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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 148 Documents
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A Study on Teachers' Perceptions towards Cultural Arts Subject Using Wayang Kulit Purwa to Students of Junior High School in Solo Raya Slamet Subiyantoro; Siti S Fadhilah
International Journal of Pedagogy and Teacher Education Vol 4, No 2 (2020): 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.v4i2.44145

Abstract

This study revealed the perception of cultural arts teachers on the local Javanese wayang kulit purwa media to instilling students’ character values through learning art and culture at junior high school levels throughout the great Solo (Solo Raya) area. There is a previous assumption that wayang kulit purwa has only been performed at general public beyond formal school institutions such as junior high schools. Meanwhile, in instilling the values of character education, the teachers indicated through the subjects taught, the results showed that they were still found to be limited to formal media. This study reflects its own specific points, this is because the teaching aids used are the Purwa puppet media. This study was carried out by applying a survey to 69 cultural arts teachers who were selected purposively in all areas of Solo Raya covering 7 (seven) regencies / municipalities. The technique applied in collecting data is through questionnaires and interview techniques. To analyze the data, an interactive model is used which includes the initial steps of data collection, data reduction, data presentation and drawing conclusions. The results showed that most cultural arts teachers had positive and negative perceptions of wayang kulit purwa if it was used as a medium of learning and planting character education for students at junior high school level. However, most of the cultural arts teachers who have had a graduate education have positive perceptions. Because wayang kulit purwa reflects moral, socio-cultural values, character education as well as patriotism
The Impact of Family Conflicts on Children Education. Edmond Ndayambaje; Yvette Umwari; Ayriza Yulia
International Journal of Pedagogy and Teacher Education Vol 4, No 2 (2020): 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.v4i2.43123

Abstract

The current study aims at (1) identifying the factors leading to family conflicts and (2) determining the impacts of family conflict and children education in order to improve family well-being. The study involves qualitative approach with case study design. The targeted group consisted of ten participants: five females and five males. Purposive sampling technique was adapted in selecting the subjects. Concerning with the size of the sample, the researcher preferred using convenience sampling, due to the situation on the field it was absolutely difficulty to firmly fix the respondents. An open-ended questionnaire with eight components was used to develop questions connected to the scope of the study. The collected data were analysed through thematic analysis. The findings indicated that the prevailing factors of family conflicts in the region are miscommunication, mismanagement of family property, irresponsibility, and infidelity. Moreover, the majority of children of the respondents are swiftly heading to very low academic performance compared to their school achievements prior to facing the issue.
High Participation, Low Impact: The Challenge for Teacher Professional Development in Indonesia Abdul Rahman
International Journal of Pedagogy and Teacher Education Vol 5, No 1 (2021): 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.v5i1.46636

Abstract

The present study investigates teacher professional development (TPD) experiences from three different schools in regional Indonesia. A case study design is adopted and a questionnaire and a semi-structured interview are administered to collect data about professional development experiences of teachers, highlighting teachers’ participation and perceived impacts of TPD on their instructional practices. The collected data are quantitatively and qualitatively analysed to see trends and patterns of teachers’ TPD practices. The findings of this study problematise the teachers’ high level of TPD participation but low impact of TPD on teachers’ instructional practices. Some key findings and practical recommendations that are likely to help teachers to translate TPD ideas into their day-to-day practices are discussed and put forward.
The Relationship between Headteachers’ Supervision of Professional Documents and Academic Performance in Primary Schools in Embu and Murang’a Counties Muchiri Jane Muthoni; Margaret Wanjiru Gitumu; John Mwaruvie
International Journal of Pedagogy and Teacher Education Vol 4, No 2 (2020): 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.v4i2.43413

