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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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Effectiveness of STEM-Based Differentiated Learning in Enhancing Elementary Students' Critical Thinking Skills Kristyowening, Dewi; Atmojo, Idam Ragil Widianto; Matsuri, Matsuri
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.v9i2.100389

Abstract

Developing critical thinking is essential in contemporary schooling to prepare students to analyze, evaluate, and solve complex problems. This study examined the effectiveness of STEM-based differentiated instruction in enhancing the critical thinking of elementary students. A quasi-experimental design assigned intact classes to an experimental group receiving STEM-differentiated lessons and a control group receiving traditional cooperative instruction. Critical thinking was assessed through essay-type pretests and posttests, which were aligned with analytic rubrics. Independent t-tests revealed significantly greater gains for the experimental group compared to the control (t = 11.76, p = 1.99 × 10−17). N-Gain analysis revealed a moderate improvement in the experimental group (0.47) compared to a low improvement in the control group (0.19). These results suggest that integrating differentiation strategies—readiness-based tasks, choice of process and product, and flexible grouping—within STEM contexts strengthens conceptual understanding, increases cognitive engagement, and fosters inquiry-driven exploration tailored to individual needs. The findings support the pedagogical value of STEM-based differentiated instruction for cultivating higher-order thinking in the elementary grades. Practical implications include sustained teacher professional development, curriculum resources that enable tiered tasks and authentic problems, and supportive scheduling to facilitate iterative design and reflection. Future research should examine longer-term retention, classroom implementation fidelity, and differential effects across student subgroups.
From Access to Instructional Design: Indonesian Senior High School Students’ Digital Pedagogy Experiences, Barriers, and Improvement Priorities Purfitasari, Septi; Masrukhi, Masrukhi; Prihatin, Titi; Mulyono, Sungkowo Edy
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.v10i1.116892

Abstract

School-based digital pedagogy has expanded rapidly, yet prior research has often examined it through access, platforms, or adoption rather than through an integrated account of students’ experiences, barriers, instructional support, and improvement priorities. This study investigated digital pedagogy among 403 students in Grades 10, 11, and 12 at a public senior high school in Central Java, Indonesia, selected through random sampling from a population of 1,173 students. A cross-sectional descriptive survey was conducted within a convergent mixed-methods design using a questionnaire that combined closed-ended and open-ended items; the closed-ended instrument showed acceptable internal consistency (Cronbach’s alpha = 0.82). Quantitative data were analysed using descriptive statistics, multi-response analysis, ranking analysis, and composite scores, while qualitative responses were analysed through open, axial, and selective coding. The findings showed that students had strong baseline access, with smartphone use reaching 99.3% and personal device ownership 98.5%, but participation remained predominantly mobile-based and was constrained by unstable connectivity, limited quota, workload pressure, and technical problems. Digital pedagogy was mainly organised around videos, assignments, presentations, and quizzes, whereas discussion-based and simulation-rich activities were much less common. Students generally experienced digital pedagogy as functional but not yet strongly transformative across implementation exposure, perceived benefit, obstacle, and instructional support. Open-ended responses identified access to materials and relearning as the most helpful experience, while connectivity and access problems emerged as the most disruptive barriers. The study concludes that improving school digital pedagogy requires not only stronger infrastructure but also clearer instructional design to convert access into meaningful and equitable learning experiences.
The Effectiveness of Problem-Based Learning Integrated with Culturally Responsive Teaching on Students’ Critical Thinking Abilities Susilowati, Susilowati; Maryati, Maryati; Sadly, Deni
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.v9i2.103388

Abstract

The critical thinking ability of students in one seventh-grade class at a junior high school in Mlati District remains lacking. This is indicated by the low level of students’ performance in answering questions and actively participating in the learning process. Therefore, it is necessary to conduct research using the Integrated Problem-Based Learning Culturally Responsive Teaching (CRT) model to improve critical thinking skills. This study aims to evaluate the effectiveness of the Integrated Problem-Based Learning CRT model. The research employs classroom action research, following the Kemmis and Taggart model, which consists of four stages: planning, action, observation, and reflection. The study subjects were 32 students from a seventh-grade class. Data collection techniques included critical thinking ability tests and observations of the learning process. The study was conducted in two cycles. In Cycle I, the percentage of learning implementation reached 83%, with an N-gain value of 0.31 (moderate category), individual completeness of 73.60%, and classical completeness of 53.13%. Cycle II demonstrated improvement, with a learning implementation percentage of 97%, an N-gain value of 0.71 (in the high category), individual completeness of 89.68%, and classical completeness of 81.25%. These results suggest that learning using the PBL model integrated with CRT is effective in enhancing students’ critical thinking skills. 
The Effect of Repeated Reading Method on Reading Fluence in Slow Learning Students in State Primary Schools Azizah, Amaliyah Nur; Rosiana, Dewi; Hamdan, Stephani Raihana
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.v9i2.102667

