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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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A Comparative Analysis of TPACK Mastery Among Novice, Intermediate, and Senior Physical Education Teachers Haris, Iyan Nurdiyan; Ernawati, Ernawati; Sari, Tri Maniarta; Rosti, Rosti; Nasir, Syarif Hidayat; Khartha, Aqzhariady
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.v9i1.100257

Abstract

This study investigates variations in Technological Pedagogical Content Knowledge (TPACK) mastery among novice (0–5 years), intermediate (5–10 years), and senior (>10 years) physical education teachers in Kolaka Regency, Indonesia, while exploring contextual factors that influence its implementation. Employing a sequential explanatory mixed-methods design, the research integrates quantitative survey data from 80 teachers with qualitative findings from classroom observations and semi-structured interviews. Quantitative analysis revealed significant differences in TPACK proficiency, with intermediate teachers achieving the highest mean score (M = 4.2), attributed to their optimal balance of pedagogical experience and adaptability to technological innovation. Qualitative data illuminated systemic challenges, including limited infrastructure and institutional support, particularly in rural areas. Teachers responded with adaptive strategies such as peer-based collaboration, frugal use of mobile technologies, and contextualized integration of cultural elements into digital instruction. These strategies formed a locally grounded “TPACK ecosystem,” driven by grassroots innovation rather than top-down mandates. The study highlights how teaching experience, socio-cultural context, and institutional constraints intersect to shape TPACK development. Findings emphasize the importance of differentiated professional development tailored to career stages, as well as the need for policy frameworks that formalize and support informal teacher networks. This research offers practical recommendations for enhancing technology integration in physical education, particularly in resource-constrained settings.
Exploring School Climate and Teacher Self-Efficacy in Indonesian Senior High School Arum, Wahyu Sri Ambar; Nuraini, Sri; Sari, Eliana
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.v0i0.79967

Abstract

School climate and teacher self-efficacy were correlated with research areas on physical, physiological, and personal and collective beliefs. Quantitatively, prior studies have reported positive results on students' performance. However, scant evidence in the school climate body of literature explored from a qualitative perspective to describe why and how teacher self-efficacy contributes to a positive school climate beyond students’ performance. Therefore, this study explores school climate and teacher self-efficacy in an Indonesian senior high school. Moreover, this study approached Yin’s (2018) case study with qualitative design. The case was one of an urban school with the school’s paradigm and policy to integrate technology into the teaching process to face the entertainment industry. Eight teachers were recruited from four subjects (e.g., Bahasa Indonesia, Physical, Social, and Biology). The data were collected through observations and interviews, and we employed thematic analysis. Our study shows that 1) physical school climate with sufficient school facilities and technology supported the development of good school climate that facilitated teachers to seek feedback and reflection; 2) teachers' self-feedback and peer evaluative feedback became a point of departure for teachers' engagement with teachers’ sources of self-efficacy that affected their development of teaching performance and strategy. Theoretical and practical implications of school climate and teacher self-efficacy will also be discussed.
Misconception Propagation, Clustering, and Score Consistency in Acid-Base Submicroscopic Representations: A Bayesian Network and Machine Learning Approach Wicaksono, Ibrahim; Harjono, Harjono; Ramadhani, Dimas Gilang; Susatyo, Eko Budi; Priatmoko, Sigit
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.v9i1.100807

Abstract

Misconceptions in chemistry continue to challenge students' conceptual understanding, particularly in submicroscopic representations such as particle structure, solution properties, ionic interaction, and chemical reactions. This study aims to investigate the propagation of misconceptions, cluster students based on their misconception profiles, and analyze the consistency of scores about these patterns. The participants were 52 second-semester pre-service chemistry teachers who completed a diagnostic test consisting of four particle-level diagrams with open-ended questions. Bayesian Network analysis and Granger Causality testing examined probabilistic and causal relationships between misconceptions. Clustering analysis using K-Means and visualization through t-SNE identified three distinct student groups with varying misconception levels. Score consistency analysis using correlation, ANOVA, and regression revealed that misconceptions in particle structure strongly influenced errors in other concepts and were significantly correlated with lower scores (r = -0.26). Sankey diagrams demonstrated how misconceptions in early questions propagated to subsequent concepts, indicating error flow. The findings suggest that early identification and correction of key misconceptions are crucial, and clustering analysis can inform adaptive teaching strategies. This research highlights the importance of integrating causal analysis and machine learning in chemistry education research to understand better and address student misunderstanding patterns
Effectiveness of Targeting and Implementation of Education Assistance Using Binary Logistic Regression: Evidence from Indonesia Sitompul, Gabriele Theresa; Iskandar, Deden Dinar
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.v8i1.89316

