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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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The Effectiveness of Performance Assessment in Project-Based Learning by Utilizing Local Potential to Increase the Science Literacy Hairida Hairida; Tulus Junanto
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

Learning science requires students not only to remember the subject matter but also to develop science literacy. One of the ways to develop science literacy competencies is by applying performance assessment in project-based learning that utilizes local potential. This study aims to determine the effectiveness of performance assessment in local-potential-based learning on environmental pollution subject matter. The research was carried out using a quasi-experimental method with a pre- and post-test design. The sample for the research is 7th grade students in Pontianak, and the data collection tool is an observation sheet using a science literacy rubric test. The research results show that performance assessment of project-based learning utilizing local potential can increase students’ science literacy.

Using the Context, Input, Process and Product (CIPP) Model in the Evaluation of Training Programs Khalif Ashhabul Umam; Iip Saripah
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

Evaluation of training program is made to establish the achievement of program objectives and to provide recommendations for program improvements. In this article, use of the CIPP (Context, Input, Process, and Product) evaluation model in training programs is discussed. It is an evaluation research, with a descriptive quantitative approach involving 16 training program participants as research subjects. The data collection techniques were based on questionnaires as the main instrument, with interview guides and observation guidelines as supporting instruments. The data analysis was made by comparing the scores obtained with the ideal score and multiplying by 100%; the results of these calculations were then grouped into a number of criteria that had been established. The results of the study indicate that the context dimension consisting of training objectives, training needs assessment, and state agency program organizers obtained a PE (Percentage of Effectiveness) score of 75.04%, placing it in the "fair" criterion. In the input dimension, consisting of participant description , instructor condition, infrastructure, training curriculum and instructional media, the PE score was 79.44% again in the "fair" criterion. In the process dimension, comprising lecture method, discussion method, demonstration method, question and answer method, practice method, field visiting method and evaluation of learning outcomes, the PE score obtained was 78.75%, which was also in the "fair" criterion. Finally, in the product dimension of knowledge aspect, attitude aspect and skill aspect, the PE score was 82.29%, in the “good" criterion. Based on the results of the dimension evaluation, the total PE score obtained was 78.88%, or overall in the "fair" criterion. It can be concluded that in general the execution of this training program was successful, so it is recommended that similar programs be conducted again, with some improvements.

Papuan Students’ Behavior amid Yogyakarta Community Environment Annisa Fitrah Nurrizka; Drajat Tri Kartono; 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

This research employed a descriptive qualitative method, in which data and material needed was obtained from interviews, observation, and based on f literature study on journals, documents, electronic media and mass media with descriptive analysis. This research aimsed It aims to analyze and to describe the behavior of Papuan students living in community environment in Yogyakarta. From the result of research on the students studied, it could be found that some of students studied had organizational behavior along with surrounding people by participating in some society activities, such as gotong royong (mutual cooperation), rapat RT(neighborhood meeting), safeguarding environment, and etc. However, on the other hand in some areas of Yogyakarta , for example some people are not willing to accept their presence and giving them dwelling such as boarding house, so that it indicates discrimination against Papuan students. It is due to dysfunctional behavior, they have thereby disrupting integration and socialization process in society. Papuan students consider that their behavior is commons , but is s unacceptable to society. They make noise by speaking loudly, drinking , and some act ions resulting in conflict with surrounding people. Meanwhile, they should create a relationship and structure with society in the environment where they live.

Perception of Physical Education Teachers on Adaptive Physical Education In Inclusive School Donni Prakosha; Agus Kristiyanto; Gunarhadi Gunarhadi; Abdul Salim; Sunardi Sunardi
International Journal of Pedagogy and Teacher Education Vol 2, No 1 (2018): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Physical education is an important thing to teach in an effort to maintain health. In the term of special education, adaptive physical education is very necessary in teaching physical education for students with special needs. The main purpose of this study is to determine the perceptions of teachers, especially special teachers, on adaptive physical education in inclusive schools. This study is a descriptive quantitative research involving 15 teachers in Surakarta. Data was collected using questionnaires using 4 Likert scale.The results showed that teachers’ perception on the purpose of adaptive physical education was high for 70%. Meanwhile, teachers’ perception on the implementation of physical adaptive education was high for 62%. However, teachers’ perception on the adaptive physical education materials was moderate for 56%. Also for the assessment in adaptive physical education, teachers’ perception was moderate for 58%. In terms of the physical adaptive education tools, teachers’ perception was high for 81%. The result of this research can be used to develop the nature of adaptive physical education itself, especially in inclusive school. By knowing the teachers’ perceptions on adaptive physical education, some parties can determine which parts are lack and need to be developed, especially in adaptive physical education Keywords: Perception of teachers, adaptive physical education

Children’s School Readiness: Teachers’ and Parents’ Perceptions Anayanti Rahmawati; Mareyke Maritje Wagey Tairas; Nur Ainy Fardana Nawangsari
International Journal of Pedagogy and Teacher Education Vol 2, No 1 (2018): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

ABSTRACT The initial period of adjustment is something to be concerned about since it serves as a period, allowing to lay foundation for education which will contribute to children’s future academic life. It is not an easy period for children due to several school demands and expectations which should be fulfilled by children. To deal with this, children’s school readiness to attend their primary school is required. This qualitative research seeks to find out factors influencing children’s readiness to attend a primary school. The subjects of the research involved teachers and parents of children who planned to apply for admission into primary schools. The research results indicate that both teachers and parents of children shared the same perceptions regarding factors influencing the school readiness: cognitive and noncognitive factors. The former which involve reading, writing, and calculating skills are regarded significant since such skills are used as admission prerequisites for primary level in certain schools. Similarly, the latter are supposed to be important since they support children to successfully adjust to their primary school. Keywords: school readiness; primary school; children