Abstract

Supervision is a vital administrative tool employed by headteachers in ensuring teachers’ effectiveness and competence in teaching and learning in schools. Over time, pupils’ academic performance in examinations has been consistently low in public primary schools and has created concern among education stakeholders in Kenya and the world over. The objective of this study is assess the relationship between headteachers’ supervision of professional documents and academic performance in primary schools in Embu and Murang’a counties. A descriptive survey research design was used. The target population was 14,786 respondents; simple random sampling was used to select 256 of these. Data were collected using questionnaires, interviews and an observation checklist. To ascertain reliability, the instrument was piloted, and Cronbach’s alpha coefficient was calculated as 0.93. The data were analysed using descriptive statistics involving frequencies, percentages, means and standard deviations and inferential statistics, precisely, correlation. The results show that the development of professional documents was common in primary schools and that the best documents supervised by headteachers were schemes of work. The null hypothesis tested was not rejected based on the correlation of r=-.044<0.05 and P=0.732>0.05 between headteachers’ supervision of professional documents and academic performance. The study recommends that headteachers should guide teachers on the importance of consistency in professional documents. However, headteachers’ supervision of teachers’ preparation of professional documents did not impact positively on pupils’ academic performance at KCPE in Embu and Murang’a counties. The findings of the study will serve as a reference for similar studies in education administration and management.
The Flipped Classroom: An Overview of its Impact on Economics Learning Selvita Eka Eviana Purba; Kristiani Kristiani; Khresna Bayu Sangka; Omar Khadeer Hussain
International Journal of Pedagogy and Teacher Education Vol 5, No 1 (2021): 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.v5i1.49750

Abstract

The flipped classroom is a type of blended learning that has been widely applied at various levels of education, from elementary to higher, but there have been few studies on its use in Economics education. The purpose of this article is to provide a brief overview of the impact and effectiveness of the flipped classroom on Economics learning. The research methodology used is a literature study with analysis of several articles about the flipped classroom, which concludes with the research objectives. The study results show that the effects of the flipped classroom can enhance students’ self-reliant and active learning, increase collaboration, and improve learning outcomes. The article provides advice for educators, especially in the field of Economics education, on use of the flipped classroom to maximise student learning. The study conclusion, which compares the flipped classroom learning model in general, shows that the flipped classroom learning model is effective for use in the learning process because students have studied the material before going to class, meaning the teacher no longer dominates the classroom situation and teacher- student interactions become better and more enjoyable. 
Enhancing Academic Competence for Students with Disabilities: A School Review of the Post School Transition Program Gunarhadi Gunarhadi; Mahardika Supratiwi; Joko Yuwono; Herry Widyastono; Hermawan Hermawan; Dewi Sri Rejeki; Mohd Hanafi Mohd Yasin
International Journal of Pedagogy and Teacher Education Vol 5, No 1 (2021): 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.v5i1.50534

Abstract

High school leavers generally expect to be accepted into higher education. For graduate students with disabilities (SWD), however, entering college remains an exception. This study aims to identify the academic barriers to learning and the strategic preparation needed for college admission. The study was conducted in 12 special education high schools in Central Java, Indonesia. A questionnaire and focus group discussion with the school teachers were employed to collect data on the transition programme activities of the respective schools. The questionnaire was self-reported by the school staff, who consisted of headmasters, teachers, and administrators, while the interview was used to elicit the academic barriers that students with disabilities encounter within their respective special schools. The data were analysed using both descriptive quantitative and qualitative measures. It was found that 1) students with disabilities interfere with both internal and external barriers to learning; 2) policies on the right to education provide meaningful assistance in the university enrolment of students with disabilities; and 3) the modified curriculum and instructional strategies are best employed with a variety of extra curricular activities. The research concludes that academic post school transition makes a major contribution to college admission for those with mild disabilities.
The Level Of Autonomy Of Muhammadiyah Junior High Schools In Sleman Regency Of Indonesia Muhammad Hajar Dewantoro; Junanah Junanah; Mohamad Joko Susilo
International Journal of Pedagogy and Teacher Education Vol 5, No 1 (2021): 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.v5i1.20340

