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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.

Arjuna Subject : -

Articles 148 Documents

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Enhancing Teachers’ Literacy Competence through Critical Writing in Digital Era Moh Yamin
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 future education challenge to respond the strategic need for human resources development is by requiring any teachers to be able to be persons who are responsive and critical towards development dynamics. Teachers’ literacy competence by enhancing critical writing competence is the necessity. This article aims to discuss the literacy positioning to strengthen teachers’ capacity. By enlarging the knowledge capital, it contributes towards teachers’ strength in elaborating any issues to write. There will be critical writing competence when the teachers own a number of knowledge resources called literacy capacity. More literate the teachers are, they will be able to be critical writers in which of being able to write much whatever it is. Digital era as the other variant has the effect towards teachers’ positioning to be the persons being involved in developing the self-competence. The digital era known as disruptive era offers new way so that the teachers can access the information quickly and easily. This research is based on critical literature review in which every relevant theories and relevant research results become the authentic resources to enrich this discussion. The data analysis is descriptive method in qualitative approach.

Teacher’s Readiness in the New Principal Preparation Program (PPP) Ratna Juwita; 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

This descriptive study reports on the learning readiness of teachers in the Indonesia Principal Preparation Programme (PPP). The Republic of Indonesia Ministry of Education and Culture has decreed that school principal candidates are to have school principal certificates before they can be appointed as school principals. The school principal certificate can only be attained by completing the PPP, one of the important stages of which is education and training. As a form of learning, education and training in the PPP demands school principal candidates to exhibit learning readiness. It has long and widely been acknowledged that learning readiness is one of the most important determining factors of success in learning. The PPP itself, in short, is a programme designed to equip teachers with previously determined competencies to enable them to take on the role of school leader and school manager. The PPP consists of several stages, which are: proposal of principal candidates, selection, and education and training. Each stage of the PPP comes with certain requirements. This study focuses on the stage of education and training. The preconditions of this stage determine the success of the process of learning and the achievement of the learning goals. Based on this notion, this paper aims to describe the training readiness of teachers nominated as school principals, with particular regard to their physical, psychological, and material readiness. Further attention is given to proposing possible alternatives to improve PPP training readiness. The method used in this study is the descriptive qualitative method. Data were collected through pre-test and post-test, questionnaires, and document study. Descriptive statistics were employed to analyse the data. The analysis results show that, while teachers’ material readiness for training is relatively high, they lack psychological and physical readiness. Better time management, competent trainers, a contextual curriculum, and a matriculation programme are proposed as alternatives to improve psychological and physical readiness.

Using AAC Media To Improve Dynamics Ability In Music Learning For Autistic Children Lalan Erlani; Tati Narawati; Zaenal Alimin
International Journal of Pedagogy and Teacher Education Vol 2 (2018): IJPTE Focus Issue July 2018
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

This study aims to improve the ability of dynamics musical skills of autistic student using Augmentative and alternative communication (AAC) media. Augmentative and alternative communication (AAC) interventions have been shown to improve both communication and learning skills in children and youth with autism spectrum disorders and other developmental disabilities. There are many strategies educators use to aid a child to communicate. Visual aides have been used successfully in helping children with autism communicate. A picture system called AAC Media allows teachers to make pictures to help students on the spectrum communicate. The method that being used in this study is experimental method with single subject research approach and using the design of A–B pattern. Data collection technique that being used are observation and documentation. And data analysis technique that being used is visual analysis in condition. The results of this research indicate that musical dynamic skills in music subject could be improved by using AAC media. The use of AAC media brings positive impact towards autistic students skills in musical dynamic. Therefore, teachers can apply the using of AAC media on music subject activities in school.

Incorporating Employer’s Requirement in Curriculum Design to Improve the Graduate’s Technical Competence using Quality Function Deployment Dikxy Zul Karnain; Indah Widiastuti; Suharno Suharno
International Journal of Pedagogy and Teacher Education Vol 2 (2018): IJPTE Focus Issue July 2018
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.v2i0.25112

The graduates of vocational pre-service teacher education are expected to possess appropriate pedagogical, theoretical and practical skills. As part of the academic curriculum, all students should do two kind of apprenticeship programs: an industrial training and a teaching practicum at school. These programs providing students with the exposure to a real working environment in the industry and vocational schools. Thorough this program, the industry and the school could assess the student teachers’ competences in their subject-related skills. Therefore, this study aims to identify feedback from the employers during the apprenticeship in order to determine their expectations toward the practical skills of vocational student teachers using Quality Function Deployment (QFD) approach. The employer’ feedbacks are then translated into technical requirements which specifying the actions required in teaching and learning process. The QFD help the education institution to identify the gaps in the curriculum based on the requirements from the school and industry.

