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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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Preservice Chemistry Teachers' Views on the Use of Artificial Intelligence in the Classroom Ramadhani, Dimas Gilang; Sumarti, Sri Susilogati; Harjono, Harjono; Kusumastuti, Ella
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.v9i1.89534

Abstract

As Artificial Intelligence (AI) becomes increasingly integrated into education, understanding how future educators perceive its use is essential. This study explores the perceptions of 150 preservice chemistry teachers in Indonesia regarding the integration of AI in chemistry education. Participants completed a validated 12-item Likert-scale survey covering four dimensions: Pedagogical Benefit, Technical Benefit, Risk to Student, and Risk to Teacher. The data were analyzed using descriptive statistics, correlation, regression, clustering, and Principal Component Analysis (PCA). Results indicate that participants perceived AI as highly beneficial, particularly for simplifying material preparation and supporting understanding of abstract concepts. However, concerns also emerged, especially around potential declines in student motivation, critical thinking, and the teachers’ readiness to use AI effectively. Correlation analysis revealed that benefit and risk perceptions were evaluated independently. Regression models identified “real-life connection” and “AI knowledge gap” as significant benefit and risk perception predictors. Cluster analysis grouped respondents into three profiles: Cautious Adopters, Enthusiastic Supporters, and Selective Optimists, each reflecting different levels of acceptance and concern. These findings underscore the need for differentiated teacher training programs that address technical competence and pedagogical reflection. Limitations include the reliance on self-report data and a single-country sample. The study emphasizes the importance of preparing educators to critically and effectively integrate AI into science instruction.
The Effect of Investigation Through Cooperative Problem Solving (ITCPS) Learning Model on Students’ Activeness, Analytical Thinking Skills, and Science Learning Outcomes Rusdiana, Lafi; Utami, Budi; Wahyuningsih, Daru
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.v10i1.99755

Abstract

Students’ low activeness, analytical thinking skills, and science learning outcomes remain key challenges in lower secondary science learning when instruction provides limited opportunities for investigation, collaboration, and problem solving. This study examined the effect of the Investigation Through Cooperative Problem Solving (ITCPS) learning model on these three outcomes. A quasi-experimental method with a pretest-posttest nonequivalent control group design was used. The participants were 60 eighth-grade students at a middle school in Surakarta, Indonesia, consisting of 30 in the experimental class and 30 in the control class. The experimental class was taught using ITCPS, while the control class used Discovery Learning. Data were collected using an activeness observation sheet, an analytical thinking essay test, and a multiple-choice science learning outcomes test, then analyzed using descriptive statistics, assumption tests, and MANOVA. Results showed significant effects on activeness, F(1, 58) = 12.158, p = .001, partial eta squared = .173; analytical thinking skills, F(1, 58) = 9.023, p = .004, partial eta squared = .135; and science learning outcomes, F(1, 58) = 9.415, p = .003, partial eta squared = .140. The multivariate test also showed a significant simultaneous effect, with partial eta squared = .271. These findings indicate that ITCPS supports students’ active participation, analytical reasoning, and conceptual achievement in science learning.
Project Based on Problem (PoP) Learning Model: Improving Critical Thinking Skills in Elementary School Students Utami, Novia Rahma Rista; Setyowati, Ririn
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.v9i2.109367

Abstract

The Society 5.0 revolution demands resources that master 21st-century skills. Education is the primary means of improving the mastery of these skills. Based on the PISA data from 2022, students' abilities in the aspects of reading, science, and mathematics literacy, which measure students' critical thinking skills, are still in a very low category, ranking 69th out of 80 countries. In an effort to overcome this problem, education is implementing 21st-century skills in learning by developing a Project-Based Problem (PoP) learning model. This study aims to (1) explain the characteristics of the PoP learning model, (2) examine the feasibility of the PoP learning model, and (3) determine the effectiveness of the PoP learning model in improving the critical thinking skills of elementary school students. This study uses the research method of Borg and Gall with 10 development steps. The research subjects were 70 fifth-grade students from three elementary schools in Blora Regency. Data were obtained through critical thinking ability tests and student and teacher response questionnaires. Critical thinking ability data were analyzed based on a comparison of the post-test of the experimental and control groups through an Independent Sample T-Test gain score analysis with a significance level of 0.002, where α < 0.05, indicating a difference between the experimental and control groups. This indicates an increase in the critical thinking ability of fifth-grade students through the use of the PoP learning model at public elementary schools in Blora Regency
Knowledge, Motivation, and Environmental Awareness as Predictors of Vocational Students’ Recycling Attitudes Suryani, Hamidah; Purnamasari, Fitry
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.v10i1.113512