Abstract

The dropout rate is higher at advanced educational levels. The Indonesian government seeks to ensure inclusive and equitable education by providing educational support to children, particularly those from low-income families in households and schools. The study analyzes the Smart Indonesia Program's (PIP) effectiveness in providing educational assistance to poor or vulnerable households. Due to budget constraints, it is crucial to target aid accurately; however, government-defined poverty criteria can lead to errors in both inclusion and exclusion in the distribution of social assistance. The data for this study were derived from the household surveys conducted in the National Socio-Economic Survey (Susenas) in Indonesia in March 2021. This research focused on sample households in Bogor Regency, West Java Province, and Nunukan Regency, North Kalimantan Province. The data were analyzed using Binary Logistic Regression to identify the factors influencing the receipt of the PIP. The regression analysis was performed using STATA 17.0. The findings indicate that identity ownership, status as a Family Hope Program (PKH) beneficiary, Family Welfare Card program (KKS) participation, and geographical region significantly impact the likelihood of receiving assistance. Households receiving the PKH had a 5.32 times higher probability of receiving the PIP assistance than those that did not. These findings align with the primary eligibility criteria of the PIP, which provides supplementary educational assistance to families enrolled in the PKH. Therefore, the results suggest that the targeting and distribution of the PIP assistance were significantly influenced by identity ownership status rather than the household characteristics traditionally used to define poverty and distributing aid.
Social Media for English Teaching and Learning: A Bibliometric Analysis of Research Publications (2012–2023) Salam, Urai; Ikramunnisa, Erica; Rezeki, Yanti Sri; Queiroz, Carla
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.v9i1.87565

Abstract

This study presents the first comprehensive bibliometric analysis exploring the role of social media in English Language Teaching (SM-ELT) in Indonesia between 2012 and 2023. A total of 2,652 articles were initially retrieved from the Garuda database. After applying rigorous inclusion criteria—focusing on the Indonesian context, journal publications, and English-language articles—687 publications were analyzed. The findings reveal a steady increase in publication volume, with 79.5% of the studies published during the COVID-19 pandemic, primarily investigating students’ perceptions of social media in online learning. YouTube was identified as the most frequently studied platform (124 occurrences), followed by TikTok (78), with a noticeable decline in Facebook usage. The analysis also highlights the most cited journals (e.g., SELTICS with 282 citations) and prolific authors (e.g., Wahyudin with 300 citations), reflecting strong research networks within Indonesian institutions. Using VOSviewer, co-word and temporal analyses identified key research clusters, including writing skills, vocabulary acquisition, students’ perceptions, and pedagogical innovations such as blended and project-based learning. The study suggests that TikTok will continue to grow in relevance due to its engaging, short-form content and appeal to younger learners. However, it also cautions that the rise of Artificial Intelligence (AI) tools may shift the focus away from social media platforms, offering potentially more effective and scalable solutions for language education. Therefore, future research should explore the intersections between AI and social media in ELT. This bibliometric study provides a foundation for scholars and educators to navigate evolving digital landscapes in English language education.
Preservice Mathematics Teachers' Perceptions of School-Related Content Knowledge Tasks Permatasari, Dian; Herman, Tatang
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 Putra, Tomy Kartika; Satya Purnama, Ardian Pitra; Setyanto, Suroto Rosyd
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 Sholahudin, Usep; Oktaviyanthi, Rina
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 Fitriyah, Yuni; Wahyudin, Wahyudin; Nurhayati, Hanifah; Febrianti, Tri Sedya
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 Widowati, I Gusti Ayu Rai; Sutema, Ida Ayu Manik Partha; Suryaningsih, Ni Putu Aryati
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.

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