firman; Hendra, Robi; Prastian, Ragil; Utami, Fidhiya Marlan; Setiawan, Budi
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 Amalia, Nur Zikri; Lestari, Lies Amin; Anam, Syafi'ul
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 Rolando, Benediktus; Mulyono, Herry
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 Iriyadi, Deni; Syaputra, Yogi Damai; 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 Salsabiila, Fa'ari; Rahmawati, Laila Nur; Kholidah, Heny Muna; Shidiq, Ari Syahidul
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.

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