Abstract

Effective waste management remains a global challenge, particularly within educational institutions where practice-based and creative learning activities often generate considerable waste. Vocational programs such as Fashion Design and Culinary Arts produce residual materials that can potentially be reused through recycling, making students’ recycling attitudes an important concern for sustainability-oriented education. This study examined the influence of perceived knowledge, motivation, and environmental awareness on vocational students’ recycling attitudes in the Craft course. A quantitative cross-sectional survey design was employed involving 100 second-semester students from the Department of Family Welfare Education, Universitas Negeri Makassar. Data were collected using a validated and reliable questionnaire and analyzed using multiple linear regression with EViews 13. Classical assumption tests indicated that the dataset met the requirements of normality, absence of multicollinearity, and homoscedasticity. The findings showed that perceived knowledge, motivation, and environmental awareness were positive and significant predictors of students’ recycling attitudes, with motivation emerging as the strongest predictor. The regression model explained 83.57% of the variance in recycling attitudes. These findings suggest that recycling attitudes in vocational higher education are shaped not only by students’ knowledge, but also by motivational and awareness-related factors. The study provides practical insights for designing recycling-based projects and environmental literacy initiatives in vocational learning contexts.
Integrating AI-Driven Adaptive Learning and Self-Determination Theory to Enhance Employability Skills: Evidence from Vocational Higher Education Hasim, Muhammad; Rahman, Ahmad Ardillah; Sumariyanto, Iris; Samnur, Samnur; Anwar, Misita; Aminuddin, Aminuddin
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.v10i1.111742

Abstract

This study tests an integrated structural model linking Artificial Intelligence (AI) use in learning, psychological factors derived from Self-Determination Theory (SDT), and employability skills among vocational education students. Specifically, AI is positioned as a contextual support associated with the fulfillment of competence, autonomy, and relatedness. A quantitative, cross-sectional design was employed using self-reported data from 263 vocational students in Indonesia, which were analyzed through Structural Equation Modeling (SEM). The results show that competence, autonomy, and relatedness are significantly associated with employability skills, with competence emerging as the strongest predictor. AI use demonstrates a significant indirect effect on employability skills, primarily through competence. In contrast, burnout, learning anxiety, and learning motivation do not show significant direct associations with employability skills, suggesting that psychological need fulfillment plays a more central role in the model. This study contributes to the literature by situating AI within the SDT framework as a contextual enabler of psychological need fulfillment in vocational education. The findings indicate that AI-supported learning environments are associated with stronger fulfillment of competence, autonomy, and relatedness, which in turn are linked to employability development. Practically, the results highlight the importance of designing AI-assisted learning environments that support competence, autonomy, and relatedness
Blended Learning in Nursing Education: A Pilot Study on the Role of Resilience and Self-Confidence in Achieving Learning Outcomes Febriano, Luis Figo; Ariningpraja, Rustiana Tasya; Lestari, Retno; Adipratama, Muhammad Rizky; Fitri, Umi Maghfiroton
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.v9i2.98179

Abstract

This cross-sectional study examined the roles of resilience and self-confidence in supporting academic success within blended learning environments in undergraduate nursing education. Blended learning combines face-to-face instruction with digital delivery, demanding high levels of adaptability and self-regulated learning from students. Data were collected from 146 nursing undergraduates enrolled in blended courses across multiple universities. Validated instruments—the Resilience Assessment Questionnaire (RAQ-8) and the Trait Measure of Robustness of Self-Confidence—were culturally adapted and administered. Grade Point Average (GPA) was used as an indicator of academic achievement. Descriptive statistics, Mann–Whitney U tests, and correlation analyses were conducted to evaluate associations among key variables. Results showed a robust positive correlation between resilience and GPA (p < .001), underscoring the importance of persistence and adaptability for learning outcomes. Self-confidence likewise demonstrated a significant, beneficial association with academic performance, supporting proactive engagement and buffering the effects of setbacks. A complementary relationship between resilience and self-confidence was also observed, suggesting that these attributes, when combined, may enhance their collective contribution to academic success. These findings underscore the importance of targeted educational strategies—such as mentoring, structured feedback, and guided reflection—to enhance psychological resilience and self-assurance. Integrating such supports into blended curricula may better equip nursing students to navigate academic and clinical demands and enhance their readiness for professional practice.
A Web-Based Flipped Classroom in Introductory Programming Education: Effects on Student Learning Outcomes NFH, Alifya; fathahillah, Fathahillah; Risal, Andi Akram Nur; Suwahyu, Irwansyah; Muntazarah, Fediyatun
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.v10i1.112576

Abstract

This study examined the effectiveness of a web-based flipped classroom model in improving student learning outcomes in an Algorithms and Programming course, compared with conventional instruction. A quasi-experimental pretest–posttest control group design was employed, involving 64 students from the Informatics and Computer Engineering Education Program at Universitas Negeri Makassar. The experimental group received instruction through a web-based flipped classroom model, whereas the control group received conventional lecturer-led instruction. Data were analysed using descriptive statistics, assumption testing, an independent samples t-test, normalized gain (N-Gain), and Cohen’s d effect size in R. The results showed that the experimental group achieved a higher mean post-test score (75.38) than the control group (57.81). An independent samples t-test indicated a statistically significant difference between the two groups (p < .001). The experimental group also achieved a higher N-Gain (0.499, moderate) than the control group (0.214, low), indicating greater improvement in learning outcomes under the web-based flipped classroom model. Cohen’s d was 1.058, indicating a large and educationally meaningful effect. The study concludes that the web-based flipped classroom model was effective in improving student learning outcomes in the Algorithms and Programming course. Future research should examine additional explanatory variables, such as learning motivation and self-regulated learning.
Unpacking Government Policy's Impact on EFL Teachers' Lesson Planning Nurkamto, Joko; Putra, Kristian Adi
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.v9i1.99123

