International Journal of Pedagogy and Teacher Education
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.
Articles
148 Documents
<![CDATA[Financial Literacy, Self-Efficacy, and Financial Behaviour of College Students ]]>
<![CDATA[Anastasia Anggarkusuma Arofah]]>
<![CDATA[ International Journal of Pedagogy and Teacher Education Vol 3, No 2 (2019): International Journal of Pedagogy and Teacher Education ]]>
Publisher : <![CDATA[The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia ]]>
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DOI: 10.20961/ijpte.v3i2.17546
<![CDATA[Many policies have been provided to improve the financial literacy of individuals, especially those involving financial education programmes. However, positive financial behaviour requires more than financial literacy: an individual must also have self-confidence or self-belief in their ability to manage their personal finances. This attribute is known in the psychological literature as “self-efficacy”. This paper examines the importance of financial literacy and self-efficacy in affecting individual financial behaviour. The research is conducted through a survey of 129 undergraduates of Economics Education, at Sebelas Maret University. The results of the research show that both financial literacy and self-efficacy have positive and significant effects on financial behaviour. Undergraduates with high financial literacy are more likely to hold investment and savings products and are less likely to hold debt-related products. Similarly, undergraduates who have high self-efficacy are likely to be better at managing their personal finances. Moreover, the significance of financial literacy and self-efficacy has important implications for the development of policies that aim to improve financial behaviour among college students through financial education programmes.]]>
<![CDATA[Face-to-face Tutorial : Students’ Satisfaction Analysis ]]>
<![CDATA[Sandra Sukmaning Adji]]>;
<![CDATA[Suciati Suciati]]>
<![CDATA[ International Journal of Pedagogy and Teacher Education Vol 3, No 1 (2019): International Journal of Pedagogy and Teacher Education ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret, Indonesia ]]>
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DOI: 10.20961/ijpte.v3i1.34535
<![CDATA[One of the characteristics of distance learning students study away from educational organization, and Institution should provide learning assistance to its students in academic services which is implemented with tutor guidance. The students will feel satisfied when their learning had fulfilled their needs. This study aims to analyse the students’ level of satisfaction and expectations in the tutorial activities of some subjects provided in Post Graduate Program. Indicator used in achieving the satisfaction are the passage of communication among students, the interaction in the class face to face tutorial and the ability of tutors in guiding student learning. The data obtained through questionnaires to students from 10 region. The sample of this study were 260 from 1198 students, and populations come from 3 magister program. 30 students use as pilot project through 18 items questionnaire test. By using "product moment" correlation technique, obtained each items pertained valid. The result showed in average, the students gave satisfaction assessment above 3.25 of the scale 4. The items were students’ satisfaction on the tutorial environments; students’ satisfaction on the communication intertwined with the face-to-face tutors; students’ satisfaction on the tutors’ capability in transferring the science substance; and satisfaction to the interaction occurred in face-to-face tutorials and the tutor’s role in tutorial activities. There was a relationship between students’ satisfaction in following face-to-face tutorial with the final semester exam, Master of Basic Education R2 = 0,027, Master of Public Administration R2 = 0,01 and Master of Management equal to R2 = 0,015.]]>
<![CDATA[Review of Mindset ]]>
<![CDATA[George M Jacobs]]>
<![CDATA[ International Journal of Pedagogy and Teacher Education Vol 3, No 1 (2019): International Journal of Pedagogy and Teacher Education ]]>
Publisher : <![CDATA[The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia ]]>
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DOI: 10.20961/ijpte.v3i1.22702
<![CDATA[Educators can benefit from occasionally stepping outside our profession to look for new ideas. Mindset: Changing the Way You Think to Fulfil Your Potential is a book that was written by a well-regarded psychology professor and has sold more than a million copies. The book’s central premise is that people tend toward one of two mindsets: a fixed mindset, which sees ability as inborn and largely unmodifiable; and a growth mindset, which sees ability as something people can develop by making persistent effort and learning new strategies. The present book review begins with explaining the two mindsets. Then, questions about mindset are answered. Next, in the review’s longest portions, suggestions from the book which might be useful for teachers are shared. These suggestions may help students become more successful learners, not to mention better people overall. Finally, the reviewer recommends that when the author and her colleagues do further work on mindsets, they might wish to examine mindsets through a more collective, sociological perspective than from an individual, psychological view.]]>
<![CDATA[Talking Story: Understanding Culture-based Curricula ]]>
<![CDATA[Jamie Dela Cruz]]>
<![CDATA[ International Journal of Pedagogy and Teacher Education Vol 3, No 2 (2019): International Journal of Pedagogy and Teacher Education ]]>
Publisher : <![CDATA[The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia ]]>
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DOI: 10.20961/ijpte.v3i2.29974
