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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 Effectiveness of Continuous Formative Assessment in Hybrid Learning Models: An Empirical Analysis in Higher Education Institutions Winarno, Sri; Azies, Harun Al
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.v8i1.89693

Abstract

This study evaluates the effectiveness of Continuous Formative Assessment (CFA) in enhancing student learning outcomes within hybrid learning environments. Data was collected through surveys and tests involving a sample of 120 students. The findings indicate that 85% of students agree or strongly agree that CFA is a beneficial evaluation model for improving learning outcomes. The average score for students' opinions on CFA, based on a 4-point Likert scale, is 3.35 (standard deviation = 0.697), reflecting a positive perception. Additionally, a high average confidence score of 3.78 indicates that students can achieve the necessary learning attainment levels when implementing CFA. The study emphasizes that adopting CFA as a learning evaluation model is beneficial, but it requires lecturers to be dedicated and attentive to its implementation. Lecturers should carefully analyze current educational system policies and their chosen learning strategies. Recommendations for lecturers include integrating CFA with existing educational policies, providing continuous feedback, and adapting teaching methods based on assessment results. This research significantly contributes to the advancement of learning evaluation techniques and highlights CFA's potential impact on hybrid learning models. It underscores the importance of lecturer involvement in effectively implementing CFA and provides insights into students' perceptions and confidence in their learning attainment. The findings suggest that CFA can enhance learning outcomes and student confidence, with implications for future research and practice in educational evaluation and hybrid learning environments.
Trends in the Implementation of Brain-Based Learning in Indonesia: A Systematic Literature Review Azzahra, Waliyyatu; Dwiputra, Dimas Febriansyah Krisna
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.v0i0.78793

Abstract

Understanding the brain's mechanisms underlying the learning process holds the potential to revolutionize educational strategies and designs, thereby optimizing the learning experience. Building upon this premise, this study aims to critically review and summarize the evidence of the previous studies that pinpointed the development of the brain-based learning learning implementation in Indonesia and its impact on the learning process . This study applies the systematic literature review method by following the PRISMA 2021 guidelines. We used Scopus and Google Scholar databases from 2013-2022 as the sources. Of the total 2013 articles found, only 92 met the predetermined criteria and then content analysis was carried out. The findings in this study include: (1) there was an increase in research trends related to the implementation of brain-based learning in Indonesia from 2013-2019, but it started to decline in 2020-2022; (2) quasi-experiment dominates the method used; (3) brain-based learning is relevant to be applied at various levels of education; (4) the majority of studies are  conducted in the fields of mathematics and science; and (5) the application of brain-based learning has a positive impact on various aspects of learning. Based on these findings, this research provides a scientific contribution as a basis for stakeholders in developing research related to the application of brain-based learning by utilizing methods, educational levels, and fields of knowledge that have not been widely explored. This effort was carried out to encourage novelty in brain-based learning research because its application has been proven to provide various benefits for improving the quality of education in Indonesia.
Corpus Analysis of Spanish L2 Exam-Based Writing: Lexical Analysis and Indications of Translingualism Alfinda, Rio; Pranowo, Dwiyanto Djoko; Widyantoro, Agus
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.v9i1.86337

Abstract

This study examines the corpus analysis of lexical richness and the influence of translingualism among high school students, focusing on exam-based argumentative texts in a supervised setting. Lexical richness is a measure used to evaluate written texts. In assessing students' writings, there is an indication of translingualism, or translanguaging, a phenomenon where language switching occurs due to the influence of another language. The study analyzes 21 texts from Spanish students, categorized into three groups, using lexical variation and sophistication measures, classified under lexical richness and translingualism influence. The research evaluates these criteria by applying AntWordProfiler and Microsoft Excel. The results indicate that differences in lexical diversity/variation between the groups are insignificant. In the analysis of lexical sophistication, it is observed that the use of the Academic Word List (AWL) and the General Service List of the first 1000 words is higher among level 2 students than level 3 students. The study also identifies translingualism in students’ texts, influenced by English-Spanish vocabulary similarities. This phenomenon reveals that many misspelled English words are derived from Spanish. Overall, the study provides insights into vocabulary levels, the impact of translingualism, and writing enhancement among high school students.
Ethnochemical Reconstruction of Dayak Tomun Tuak Fermentation for Contextual Chemistry Learning: an Applied Ethnography with AI-Augmented Qualitative Analysis Prameswari, Deby Maghfira; Sumarni, Woro; Harjono, Harjono
International Journal of Pedagogy and Teacher Education Vol 9, No 2 (2025): 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.v9i2.110383