Abstract

Students who receive education at elementary schools consist of regular students and students with special needs, including slow learners. With limited cognitive capacity, students who are slow learners will lack the process of developing general concepts or ideas that underlie many school assignments, especially in language aspects, including reading skills. This research was conducted to determine the effect of the repeated reading method on the reading fluency of slow learners in grade 3 in state elementary schools. Reading fluency will be measured by the subject's speed when reading the entire pretest-posttest text and calculating correct words per minute (WCPM) when the subject reads the pretest-posttest text in the first minute. The research method used in this research is quantitative with a single-case research design, namy the ABA design. The sample in this research was taken based on a non-probability sampling method with purposive sampling. The repeated reading method given to 3 slow learning students in class III at the Griba State Elementary School for 12 days and 5 repetitions of reading the text and 5 times the pronunciation of words that were misread, was able to increase reading speed and accuracy significantly (0.023 and 0.038) based on tests paired sample t-test statistics. So H1 is accepted and H0 is rejected. In line with this, it can be concluded that there is an influence of the repeated reading method on reading fluency in slow learners in state elementary schools.
AI Scaffolding for Evidence-Based Critical Thinking in a Microcontroller Learning-Media Design Project Harjito, Harjito; Hardyanto, Wahyu; Sumarni, Woro; Wardani, Sri
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.v10i1.115698

Abstract

The rapid integration of artificial intelligence (AI) into education has increased interest in how digital tools can support higher-order thinking rather than simply automate tasks. Within STEAM learning, this issue is especially important because students must combine evidence, reasoning, and design decisions in authentic project work. Generative AI tools based on large language models were used in this study as learning scaffolds to assist students with keyword expansion, scientific query construction, journal abstract summarization, hypothesis development, and revision of written explanations. The study examined whether such AI-supported learning improved students’ critical thinking during a STEAM microcontroller media-design project. Two intact classes completed the same project workflow: one class used AI support, while the other completed the project without AI. Student performance was evaluated using a five-dimension critical-thinking rubric covering information and keywords, concepts and logic, journal abstract interpretation, hypothesis and reasoning, and academic formatting and compliance. Results showed that the AI-supported class performed better overall, scoring about five points higher on average and showing a large overall advantage. Improvements appeared across all rubric dimensions, with the strongest gains found in journal abstract interpretation and hypothesis and reasoning, suggesting that AI was most helpful when students had to interpret evidence, connect ideas, and justify decisions. The weakest-link bottleneck analysis, defined as the rubric dimension in which each student performed worst, showed that journal abstract interpretation remained the main constraint in both groups. These findings indicate that AI can serve as a productive scaffold for critical thinking and decision-making in STEAM projects, especially by supporting evidence use and iterative reasoning, while also highlighting the need for explicit instruction in reading and interpreting scientific abstracts.
The Influence of AI Knowledge and Business Ethics Understanding on Student Perceptions and Acceptance of Sustainable Business Transformation Irianto, Okto; Asmaningrum, Henie Poerwandar
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.v9i2.98840

Abstract

This study examines how students' understanding of Artificial Intelligence and business ethics influences their perceptions and acceptance of AI in sustainable business transformation. Using a quantitative approach with stratified random sampling, data were collected from 450 undergraduate students in the Faculty of Economics and Business, representing Management (40%), Accounting (35%), and Development Economics (25%). Multiple regression analysis revealed significant positive relationships between AI understanding and both perception (β = 0.485, p < 0.001) and acceptance (β = 0.423, p < 0.001) of AI in sustainable business. Similarly, business ethics understanding significantly influenced perception (β = 0.372, p < 0.001) and acceptance (β = 0.356, p < 0.001). The research model explained 64.3% of variance in perceptions and 58.7% in acceptance of AI for business sustainability. Management students demonstrated higher understanding (mean = 3.95) compared to other majors. These findings highlight a critical gap in contemporary business education: the need to integrate technological knowledge with ethical frameworks and sustainability principles. Educational institutions must develop comprehensive curricula that prepare future business leaders for ethical digital transformation. This research contributes valuable insights for curriculum developers and policymakers seeking to align business education with the evolving demands of AI-driven sustainable business landscapes.
Effectiveness of Padlet-Supproted Problem-Based Learning for Biology Students’ Critical Thinking Indana, Sifak; Basri, Ahmad; Kusuma Dayu, Dian Permatasari; Ainiyah, Nur
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.v10i1.114113