Abstract

Government policies are crucial in shaping English as a Foreign Language (EFL) teachers' lesson planning, often creating conflicts between national mandates and local classroom realities. This study investigates how senior EFL teachers in Surakarta, Central Java, navigate these policy directives while designing lesson plans. The research examines the impact of rigid policy enforcement on teachers' autonomy and adaptability in meeting diverse student needs. Using a biographical narrative inquiry approach, the study captures teachers' lived experiences with policy implementation. Three senior EFL teachers with over a decade of teaching experience participated in the study. Data collection involved document analysis of curriculum guidelines and lesson plans, complemented by in-depth interviews. The data were analyzed using an interactive qualitative analysis model, focusing on data condensation, display, and conclusion verification. Findings indicate that lesson planning is often treated as a bureaucratic obligation rather than an instructional tool due to inconsistent policy guidelines and insufficient institutional support. Teachers struggle with unclear requirements, lack of format uniformity, and minimal feedback, leading them to rely on past lesson plans rather than creating context-specific ones. To enhance lesson planning effectiveness, teachers emphasize the need for standardized exemplars, expert-developed guidelines, and professional training that prioritizes pedagogical impact over policy compliance. The study recommends balancing regulatory mandates with teacher autonomy to make lesson planning more relevant and effective in classroom instruction
Mediating Effects of Essay Writing on the Relationship Between ChatGPT Usage and Critical Thinking in Undergraduate EFL Students: A SmartPLS Approach Shintia, Yenni; Nurjati, Nunung; Yulia Rahayu, Endah
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.v9i2.93423

Abstract

This study investigates whether essay-writing skills mediate the relationship between ChatGPT usage and critical thinking among undergraduate English as a foreign language (EFL) students. Using a quantitative design with partial least squares structural equation modeling (PLS-SEM) in SmartPLS, we analyzed data from 201 students at UINSA Surabaya (167 women; 34 men). PLS-SEM was selected for its suitability in modeling complex mediation with small to medium samples. The measurement model captured essay-writing elements (e.g., clarity, argumentation, coherence) and critical-thinking facets (e.g., inference, reasoning, evaluation). Structural results indicate that ChatGPT usage has a significant, positive association with critical thinking (path coefficient β = 0.401, p < .001). Essay-writing skills also exhibit a positive effect on critical thinking and function as a meaningful mediator, suggesting that gains in writing quality help translate the use of ChatGPT into higher-order thinking. Diagnostic checks flagged several cross-loadings, indicating potential threats to discriminant validity and construct clarity. Because unaddressed cross-loadings can bias parameter estimates and reduce measurement equivalence, educators and researchers should interpret structural paths with caution and align decisions with theory. Pedagogically, the findings support the guided integration of ChatGPT, emphasizing the critical appraisal of AI output, source evaluation, and iterative drafting, to strengthen students’ argumentation and reasoning. We recommend that instructors scaffold reflective prompts and verification routines so that perceived accuracy aligns with actual accuracy, thereby leveraging AI while safeguarding academic rigor.
Assessing Institutional Readiness for Green Curriculum Implementation in Culinary Education Nurlaela, Luthfiyah; Yushila, Aulia Bayu; Muyasyaroh, Hidayatun; Kamaruzaman, Mohd Yusof bin
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.v10i1.113384

Abstract

Sustainability pressures within global food systems have intensified the need to integrate environmental principles into professional culinary training. While prior research has largely focused on student-level sustainability awareness, limited empirical attention has been given to institutional readiness for Green Curriculum implementation in applied vocational contexts. This study assesses institutional readiness for Green Curriculum implementation in university level culinary education. A descriptive quantitative survey design was employed involving 50 academic stakeholders. Four variables were examined and descriptive statistical analysis indicates very high endorsement of sustainability integration in curriculum design and instructional strategies (overall mean scores above 4.0 on a five point scale). However, ratings for supporting and constraining institutional (X4) conditions were comparatively lower (4.07). Sustainable ingredient availability (X4) emerged as the lowest rated item  (3.40), suggesting operational considerations in procurement and supply stability. Brief open-ended responses were used to contextualize these moderate ratings by highlighting concerns related to seasonal supply variability, cost instability, infrastructure readiness, and governance alignment. Overall, the findings reveal a readiness–constraint dynamic in which strong conceptual alignment coexists with structural and procurement-related limitations. This study provides a stakeholder-informed institutional mapping of feasibility conditions and implementation barriers to guide strategic Green Curriculum integration in culinary education

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