The Effect of Flipped Classroom Instruction on Appropriacy of English Apology by Thai EFL Learners Pornthep Katchamat
International Journal of Pedagogy and Teacher Education Vol 2 (2018): IJPTE Focus Issue July 2018
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Pragmatic competence plays a crucial role in EFL learners’ communicative competence. In order to communicate successfully and appropriately, the effective potential of using pragmatic competence cannot be disregarded. A number of studies have aimed to investigate its production, but how EFL learners acquire and use those production appropriately has not been fully explored. To fulfill this gap, this research article attempted to investigate the effect of the flipped classroom on pragmatic development focused on apology strategies. The participants were 22 English-major students in their third and fourth year of study. The study made use of an experimental design in which the participants were homogenized and taught by the flipped classroom instruction. The data collection was done by using a Discourse Completion Test (DCT) as pre-test and post-test. The findings revealed that the frequency of use in some categories of apology speech act set significantly differed between the two groups, but the overall number of frequency was not significantly different. In addition, the result from the paired sample t-test of the pre-test and post-test showed that the learners who were taught by the flipped classroom instruction used English apology more appropriate and accurate than the pre-test.

Lexical and Syntactic Competency through Language Camp Activities Based on Multiple Intelligence Approach Sasiwimon Sutthisan
International Journal of Pedagogy and Teacher Education Vol 2 (2018): IJPTE Focus Issue July 2018
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

The attempts of the present research were 1) to investigate the students’ problems in terms of lexical and syntactic usage in Language camp prior to the implementation of the activities based on multiple intelligence approach 2) to develop the students in terms of lexical and syntactic used in Language camp and 3) to compare the students’ learning achievement in terms of lexical and syntactic used in Language camp before and after implementing the activities based on multiple intelligence approach. The research sample, obtained by a purposive sampling technique, comprised 52 third-year students enrolled in Language Camp for English Skill Development course in the 2nd semester, Academic Year 2017. The research tools used in the study comprised of pre-and post-test, activities based on Multiple Intelligence approach, and standardized interview. The obtained quantitative data were computed by means, standard deviation, percentage, and independent sample t-test whereas the content analysis was done to elicit the qualitative data. The findings indicated that the students' problems of lexical and syntactic usage were categorized into two main issues: the confusion of using vocabularies and sentences and incorrect sentence orders. The results from the comparison before and after implementing the activities based on multiple intelligence approach revealed statistically significant differences at the .01 level. The students’ achievements were considerably improved after learning through the activities based on multiple intelligence approach and could employ each lexical and syntactic category with more confidence when retaking the exam.

The Effectiveness of Collaborative Learning to Enhance English Communicative Competence: A Case Study of the First-Year Students at Thepsatri Rajabhat University Sasilak Rodphotong
International Journal of Pedagogy and Teacher Education Vol 2 (2018): IJPTE Focus Issue July 2018
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

The attempts of the present study aimed at investigating the effectiveness of collaborative learning to enhance English communicative competence and evaluating students’ satisfaction towards the instruction. The participants in this study were 1,471 the first-year students enrolled in the first semester, 2017 academic year. The students’ English proficiency according to the CEFR was A1. The instruments used were lesson plans, pre-test and post-test and satisfaction questionnaire. The lessons were comprised of various collaborative learning activities emphasizing at the following topics: self-introduction, school schedule, telling time, asking and giving information, food, leisure, describing people, describing things and giving direction. The period of experiment was 20 hours. The independent sample t-test was calculated to find the differences. The findings revealed that there were statistically significant differences at the level of .01 after teaching with collaborative learning. This indicated that the students’ communicative competence significantly improved. Besides, the satisfaction questionnaire was distributed at the end of the instruction and the results indicated that the students had a positive satisfaction towards the instruction.

