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International Journal of Pedagogy and Teacher Education

ijpte
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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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Importance Developing E-Learning For High School Students In Sragen Regency, Central Java Chatarina Muryani; Sarwono Sarwono; Setya Nugraha
International Journal of Pedagogy and Teacher Education Vol 1, No 2 (2017): International Journal of Pedagogy and Teacher Education
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.v1i2.14884

In the current era of IT advancement, innovation in the field of learning needs to be done. Besides improving the quality of learning, the use of IT in education can increase student interest in the subjects. This research is the analysis stage of developing Geography e-learning for Senior High School in Sragen Regency using ADDIE model. Data collection was done by interview using questionnaires toward 20 teachers and 416 students in 11 public and private Senior High Schools in Sragen Regency.The results of the analysis of geography teachers respons indicate that most of the geography teachers in Sragen regency were well-informed and had utilized IT in classroom learning, adding learning resources from the internet and other sources, willing to teach using e-learning, expecting e-learning material equipped with maps, imagery, video and animation which was developed. From the analysis of the students respons, students argued that most of the geography teachers in Sragen Regency had utilized the learning resources and learning media from the internet and use varied learning models. Nevertheless, there are 36% who think that geography lesson was boring and most students agreed to use e-learning for geography lesson. The main obstacle in e-learning lesson in Sragen regency was the availability of computer facilities and internet network, especially in private schools.Keywords: e-learning, readiness, geography, Senior High School

The Implementation of Cooperative Learning Approach with Multimedia for Children’s Literature Learning at Elementary School in the Characters Building Perspective Rukayah Rukayah; Y Slamet; Andayani Andayani
International Journal of Pedagogy and Teacher Education Vol 2, No 1 (2018): International Journal of Pedagogy and Teacher Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret, Indonesia

The purposes of this study were (1) finding the effectiveness of cooperative learning approach with multimedia for children’s literature learning at elementary school; and (2) describes the acceptability of collaborative learning approach with multimedia for children’s literature learning at elementary school based on the stakeholders’ opinions. The method used is quasi-experimental research. The study location includes six elementary schools in Central Java, Indonesia. The data sources this study includes (1) the informant; (2) events, namely the children’s literature learning activities in fourth and fifth grade of elementary school where studied; (3) the document, in the form of syllabi, lesson plans, and other relevant documents; and (4) test results. The samples size is 161 students. The data validity used correlation point biserial, and reliability data was used KR-20 formula. The data analysis technique used ANOVA. The research results showed that 1) Fcount on fourth grade was 22.141 with Ftable is 3.91. Then, Fcount in fifth grade was 11.380 with Ftable is 3.91. There are mean that children’s literature learning result which is resulted from a cooperative learning approach with multimedia is better than conventional approach, and (2) children’s literature learning model with cooperative learning approach with multimedia in elementary school and “Guidelines for Children’s Literature Learning within Cooperative Learning Approach in Elementary School” can be accepted by stakeholders. The conclusion of this research is children’s literacy learning in elementary used cooperative learning approach with multimedia can improve the quality of learning processes and children’s literature teaching result, both from the aspect of cognitive, affective, and psychomotor. Besides, that can be said the children’s literacy learning in elementary school can be used to improve the supreme nature, moral education and the development of national character values.

“I am an Old Car, My Engine is not Powerful Anymore,” A Senior Teacher’s Voice on his ICT Learning, Obstacles and Its’ Implications for Teachers’ Development Adi Suryani
International Journal of Pedagogy and Teacher Education Vol 1, No 2 (2017): International Journal of Pedagogy and Teacher Education
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.v1i2.15000

The infiltration of ICT into education sector is inevitable. ICT can assist teachers in their teaching and learning practices. However, some teachers may not digital natives who are ready and can learn ICT quickly or happy to learn it naturally and effortlessly. Difficult choice between staying in comfort zone or following technological changes frequently happens to old (senior) teachers. For them, this era can be different from their era. Consequently, they may feel the tension of transition between convention or how they usually do and modernity or follow recent technological changes. This paper aims to explore a senior teacher’s feeling and thinking on his ICT learning efforts, forces, pressures, obstacles and its’ consequences for teachers’ learning and development or what we (other teachers) can reflect on his ICT learning experiences. The data are collected through interview and written response. The data show that the teacher is struggling to learn up-dated ICT and adapt to changes. He is trying to go across the border of his comfort zone. However, during his ICT learning process, he is restrained by his own self-constraints, including internal motivation, lack of self-confidence, age, energy and capacity to learn. He also finds obstacles and pressures from his social and physical surroundings. Social comparison, emerging conflict, unsupportive team culture and lack of external motivation are several restrictions of his ICT learning. This indicates that ICT learning needs more than knowledge/cognition on the technical operation, but it involves a broader spectrum of learning: affective, social, situated, self-directed and experiential learning.