Abstract

The school autonomy is authority of schools without any intervention from other parties, ranging from management to curriculum, facilities and infrastructure, financing, implementation of teaching and learning process, teachers and staffs, and assessment. Thus, school is able to innovate in developing school branding, making it a top choice for the community. This study aimed to assesses school autonomy level, especially in Muhammadiyah schools. This survey using LCBT evaluation instrument model. The subject is Muhammadiyah Junior High School in Sleman Region, include: 254 person consist of 4 principals, 115 teachers and staffs, and 135 students grade 8 and 9. Data collecting technique using questionnaires, interview, and documentation. Data analysis using qualitative and quantitative descriptive technique. The results of study showed that SMP Muhammadiyah 1 Gamping has an autonomy score of 365.30 with strong category; SMP Muhammadiyah 1 Minggir has an autonomy score of 394.58 with very strong category; SMP Muhammadiyah 2 Kalasan has an autonomy score of 354.56 with strong category; and SMP Muhammadiyah 3 Depok has an autonomy score of 364.66 with strong category. Finally, it can be concluded that all of school are autonomy as can be realized with the branding of each school, outstanding achievements, school culture that has been ingrained in the heart all of school community, and high public interest.
Error Analysis of Class Management In Implementing Curriculum 13 in Lower Class Elementary School Teachers in The District of Buluspesantren Kebumen Rokhmaniyah Rokhmaniyah; Kartika Chrysti Suryandari; Joharman Joharman
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.v3i2.52446

Abstract

This article describes the results of research aimed at (1) describing the pattern of classroom management errors in implementing Curriculum 13 in lower grade elementary school teachers, (2) analyzing the causes of classroom management errors in implementing Curriculum 13 in elementary school teachers, and (3) Overcoming mistakes made by lower class teachers in class management. The approach in this study is qualitative with the phenomenological method and action research. The subjects of this study were teachers and students of grades 1, 2, and 3 elementary schools in the Buluspesantren District in the academic year 2018/2019. This research sample used 6 elementary schools that have implemented curriculum 13 revisions from grade 1 to grade 6. Data sources used in this study were principals, teachers and students. The data collection techniques used in this study were interviews, observation, and study of documents. The results found: (1) the pattern of classroom management errors in implementing Curriculum 13 by elementary school lower grade teachers is the use of IT media and learning resources, classroom settings, and the empowerment of high-level thinking, (2) the causes of classroom management errors in implementing curriculum 13 by Teachers under elementary school are teachers' creativity is still low so that class management is still traditionally patterned (3) how to correct classroom management errors in implementing curriculum 13 by teachers under elementary schools is by conducting school action research.
Early Detection of Children with Special Needs by Educators Stephani Raihana Hamdan; Sulisworo Kusdiyati; Andhita Nurul Khasanah; Temi Damayanti Djamhoer
International Journal of Pedagogy and Teacher Education Vol 5, No 2 (2021): 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.v5i2.45148

Abstract

The early detection of children with special needs is very important for educators, as they require special handling in the learning process so that they can develop optimally. The first important level for early detection is the early childhood education level. Early childhood teachers become agents who play a major role of early detection. Problems that occur due to late diagnosis of children with special needs often lead to learning and behavioural problems. If not handled properly, these disturbances will continue to the next level of further education. Knowledge of various types of disorders and early intervention in children with special needs must be the responsibility of early childhood education teachers to reduce the negative effects of any disruption that may occur. In order to assist teachers in early detection, this paper presents a study related to various developmental disorders that occur in children with special needs and the skills, techniques and steps that are needed for early detection. 
Reporting on Qualitative Components of A Research Project Lyn English
International Journal of Pedagogy and Teacher Education Vol 5, No 2 (2021): 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.v5i2.55896

Abstract

In this brief commentary, I first overview the strengths and weaknesses of qualitative research in education and also briefly consider mixed methods. I then offer a few suggestions for reporting on particular methodological components and the results of qualitative research. I do not address the reporting on other significant components such as the literature review and theoretical framework, given that these aspects are generic to both qualitative and quantitative research. The points I make are brief and are by no means exhaustive. Nevertheless, it is hoped that they offer some guidance for authors in education who adopt primarily qualitative methods. 

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