<![CDATA[The phenomenological study investigated the perceptions of teachers who implemented a culture-based curriculum at an elementary school on Oahu. Aloha ‘Āina is a culture-based curriculum with instruction and student learning grounded in the values, norms, knowledge, beliefs, practices, experiences, and language that are the foundation of the Hawaiian culture. Eight teachers were interviewed after they used the culture-based curriculum in their classrooms during one semester. Data analysis revealed four categories: teachers’ initial experiences, student engagement, challenges and opportunities, and meaningful experiences. Teachers were challenged by the culture-based education program and teachers’ perceptions of the Aloha ‘Āina curriculum were positive, most agreeing that it helped students to learn and improve student engagement through hands-on learning in and outside of the classroom.Keywords: Aloha ‘Aina, culture-based curricula, place-based education,]]>
<![CDATA[Enhancing Students' Motivation using Facebook and SMS with Google Spreadsheets Support: A Comparative Study ]]>
<![CDATA[Chantorn Chaiprasurt]]>
<![CDATA[ International Journal of Pedagogy and Teacher Education Vol 3, No 1 (2019): International Journal of Pedagogy and Teacher Education ]]>
Publisher : <![CDATA[The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia ]]>
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DOI: 10.20961/ijpte.v3i1.25370
<![CDATA[To the widespread use of wireless technologies, increased portable mobile devices and communication contributes to stimulate and encourage group sharing among instructors and students in the learning environments. Apt applications to boost old face-to-face teaching were examined, which are SMS, Facebook and Google Spreadsheets. A research was used to actual analyze the influence on their interests. It took place over a period of 14 weeks, and the sample consisted of 42 students in Information Technology for Social Network class. Three groups were involved, control (only supported by Google Spreadsheets), the first group (supported by Google Spreadsheets and SMS), and the second group (supported by Google Spreadsheets and Facebook). The effect of the applications, the results of subjective (attention, relevance, confidence, satisfaction and social ability) and objective assessment (engagement and academic performance) were compared among the three groups, and by using Google Spreadsheets with SMS, and with Facebook were effective in improving their motivation. Notable difference in overall was, students preferred Google spreadsheets with SMS, where it enhanced their motivation when merge into learning.]]>
<![CDATA[An Assessment of the Psychometric Properties of the Conceptions of Teaching and Learning Questionnaire by Pre-service Mathematics Teachers in South-West, Nigeria ]]>
<![CDATA[Adeneye Olarewaju Awofala]]>;
<![CDATA[Abisola Olusola Lawani]]>;
<![CDATA[Chidinma O Oraegbunam]]>
<![CDATA[ International Journal of Pedagogy and Teacher Education Vol 3, No 2 (2019): International Journal of Pedagogy and Teacher Education ]]>
Publisher : <![CDATA[The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia ]]>
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DOI: 10.20961/ijpte.v3i2.33264
<![CDATA[This paper reports on the psychometric properties of the Conceptions of Teaching and Learning Questionnaire (TLCQ) developed by Chan and Elliot (2004), based on the responses of 220 pre-service mathematics teachers from five public universities in South-West Nigeria. The term mathematics was introduced into the 30 item-statements, which measured both constructivist and traditional conceptions of teaching and learning, to reflect beliefs specific to mathematics teaching and students’ learning of mathematics. The reliability estimated as internal consistency had a Cronbach alpha of .89 for the constructivist scale, .86 for the traditional scale, and .87 for the entire scale. Findings revealed that Principal components factor analysis with varimax rotation yielded a two-factor solution accounting for 38% of the total variance, interpreted as Constructivist Conceptions and Traditional Conceptions of mathematics teaching and learning; as in the original study and other replicating studies. However, a notable difference was the significant loading of the item statement “learning primarily occurs from drilling and practice” on Constructivist Conceptions for the South West Nigeria, while it loaded on the Traditional Conceptions as reported in the original study in Hong Kong and other replicating studies. It is suggested that pre-service mathematics teachers be exposed to the constructivist teaching practices in the teacher education training programme in Nigeria.]]>
<![CDATA[TEACHER’S ABILITIES OF TRANSLATION OF SYMBOLIC REPRESENTATION TO VISUAL REPRESENTATION AND VICE VERSA: ADDITION OF INTEGERS ]]>
<![CDATA[Hapizah Hapizah]]>;
<![CDATA[Ely Susanti]]>;
<![CDATA[Puji Astuti]]>
<![CDATA[ International Journal of Pedagogy and Teacher Education Vol 3, No 1 (2019): International Journal of Pedagogy and Teacher Education ]]>
Publisher : <![CDATA[The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia ]]>
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DOI: 10.20961/ijpte.v3i1.19268
<![CDATA[Translation of representations is a process of changing representations from one into another one. In generally, mathematics representations consists of symbolical, visual (graphical), verbal, and tabular representations. This article discusses results of research about teacher’s understanding of mathematics representations and its implementation, which is teacher’s ability of translating from symbolical representation to graphical representation and vice versa. The sample of research were 91 mathematics teacher from some districts of South Sumatera and Bangka Belitung provinces. The data of research were collected by test related to addition of integers. The results show that teacher’s ability of translating from symbolical representation into graphical representation is very low which is only 48,4% of the sample could translate the representations correctly, meanwhile teacher’s ability of translating from graphical representation into symbolical representation is quite good which is 75,8% of the sample could translate the representations correctly. The mistakes identified when the mathematics teachers translated symbolic representation to visual representation are the result of addition not presented in numbers line, no the result of addition presented at all, the order of numbers line not presented clearly, misdirection or no direction of numbers line, and no answers at all. Meanwhile the mistakes identified when the mathematics teachers translated visual representation to symbolic representation are no the result of addition presented, incorrectly order of numbers added, and no answers at all.]]>