Abstract

Developing students’ critical thinking skills remains a major challenge in higher education, particularly in biology learning, which requires strong analytical and evaluative abilities. The integration of hypermedia such as Padlet within a Problem-Based Learning (PBL) framework has the potential to create interactive and collaborative learning environments that support higher-order thinking. This study aimed to examine the effectiveness of Padlet hypermedia integrated with Problem-Based Learning in enhancing the critical thinking skills of Biology Education students. A quasi-experimental design with a non-equivalent control group was employed involving 60 undergraduate students from the Biology Education program at Surabaya State University. The participants were divided into an experimental group (n = 30) using Padlet-based PBL and a control group (n = 30) using Google Classroom. Data were collected through validated open-ended tests of critical thinking skills, supported by questionnaires and classroom observations. The data were analysed using normality and homogeneity tests, N-gain analysis, and an independent samples t-test. The results showed that students in the experimental group achieved significantly higher critical thinking scores than those in the control group (p = 0.003). The experimental group also demonstrated greater improvement from pre-test to post-test, indicating stronger development in problem analysis, information evaluation, inference, and logical reasoning. These findings suggest that Padlet hypermedia integrated with Problem-Based Learning may provide a more effective learning environment for promoting students’ critical thinking skills through interactive, collaborative, and reflective learning processes.
The Influence of Work-Life Balance on Teacher Performance in Integrated Islamic Primary School Karina, Karina; Permana, Johar; Suharto, Nugraha
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.v9i2.98309

Abstract

This study aims to analyze the influence of work-life balance on the performance of integrated islamic primary school teachers. Teacher performance is measured based on five indicators: work quality, timeliness, initiative, ability, and communication. Work-life balance in this study encompasses three indicators: time balance, involvement balance, and satisfaction balance. The research employs a quantitative method with a correlational approach. The total sampling technique was applied due to the relatively small population of 16 teachers, enabling comprehensive data collection. This sampling technique ensures that all population characteristics are fully represented without the need for random sample selection. Consequently, this method reduces the potential for bias in respondent selection and enhances research result accuracy. Data was collected through structured questionnaires and analyzed using SPSS 29. The research findings reveal that work-life balance contributes to teacher performance with a determination coefficient of 35%. This means that 35% of teacher performance variability can be explained by work-life balance, while other factors likely influence the remaining 65%. The study emphasizes the importance of work-life balance in improving teacher performance. Therefore, schools are recommended to develop policies that support work-life balance, including better workload management, schedule flexibility, and teacher welfare programs. Further studies with a larger sample size are necessary to obtain more representative and comprehensive results.
Development of a Problem-Based Learning Interactive E-Module to Improve Learning Outcomes in Lathe Machining Techniques at Vocational High School Radhitya, Theo; Rahmawati, Anis; Cahyono, Budi Tri
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.v9i2.105341

Abstract

This study aims to develop and evaluate the effectiveness of an interactive e-module based on Problem-Based Learning (PBL) to improve students' cognitive learning outcomes in lathe machining techniques. The research was conducted using the Research and Development (R&D) method with the Alessi and Trollip development model, involving stages of planning, design, and development. The resulting e-module was created using Flip PDF Professional and enriched with multimedia elements such as animated explanations, instructional videos, and quizzes. The media was validated by experts and tested on 64 students from a vocational school in Magetan, Indonesia. Statistical tests including the Kolmogorov-Smirnov test, Levene’s test, paired sample t-test, and N-Gain analysis were applied to evaluate the normality, homogeneity, significance, and effectiveness of the learning outcomes. The results showed that the PBL-based e-module significantly improved students' learning performance, with an average N-Gain score of 0.71 (high category). Furthermore, student response was overwhelmingly positive, with a satisfaction rate of 93.13%. The integration of PBL within an interactive digital platform successfully increased student engagement, supported higher-order thinking, and fostered deeper conceptual understanding. These findings confirm that interactive e-modules designed with PBL can serve as effective instructional tools in vocational education settings.
LMS-Based Problem-Based E-Worksheets for Mechatronics Vocational Education: Development, Validation, and Effectiveness in Problem-Solving Skills Setiawan, Agus; Utami, Nisaudzakiah; Hamidah, Ida; Maknun, Johar
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.v10i1.116944

Abstract

Problem-solving skills are essential competencies in vocational education, particularly in technical fields that require students to connect theoretical knowledge with practical workplace applications. This study developed and evaluated LMS-based Problem-Based e-Worksheets (PBeWs) designed to enhance the problem-solving skills of eleventh-grade Mechatronics Engineering students in vocational pneumatics learning on logic gates. The developed PBeWs integrated problem-based learning scenarios, contextual pneumatic system tasks, multimedia materials, collaborative activities, and automatic feedback within a Moodle-based Learning Management System. Expert validation was conducted by subject matter and media experts to assess content accuracy, instructional design quality, media quality, and LMS integration before classroom implementation. The effectiveness of the PBeWs was examined using a quasi-experimental pre-test–post-test control group design involving 80 students from two vocational high schools, divided into experimental and control groups. Students in the experimental group learned using LMS-based PBeWs, whereas students in the control group used conventional worksheets. The results showed that students using LMS-based PBeWs achieved greater improvement in problem-solving skills than those using conventional worksheets. These findings indicate that LMS-based PBeWs represent a feasible and promising instructional tool for supporting analytical, contextual, and vocationally relevant problem-solving skill development in technical education.

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