Using Wikis for Collaborative Writing in the ELT Classroom Jolanta Hudson
International Journal of Pedagogy and Teacher Education Vol 2, No 2 (2018): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

This study examines the use of an educational wiki to develop the second language (L2) writing skills of English language students who are placed on a two-week online course to develop skills in English for work-related purposes. It discusses the use of wikis for learning L2, focusing on learning writing through collaborative tasks. The discussion analyses views and theories on the use of wikis for developing writing skills and the issues associated with the use of wikis for collaborative tasks. The research engages L2 students and a teacher in a task using Wikispaces, an educational type of wikis. The data is collected via a questionnaire, interviews and the teacher’s diary. The study suggests wikis might usefully assist students with their L2 writing and that students are likely to value the opportunity to work collaboratively on a writing task or certain type of task. However, not all students would be expected to feel comfortable with the wiki technology and its features. As wikis are still increasingly popular in language classrooms, a more in-depth study that would take a closer look at the usefulness of wikis for such classroom tasks might bring new insights and interesting results to the discussion on wikis in the English language classroom (ELT). It is suggested, therefore, that future research with a larger and more diverse audience and with a more specific focus might provide better information in this regard.

Digital Natives’ Behaviours and Preferences: Pre-Service Teachers Studying Accounting Binti Muchsini; Siswandari Siswandari
International Journal of Pedagogy and Teacher Education Vol 2, No 2 (2018): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Digital natives are a new cultural generation born of aggressive digital technology penetration. The rapid development of technology is influencing their learning habits and behaviours, and consequently this generation has a unique way of thinking and learning. The purpose of this research is to analyse the behaviours and preferences of digital natives through understanding their preferences in the use of technology and their cultural values, as a basic strategy for selecting learning methods. This research uses a survey method to explore the use of technology and the cultural values of digital natives on accounting courses. The cultural values referred to in this paper are Hofstede's cultural dimensions, namely power distance, individualism, masculinity, uncertainty avoidance and long-term orientation. The research results reveal two main findings: 1) the level of use of technology for non-academic purposes tended to be high, and the preference of the students was to use smartphones rather than fixed PCs or laptops. This suggests that lecturers must actively use technology in the classroom, thus ensuring that pre-service accountancy teaching students are themselves ready to use technology in their teaching practice; 2) analysis results of Hofstede’s cultural dimensions indicate that the students prefer learning in technological environments, informal learning structures, unlimited space and time, that they expect quick feedback, prefer teamworking, and prefer active learning rather than reading and listening. These results can be used as the basis for designing quality learning methods.

The Current Situation of the Parents of SEN Students in Lopburi Province, Thailand Sermsap Vorapanya; Apison Pachanavon
International Journal of Pedagogy and Teacher Education Vol 2, No 2 (2018): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

The training aims at: 1) providing essential knowledge to parents of Special Educational Needs (SEN) students in inclusive primary schoolsin Lopburi Provinceand 2) learning the parents’ perspectives on how to presently work with their children with special needs. Eighty-five inclusive schools, from the first and the second school districts participated out of the pool of all regular public schools in LopburiProvince by suggesting parents’volunteer to participate in thesetraining sessions. Two parents of SEN students from each school were allowed to attend the trainings. The first school district had 80 parents attending from 40 inclusive schools, while the second school district had 89 parents joining the training from 45 inclusive schools, equating to 169 totalparticipating parents. Qualitative research reports from the parents’ sharing and brainstorming session emerged into three different themes accordingly: 1) knowing more rights and support for their children, 2) have better knowledge, increase awareness, and a better understanding for living with children with special needs, and 3) managing children with disabilities as if this was a result of their “Bad Karma.”

Teachers' Knowledge and Belief for Educating Sexuality for Kindergarten Students Eka Oktavianingsih; Yulia Ayriza
International Journal of Pedagogy and Teacher Education Vol 2, No 2 (2018): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Teachers play an important role in children’s sexual development, but they have limited knowledge and different views about communicating sexuality. This study aims to determine teachers’ knowledge and beliefs related to sexuality education and to investigate the predictors of the beliefs. This research used quantitative and qualitative approach (mixed method). A total of 40 kindergarten teachers were asked to fill out a questionnaire describing teachers’ knowledge and demographic information, as well as a scale of beliefs about what teachers feel in teaching sexuality education. Interview techniques were used to gather information about the factors influencing teachers’ beliefs. Quantitative results showed that teachers had limited knowledge (M = 8.75, SD = 2.56) and had low belief (M = 2.75, SD = 0.28) in teaching sexuality education to children. Based on qualitative data, the learning resources in teaching sexuality was very limited. These results served useful evidence in developing appropriate and effective guidance programs to ensure teachers to educate sexuality education in a timely and appropriate manner to the children's development. Keywords: teachers, children, sexuality, knowledge, belief.