Pre-Service Science Teachers' Perception About High Order Thinking Skills (HOTS) in the 21st Century Afandi Afandi; Sajidan Sajidan; Muhammad Akhyar; Nunuk Suryani
International Journal of Pedagogy and Teacher Education Vol 2, No 1 (2018): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

In the 21st century, the pre-service science teachers faced on extremely global competitiveness, globalization, technologically driven by information and rapidly media-saturated that needs appropriate skills to meet these challenges. The aims of this study is to identify pre-service science teacher perception about high order thinking skills (HOTs) in 21st century. This study employed quantitative design using a survey research method involved 120 pre-service science teachers from Tanjungpura University. The results of this study indicated that prospective science teachers have an awareness of the importance of HOTs and their also knowing that the learning do emphasized on the aspects of HOTs is essential to face the challenges of the 21st century. It is indicated by the mean score of pre-service science teacher perception about the important of HOTs to meet the challenges in the 21st century (M = 4.29, SD = 0.61) and the skills of HOT that their will be required to becomes a teacher in the 21st century (M = 4.31; SD = 0.47) in the high level. This result provides the reasons why we need cultivating a positive awareness of the importance of HOTs in order to fostering the need for teaching that emphasizes the aspects of HOTs during pre-service education.

An Ethnographic Qualitative Study On The Malaysian Preschool And Special Needs Children’s Home And School Reading Habits Diyana Kamarudin; Yasmin Hussain; Brooks Applegate; Mohd Hanafi Mohd Yasin
International Journal of Pedagogy and Teacher Education Vol 2, No 1 (2018): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

This research is a qualitative research, exploring the reasons behind why the level of literacy in Malaysian students are quite low. The research delved into identifying ways to implement reading habits to preschool and special education children. The purpose which guides this research is that according to thestaronline.com on August 18th 2012, an online version of The Star newspaper from Malaysia, the average Malaysian only reads 2 books per year in 1996. This has made the Department of Higher Education worry about the level of proficiency in Malaysian students. This is a qualitative research utilizing open ended questionnaires and interviews as the main form of data collection. Parents were asked to document their open ended questionnaire and participate in an interview session in regards to their home reading habits with their children. In descending order, the themes found most important were implemented into school curriculum, parents should play a bigger role in children’s reading habits and early exposure. Results also indicated that parents in Malaysia do face problems when trying to implement reading culture into their daily lives.

Auto-Mobile Language Learning: Autonomous Language Learning Based on the Practicality of Mobile Applications Anis Firdatul Rochma; Sulis Triyono
International Journal of Pedagogy and Teacher Education Vol 3, No 2 (2019): 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.v3i2.23288

Establishing autonomous language learning is believed to be critical because it contributes to learners’ capabilities in independently mastering a target language. One of many strategies employed to develop learner autonomy is to incorporate modern technology, such as smartphones, into language learning activities (Steel, 2012). However, the implementation of modern technology in the learning process seems quite ineffective in creating situations in which the learner’s autonomy is achieved (Na, 2018). Henceforth, the present study is projected to seek the beneficial impacts of the Edmodo, Duolingo, Memrise, Socrative and Quizlet applications. The qualitative method and the substitution-augmentation-modification-redefinition model are adopted to examine and discuss the findings. Employing mobile applications facilitates learners to not only learn the language but also to acquire the target language to develop their language competence. Additionally, incorporating mobile applications can assist learners in fostering self-instructed, self-directed, self-accessed learning, and the individualised instruction of language learners.

Designing Embedded Case Study Research Approach in Educational Research Cucuk Budiyanto; Adi Prananto; Felix Ter-Chian Tan
International Journal of Pedagogy and Teacher Education Vol 3, No 1 (2019): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Despite the case study research method has been widely adopted in qualitative research, few scholarly articles addressed the comprehensive guidance on the use of embedded case study research design. This paper aims to contribute to the literature by demonstrating the use of embedded case study research design in qualitative research. A pseudo case was exemplified by exploring the relationship between a holding company and its subsidiary companies of a corporate group. What construct a case and the rationale for the case being studied is exemplified. The paper further outlines the research protocol, the procedure of inquiry, and the design of the embedded case analysis. A brief explanation of the context of the case enriches the understanding of the investigated cases.

STUDENTS’ PERCEPTIONS OF THE CONSTRUCTIVIST INSTRUCTIONAL METHODS IN A TEACHING AND LEARNING COURSE Meri Fuji Siahaan
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

Constructivism is defined as building one’s own understanding. Constructivist instructional method requires that teacher should not be the one who informs but who facilitates the students learning. The purpose of this study is to obtain the students’ perceptions on the implementation of constructivist instructional methods in Teaching and Learning course. A survey research methodology was used with first semester students who were taking teaching and learning course as the subjects of this study. Methods of collecting data were questionnaires with open ended questions, deep interview and documentation. A qualitative analysis technique was performed on data from the survey instrument and the interview to answer 4 research questions. A descriptive analysis technique was performed on data to answer 1 research question from the survey instrument and documents. The data analysis revealed that constructivism instructional methods were clearly experienced when they were required to answer a lot of probing questions, had discussion in the classroom, had Facebook online discussions with clear guidance to do so, created ted talks and debating.The study implies that the constructivist instructional methods experienced by the students in the class help them to better understand the constructivism theory and its implications.

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Cucuk Budiyanto

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ijpte@mail.uns.ac.id

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Location
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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

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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