Abstract

This study integrates AI-augmented qualitative analysis into an applied-ethnographic reconstruction of Dayak Tomun tuak fermentation to address the lack of curriculum-ready, place-based chemistry materials. Fieldwork in Arut Selatan, Central Kalimantan (August 2024–January 2025) engaged two participants (one brewer, one customary leader) through structured observation, semi-structured narrative interviews, and audiovisual documentation under inclusion criteria of ≥10 years’ practice and consistent use of traditional methods. Within Google Colab, ChatGPT assisted transcript segmentation and first-pass open–axial–selective coding; researchers verified all outputs line by line and iteratively refined a codebook with an audit trail. Findings clarify a two-stage process: glutinous-rice tapai for approximately 2–3 days followed by fermentation of a cooled sugar-and-spice infusion for approximately 4–5 days. Three controls consistently mattered: cooling to hand-warm (≤35 °C) before inoculation, tightly sealed vessels for defined durations, and spice infusion (clove, cinnamon, nutmeg, long pepper, black pepper) for flavor and perceived “cleanliness.” Sensory shift from sweet to bitter aligned with community assessments of progress; sociocultural boundaries (acid exclusion, restricted access, optional kapur sirih markings) co-occurred with empirical controls. We provide four curriculum-aligned exemplars for Grades 10–11: stoichiometry and reaction progress with simulated sucrose musts; anaerobiosis and gas balance via sealed-jar CO₂ capture; phenolic antioxidant assays (DPPH) using culinary spices with safety notes; and pH-shift demonstrations framed by the acid-exclusion hypothesis. Limitations include no instrumental ABV, pH, or microbiome data; pathway figures are interpretive. Future work should prioritize spot pH/Brix and hydrometer ABV, along with microbiome–metabolome mapping to strengthen the scientific and educational bridge.
Assessing Teachers’ Pedagogical Performance under the Merdeka Curriculum in Indonesian Vocational School Ismiyati, Ismiyati; Tusyanah, Tusyanah; Sholikah, Mar'atus; Hardi Raharjo, Teguh; Sulistyawati, Sulistyawati; Legowo, Djoko
International Journal of Pedagogy and Teacher Education Vol 10, No 1 (2026): 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.v10i1.110020

Abstract

The implementation of the Merdeka Curriculum in Indonesia requires teachers to demonstrate strong pedagogical performance aligned with student-centered learning, flexible instructional design, and competency-based assessment. However, empirical evidence on variations in teachers’ pedagogical performance, particularly in vocational education, remains limited. This study aims to identify clusters of teachers’ pedagogical performance and to describe the characteristics of each cluster within the context of the Merdeka Curriculum. A quantitative approach was employed involving 99 vocational high school teachers from the Office Management and Business Services (OMBS) program in Central Java, Indonesia. Data were collected using a structured questionnaire covering lesson planning, instructional implementation, classroom management, and assessment practices. K-means cluster analysis was applied to classify teachers based on similarities in pedagogical performance. The findings reveal three distinct clusters of pedagogical performance: low (35%), moderate (38%), and high (27%). The high-performance cluster is characterized by systematic lesson planning, active learning strategies, and consistent use of formative assessment. The moderate cluster demonstrates relatively adequate instructional planning but limited innovation in instructional practice. The low-performance cluster reflects teacher-centered practices and restricted assessment variation. These findings highlight the heterogeneous nature of teachers’ pedagogical performance in implementing the Merdeka Curriculum. These findings suggest the need for targeted professional development, particularly for teachers in the moderate and low clusters, to support the adoption of more student-centered and competency-based practices
The Utilization of Chatbots in Education to Augment Critical Thinking and Problem-Solving Abilities Rienovita, Ellina; Setiawan, Budi; Niza, Efrilla
International Journal of Pedagogy and Teacher Education Vol 9, No 2 (2025): 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.v9i2.102605