Students’ Problem-Solving Skill in Physics Teaching with Virtual Labs Gunawan Gunawan; Ni Made Yeni Suranti; Nina Nisrina; Lovy Herayanti
International Journal of Pedagogy and Teacher Education Vol 2 (2018): IJPTE Focus Issue July 2018
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret, Indonesia

Problem-solving is a high-level ability to find solution to a problem. In the problem-solving process, students have to identify and understand the problems, plan the solutions, execute the plans and review the resolution process. This ability is needed by students to produce meaningful knowledge. This article discusses the effect of virtual labs in physics learning toward student’s problem-solving abilities. The improvement of problem-solving skills was analyzed in each step of the solution process. This quasi-experimental study was conducted at three different senior high schools. There were 165 students participating in this study, all of whom were divided into three experimental groups and three control groups. The research instrument used was five to eight questions of essay test. The results showed that the problem-solving ability of the experimental group was higher than that of the control group at each school. The analysis of each problem-solving step showed that, in each school, the students' ability to identify and define the problem and also to establish goals and objectives show a similar result. Students have an excellent ability in identifying problem up to plan for problem-solving, whereas for the step of analyzing the choice of ideas and step to follow up of problem-solving overall still need to be improved. Students who are unable to complete a particular problem-solving step will not be able to complete the next step well.

Flipped Classroom Using Screencast-O-Matic Apps in Teaching Reading Skill in Indonesian Language Cahyo Hasanudin; Ayu Fitrianingsih
International Journal of Pedagogy and Teacher Education Vol 2 (2018): IJPTE Focus Issue July 2018
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

This article aims to describe the implementation of the flipped classroom method using Screencast-O-Matic apps in the teaching of Indonesian language reading skills and the impact this method has on the learning process. This qualitative research was conducted at one of the private institutes in Bojonegoro, Indonesia, and the researcher acted as the observer. The data were obtained through interviews, classroom observations, and document analysis, and were analysed using Creswell’s thematic analysis, which involves six stages of analysing and intrepreting. Then, the data were validated using triangulations of theory and source. The results of this research show that Screencast-O-Matic apps contribute to the successful implementation of the flipped classroom method. The combination of the teaching method and the media creates innovation in teaching reading skills in the Indonesian language. In the teaching and learning process, the teacher acts as the facilitator, resulting in some good impacts for the students: 1) the students are motivated by the video study materials, 2) the students are able to enjoy their leisure time, 3) the students are pleased with the teaching and learning process and are able to answer questions quickly, 4) the students appreciate each other’s opinions, and 5) the students have more comprehensive knowledge of the Indonesian language reading skills materials.

The Importance Of Educational Level For Farmer’s Upward Social Mobility In Wringinpitu Village Nurina Adi Paramitha; Supriyadi Supriyadi; Ahmad Zuber
International Journal of Pedagogy and Teacher Education Vol 2 (2018): IJPTE Focus Issue July 2018
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Education influences upward movement in vertical social mobility. With scholars not returning to villages, upward social mobility in a farmer’s society slows down. The research was conducted from September 2017 until April 2018 in Wringinpitu village, Tegaldlimo sub-district, Banyuwangi district with the aim of determining upward social mobility of farmers in Wringinpitu village. Upward social mobility is determined by the differences in a farmer’s life, before and after planting oranges, land ownership, wealth, and social position in a society. The research uses a qualitative case study design with data collected through observation, documentation, and in-depth interviews. The informants were selected based on a purposive sampling method. The data was then validated by triangulation and analyzed using the interactive model. The results has shown that the factors affecting upward social mobility was not only due to higher education levels but also from opportunities, family background, and social capital. Scholarly farmers achieve the highest social position while farmers with only junior high school background having the lowest social position. The less educated farmers are less able to absorb information and make innovations. Scholarly farmers are more successful and become role models for other farmers. Farmer with higher education are able to achieve higher vertical social mobility and vice versa. The results of the research propose that educational institutions should educate and motivate scholars to return to their villages as agents of change.

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Contact Name
Cucuk Budiyanto

Contact Email
Cucuk Budiyanto

Phone
-

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

Editorial Address
-

Location
Kota surakarta,

Jawa tengah

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Cucuk Budiyanto

Contact Email Cucuk Budiyanto

Phone -

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

Editorial Address -

Location Kota surakarta, Jawa tengah INDONESIA

Abstract

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Abstract

Contact Name
Cucuk Budiyanto

Contact Email
Cucuk Budiyanto

Phone
-

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

Editorial Address
-

Location
Kota surakarta,

Jawa tengah

INDONESIA