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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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Social Media as Art Education Distance Learning Systems Platform in Indonesia Sopandi, Agus Tatang; Mikaresti, Pamela; Nurmalia, Ana; Erlina, Nia
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.v9i2.104579

Abstract

Innovations in utilizing advances in science, knowledge, and technology need to achieve this goal optimally by utilizing social media as a learning resource. This study investigates social media as a learning resource in Art Education course in Elementary School as mandatory courses for advances in science, knowledge, and technology needed to achieve this goal optimally. This research method uses quantitative descriptive, namely creating audio-visual learning media for synchronous and asynchronous learning for elementary school-aged children uploaded to social media, and then identified the application using SWOT analysis. Respondents in this study were 312 students of the Elementary School Teachers program in arts education courses in Indonesia. SWOT analysis shows the meeting point of the IFAS tangent is obtained. This means the development of the media has good strengths and opportunities rather than weaknesses and threats. The strategy obtained from the matrix is aggressive, namely a strategy by optimizing internal strengths and opportunities. Social media shows a positive response as a medium for learning. The development of digital learning media shows promise, paving the way for innovation in all art education materials. Utilizing social media enhances teaching and learning processes, making material comprehension easier and aiding in achieving learning objectives.  The teaching and learning process experiences novelty by utilizing social media to present material that is easy to understand so that learning objectives can be achieved.
Enhancing Students’ Self-Reflection with 360° VR Video Across Digital Literacy Levels Rais, Muhammad; Putra, Kurnia Prima; Marhayati, Marhayati; Kaswar, Andi Baso
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.v10i1.111818

Abstract

Microteaching is central to the development of pre-service teachers’ instructional skills, yet conventional two-dimensional video often fails to capture the spatial and interactive complexity of classroom teaching, resulting in relatively superficial reflection. This study aimed to examine whether 360° Virtual Reality (VR) video was associated with higher self-reflection outcomes than PPT-based video and whether these differences varied across digital literacy levels. A quasi-experimental 2 × 2 factorial design was employed with 67 fourth-semester undergraduates from the Agricultural Technology Education program at Universitas Negeri Makassar. Participants were assigned to an experimental group (n = 32) using 360° VR video and a control group (n = 35) using PPT-based video, while digital literacy was classified as high (n = 38) or low (n = 29). Post-test self-reflection scores were analysed using two-way ANOVA, with pre-test data used for baseline comparison. The results showed significant main effects of learning media and digital literacy. Students using 360° VR video achieved higher self-reflection scores (M = 77.23) than those using PPT-based video (M = 74.73; F = 74.776, p < .001), and students with high digital literacy outperformed those with low digital literacy (F = 8.950, p = .004). A significant interaction effect was also found (F = 13.457, p = .001), indicating that the advantage of 360° VR video was greater among students with higher digital literacy. These findings suggest that 360° VR video, particularly when paired with stronger digital literacy, may better support self-reflection in microteaching and strengthen reflective practice in teacher education.
A Comparative Study on In-Class Assessment Practices by EFL Teachers in Uganda and Indonesia Salama, Wanale; Setyarini, Sri; Purnawarman, Pupung
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.v9i2.103728

Abstract

This comparative study investigates in-class assessment practices among secondary school EFL teachers in Uganda and Indonesia, guided by Vygotsky’s Sociocultural Theory of learning. The study explores commonly used assessment strategies, teachers’ perceptions of their effectiveness, and the key implementation challenges in both countries. A quantitative research design was employed, and data were collected from 120 EFL teachers (60 from each country) using structured questionnaires with Likert-scale and multiple-choice items. Descriptive and inferential statistical analyses including means, standard deviations, and independent t-tests were conducted. The findings revealed significant differences in assessment approaches: Ugandan teachers predominantly used traditional techniques such as quizzes and oral questioning, while Indonesian teachers more frequently employed interactive, collaborative methods like peer assessment and project-based learning. Aligned with Vygotsky’s emphasis on social interaction and scaffolding, Indonesian teachers demonstrated higher assessment literacy and greater engagement with formative practices. Nevertheless, educators in both contexts recognized the value of in-class assessment in supporting language development and learner engagement. Shared challenges included large class sizes, limited time, and inadequate resources. Based on the findings, the study recommends culturally responsive professional development, structural policy reforms, increased investment in infrastructure, and cross-national collaboration. These steps aim to foster inclusive, dialogic assessment practices aligned with Vygotsky's principles in diverse EFL classrooms

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