Abstract

Learning in the digital era opens up various new opportunities to enhance the quality of education, particularly in the teaching and learning process through technology integration. One such technology is artificial intelligence (AI), an innovation that can support the learning process. One application of AI is the chatbot—a conversation-based application now widely used across different fields. This study aims to understand how the use of a learning chatbot in vocational videography subjects within the Visual Communication Design (DKV) major can enhance students' critical thinking and problem-solving skills. This study was conducted because, in practice, these two skills still need further improvement, especially in complex subjects like vocational lesson content within the DKV major, which includes videography. In this study, the chatbot functions as an application that provides interactive support and presents content through conversations, exercise guidance, and simulations relevant to real-world videography scenarios. The chatbot is designed to help students grasp fundamental concepts, offer a discussion space, and provide immediate responses at each stage of learning. The research used a quasi-experimental method with two groups: an experimental group using the chatbot and a control group using interactive media. The results showed a significant improvement in the experimental group, with higher scores than the control group that used interactive media. These findings conclude that chatbots are effective in enhancing students' critical thinking and problem-solving skills and have potential for application in other educational areas.
Generation-Z Preservice Biology Teachers' Beliefs in Using Technology in Their Future Classroom Sudrajat, Ahmad Kamal; Anggrella, Dita Purwinda; Nugroho, Ahmad Iskak; bin Hassan, Zainudin
International Journal of Pedagogy and Teacher Education Vol 10, No 1 (2026): 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.v10i1.112507

Abstract

Technology integration has become an important priority in education, particularly in preparing future teachers to use digital tools effectively in classroom practice. Limited attention, however, has been given to how Generation Z preservice biology teachers perceive technology integration in their future teaching. This study aimed to investigate their beliefs about using technology in biology learning, with particular attention to perceived benefits, functional roles of technology, external influences, and gender differences. A quantitative survey design was employed using a Likert-scale questionnaire. Data were collected from 94 final-semester preservice biology teachers at two public state universities in Indonesia. The data were analyzed using descriptive and inferential statistics to examine patterns of beliefs and differences by gender. The findings showed that male participants reported slightly higher average technological proficiency than female participants, although the difference was not statistically significant. Student engagement emerged as the most influential factor shaping preservice teachers’ beliefs about using technology, followed by the function of technology and external factors. No significant gender differences were found across these three factors. These findings suggest that Generation Z preservice biology teachers, regardless of gender, demonstrate comparable readiness to integrate technology into biology learning. Implications of the study indicate that teacher education programs should prioritize the development of advanced technology-integration competencies and provide training that emphasizes pedagogical readiness rather than gender-based differentiation
Learning from CLT-Informed Interactive Video: Cognitive Performance and Learning Motivation in Culinary Education Miranti, Mauren Gita; Talaperu, Nona Rachel Putri; Pangesthi, Lucia Tri; Ahmi, Hanif Naufal; Ngelambong, Anderson
International Journal of Pedagogy and Teacher Education Vol 10, No 1 (2026): 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.v10i1.113058