The Effectiveness of the Process Oriented Guided Inquiry Learning (POGIL) Model in Educational Psychology Learning Sri Haryati
International Journal of Pedagogy and Teacher Education Vol 2, No 2 (2018): International Journal of Pedagogy and Teacher Education
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.v2i2.24094

Theoretically, this research contributes to: (1) the development of educational psychology theory, and (2) the development of research-based learning theory; the research results are especially relevant to methods such as authentic learning, problem-based learning, cooperative learning, inquiry learning, process oriented guided inquiry learning (POGIL) and contextual teaching and learning, which are currently increasingly popular. Practically, this research can be used as a teaching material for lecturers and students in lectures, and may be particularly beneficial as a comparative or supplemental book to enrich the educational psychology materials used in a new course of Faculty of Education and Teachers’ Training at Tidar University. The objectives of this study were: (1) to propose appropriate learning materials for the subject of educational psychology using research-based learning models, and (2) to test the effectiveness of research-based learning models, especially POGIL. The research was conducted among the second semester students in English Education Study Program. The research method used was Research and Development, which consisted of three steps, namely preparation, development, and reporting of results. The data analysis technique used was one group pre-test post-test design. This research succeeded in developing teaching materials for educational psychology using a research-based learning model and indicates that POGIL can improve students’ learning outcomes. The research results show that: (1) there is a significant difference between learning outcomes before and after learning using the POGIL model, as proven by the increase in the mean score from 58 to 91, and (2) there is no significant difference between the three sample groups using POGIL model in their learning, as proven by t-count being smaller than t-table, and the average post-test score of both groups 1 and 2 being 90, and the average post-test score of group 3 being 93.

Self-Actualization Measurement on Non-English Coastal Students’ Achievement: Rasch Model Analysis Satria Agust; Gatot Subroto; Abdul Malik
International Journal of Pedagogy and Teacher Education Vol 2, No 2 (2018): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

The measurement of self-actualization can assist facilitators in knowing their students’ learning achievement in English. The dynamism of high and low self-actualization through their origins will impact learning processes. Their abilities to seize the best achievement in learning correspond to their multiple talents. The objectives of this study are: (1) describing those whose self-actualization is high and who will have satisfactory achievement in learning English, and (2) deducing those whose self-actualization is low who will have poor achievement in English learning. The researcher used descriptive qualitative research which was conducted in Universitas Maritim Raja Ali Haji (UMRAH), located in Riau Archipelago in December 2017. The subject was the first-year intake of non-English students. The data were in the form of qualitative and quantitative taken from documents and questionnaires to learn the students’ self-actualization levels. The researchers analysed the data by using the Rasch model measurement approach. The results are: (1) Those whose self-actualization is high (60.71%) come from rural areas (36.90%), from urban areas (23.81%), female participants (47.62%), and male (13.10%). They can maximize their potential and ability to reach satisfactory achievement in learning English; and (2) Those whose self-actualization is low (38.10%), come from rural areas (17.86%), from urban areas (20.24%) female participants (33.33%), and male (4.76%). They cannot develop their potential and ability, resulting in poor achievement in learning English. As a result, the facilitators will find it easy to reflect on what should be done in their classes in the future.

Teacher Motivation Behavior: The Importance Of Personal Expectations, Need Satisfaction, And Work Climate Hanggara Budi Utomo
International Journal of Pedagogy and Teacher Education Vol 2, No 2 (2018): International Journal of Pedagogy and Teacher Education
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.v2i2.24036

Teachers, as one of the elements in the teaching and learning process, play multiple roles, not only as teachers transferring knowledge but also as guides who encourage the potential of students to develop alternatives in learning. This means that teachers face complex tasks and responsibilities in respect of the achievement of educational goals where they are required to not only master the subject area being taught but are also required to display a personality suitable foracting as a role model for students. Therefore, teachers are required to optimize their performance in carrying out the task. The complex tasks and responsibilities of achieving educational goals relate to teachers’ motivation, so that good intentions will encourage teacher activities. Teachers become educators based on their motivation to teach. If a teacher has no motivation then they are unlikely to be an effective educator. The factors that influence a teacher’s motivation are focused on personal expectations, need satisfaction, and work climate. This paper comprises a literature review of several research findings aimed at deepening self-determination theory as one of the motivational theories that can be used to analyze the motivation of teachers based on both internal and external factors. In particular, it aims to explore the role of personal expectations, need satisfaction, and work climate, which can serve as a basis for further research into optimizing teacher motivation to teach.As the implication, different work climates mean that teachers must adapt to the condition of the school in which they teach. It is important that teachershave this ability as when they are able to adapt to a school’s performance atmosphere, they are in turn able torealize personal expectations according to their needs and thus feel psychologically satisfied, which has a corresponding further impact on their motivation to teach.

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Home Page

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Contact Name
Cucuk Budiyanto

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Cucuk Budiyanto

Phone
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Journal Mail Official
ijpte@mail.uns.ac.id

Editorial Address
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Location
Kota surakarta,

Jawa tengah

INDONESIA