<![CDATA[The Inclusion of Metacognitive Listening Strategy Instruction for The Development of Self-Efficacy in Learning Listening Skills ]]>
<![CDATA[Kristiandi Kristiandi]]>
<![CDATA[ International Journal of Pedagogy and Teacher Education Vol 3, No 2 (2019): International Journal of Pedagogy and Teacher Education ]]>
Publisher : <![CDATA[The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia ]]>
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DOI: 10.20961/ijpte.v3i2.35957
<![CDATA[Despite the central role of quality teaching in the classroom, students’ learning success depends so much on how learners recognize their own ways and pace of learning. While the implementation of good English pedagogy in terms of applying well-tailored approaches, methods and techniques is believed to be the key for helping students to learn, teachers need to be aware of each individual student’s unique ways and pace of learning in the classroom. Teachers are supposed to be able to help students recognize their needs for learning. Built on an action research study on the inclusion of metacognitive listening strategy instruction, this article highlights the strategic role of the inclusion of metacognitive listening strategy instruction in helping students to improve their self-efficacy in learning listening skills. A range of students’ voices, reflecting their learning experiences during the inclusion of metacognitive listening strategy instruction, reveals that learning awareness in terms of metacognitive listening strategy needs to be developed over time through the inclusion of metacognitive listening strategy instruction. The more the students are familiar with their ways and pace of learning, the better they implement listening learning strategies, which results in students’ learning success.]]>
<![CDATA[Beliefs: Quality Teaching Practicum Vs Quality Teachers ]]>
<![CDATA[Gui Chan Choo]]>;
<![CDATA[Md Melor Yunus]]>;
<![CDATA[MOHAMED AMIN EMBI]]>
<![CDATA[ International Journal of Pedagogy and Teacher Education Vol 3, No 1 (2019): International Journal of Pedagogy and Teacher Education ]]>
Publisher : <![CDATA[The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia ]]>
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DOI: 10.20961/ijpte.v3i1.26210
<![CDATA[Teaching practicum is one of the important aspects in teacher education programme as it concerns preparation of quality teachers and it embraces all the learning experiences of pre-service teachers in schools. Teaching practicum is a real challenge for the pre-service teachers because their performance during teaching practicum will foreshadow the future success of the pre-service teachers. Therefore, the aim of this paper is to investigate Teaching English as a Second Language (TESL) pre-service teachers’ beliefs about teaching practicum and identify what components of teacher education programme that contribute pre-service teachers’ views about teaching practicum. Data was collected via a questionnaire survey of third year TESL undergraduates from University of Malaya. The data was analyzed using descriptive statistics. The findings will be presented and elaborated upon in this paper. For further understanding, this paper also discusses the pre-service teachers’ beliefs according to the two main aspects namely, (i) importance of teaching practicum and (ii) confidence and uncertainty about teaching practicum.]]>
<![CDATA[Influence of Transformational Leadership Style and Principals’ Decision Making on High-School Teachers’ Organisational Commitment in Jakarta Laboratory Schools ]]>
<![CDATA[Emmanuel Chinedu Elele]]>
<![CDATA[ International Journal of Pedagogy and Teacher Education Vol 4, No 1 (2020): International Journal of Pedagogy and Teacher Education ]]>
Publisher : <![CDATA[The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia ]]>
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DOI: 10.20961/ijpte.v4i1.39162
<![CDATA[Laboratory schools are faced with the challenges of improving the quality of educational service delivery stemming from their role of being a platform for enhancing the school management skills of prospective teachers, and the demonstration of new teaching techniques towards the acceleration of student learning. The complex processes of determining and implementing school management policies is carried out by school management personnel, teachers and stakeholders. In this direction, organisational commitment, most significantly that of the teacher, is paramount to how effective laboratory schools can achieve their vision, mission and objectives. This quantitative study examines the pattern of relationships and the influence of the transformational leadership style and principals’ decision making on high school teachers’ organisational commitment at Jakarta laboratory schools. Research data was obtained by randomly administering questionnaires to a sample of eighty-nine (89) teachers. Data analysis was performed using descriptive and inferential statistics to provide detailed insight on the spread of research data and to facilitate the drawing of conclusions. The path analysis technique was used to determine the levels of influence between the transformational leadership style, the principals’ decision making and the teachers’ organisational commitment. Results from this study show that: (1) the transformational leadership style has a direct positive influence on high-school teachers’ organisational commitment at Jakarta laboratory schools; (2) the principals’ decision making has a direct positive influence on high-school teachers’ organisational commitment at Jakarta laboratory schools; and (3) the transformational leadership style has a direct positive influence on the principals’ decision making at Jakarta laboratory schools.]]>