Abstract

Grounded in Cognitive Load Theory (CLT), this study examined whether CLT-informed interactive video instruction was associated with improvements in students’ cognitive performance and learning motivation in vocational culinary education. A one-group pretest–posttest design was employed involving 41 eleventh-grade culinary arts students at a public vocational high school in East Java, Indonesia. Data were collected using a 30-item cognitive test and a 35-item learning motivation questionnaire, both of which demonstrated acceptable content validity and high internal consistency (α = 0.914 and α = 0.866, respectively). Because some variables did not meet normality assumptions, non-parametric analyses were used. Wilcoxon signed-rank tests were conducted to examine pre–post changes in cognitive performance and learning motivation, while Spearman’s rho was used to examine the relationship between post-intervention learning motivation and cognitive performance gain. The results showed statistically significant improvements in both cognitive performance (Z = −3.650, p < .001) and learning motivation (Z = −2.130, p = .033) following the intervention. However, no statistically significant relationship was found between learning motivation and cognitive performance (rs = −.188, p = .319). These findings suggest that CLT-informed interactive video may serve as a promising instructional medium for improving topic-specific cognitive performance and supporting learning motivation in vocational culinary education.
Embedding Social Emotional Learning into Experiential Learning: Experiences of College Students with Mental Health Problems Mahabbati, Aini; Marfu’atun, Elya; Prabawati, Wening
International Journal of Pedagogy and Teacher Education Vol 9, No 2 (2025): 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.v9i2.102165

Abstract

This study explores the experiences of five third-year students in the Special Education Study Program at FIP UNY who experienced severe depression and high anxiety while taking the “Teaching Children with Emotional and Behavior Disorders” course. This course design integrates social-emotional learning (SEL) with experiential learning (EL) to support the academic success of students with mental health problems (high anxiety and severe depression). This exploratory qualitative study employed semi-structured in-depth interviews (lasting 40–60 minutes) with five students who were selected through screening using the PHQ-9 and GAD-7 (scores≥15). Data were analyzed with NVivo 12 Pro through open coding to identify themes, with validity checks conducted through member checking, audit trails, and reflexive memoing. Results showed that four out of five students responded positively to the learning process that integrated SEL–EL. They found it easier to understand the material, were more confident in expressing their opinions, and felt more confident in facing assignments. Emotional dynamics (active participation and self-efficacy) were also apparent: most felt more comfortable and open in discussions, although some were constrained by classroom noise, a preference for lecture methods, or feelings of inferiority compared to more capable peers. This study concludes that the integration of SEL–EL contributes to increased active participation and academic self-efficacy among students with depression and anxiety. The practical implication is the importance of course design that includes brief emotional reflection, gradual assignments with clear criteria, and fair participation protocols.
Evaluating Chemistry Teacher’s Questioning Skills in Microteaching Based on Artificial Intelligence (AI) Using an Assessment Rubric Muna, Nala Izzul; Sumarti, Sri Susilogati; Harjono, Harjono; Sumarni, Woro; Ramadhani, Dimas Gilang
International Journal of Pedagogy and Teacher Education Vol 9, No 2 (2025): 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.v9i2.106168

Abstract

This study evaluates the questioning skills of chemistry teachers during microteaching using an AI-assisted assessment rubric. A total of 200 publicly available YouTube videos (2019–2024) were selected using defined criteria: chemistry instruction, teacher–student questioning, Indonesian language, minimum audio clarity of 45 dB, and at least 5 minutes in duration. All videos featured pre-service teachers. Transcripts were generated using Otter.ai and segmented into discrete questioning episodes. Evaluation was performed using Gemini Flash 2.0 (build: 2025.03, temperature: 0.0), a large language model configured via prompt design and anchored exemplars to assess six pedagogical indicators: question type, content relevance, question complexity, wait time, teacher’s response, and student interaction. Each indicator was rated on a 4-point scale. Reliability checks against human-coded samples (n = 40) yielded strong agreement (Cohen’s κ = 0.78). Results showed that 25% of sessions were classified as high-performing, with open-ended and cognitively demanding questions, extended wait time, and rich student engagement. In contrast, 42% were low-performing, marked by factual recall, short pauses, and minimal interaction. Clustering analysis (Gower k-medoids) identified three distinct performance profiles (average silhouette = 0.41). This AI-based framework enables reliable, scalable, and interpretable evaluation of questioning practices. A prototype feedback tool was developed, providing per-indicator scores, question examples, and suggested improvements supporting formative teacher development. Ethical compliance was ensured through the exclusive use of public, anonymized content.

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