cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Ari Setiawan
Contact Email
ari.setiawan@ustjogja.ac.id
Phone
+6281228153789
Journal Mail Official
ari.setiawan@ustjogja.ac.id
Editorial Address
Prenggan, Kotagede, Kota Yogyakarta, Daerah Istimewa Yogyakarta 55172, Indonesia
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
Teacher in Educational Research
Published by Research and Social Study Institute
ISSN : -     EISSN : 2656338X     DOI : 10.26486
Core Subject : Education, Social,
Social Sciences Other
Teacher in Educational Research is providing a platform that welcomes and acknowledges high quality empirical original research papers about education written by researchers, academicians, professional, and practitioners from all over the world.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 6 No. 2 (2024)" : 5 Documents clear
Hubungan matematika–budaya pada arsitektur bubungan tinggi: Sebuah meta-analisis etnomatematika Suriansyah, Ahmad; Muharam, Akhmad Gilang; Azizah, Siti Nur; Atsnan, Muh Fajaruddin
Teacher in Educational Research Vol. 6 No. 2 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/ter.v6i2.298

Abstract

Penelitian ini bertujuan mendeskripsikan peran guru dalam peningkatan kemampuan literasi matematis siswa. Studi menggunakan pendekatan kualitatif deskriptif dengan wawancara terstruktur kepada guru matematika di SMAN 1 Sungai Loban, dilengkapi pencatatan reflektif praktik pembelajaran. Data dianalisis secara tematik untuk mengidentifikasi strategi, hambatan, dan prasyarat pendukung. Hasil menunjukkan peran guru berpusat pada: (1) penguatan kompetensi profesional melalui pelatihan—termasuk modul PMM—dan adaptasi kurikulum; (2) rekayasa iklim kelas yang menumbuhkan mindset positif terhadap matematika; (3) desain pembelajaran interaktif berbasis konteks yang mengintegrasikan pemecahan masalah, diskusi terarah, dan representasi multiple; serta (4) dukungan motivasional melalui umpan balik formatif dan penetapan tujuan belajar yang jelas. Hambatan yang menonjol meliputi minat belajar yang rendah, kebiasaan belajar pasif, kesulitan menerapkan penalaran dalam soal nonrutin, dan keterbatasan paparan terhadap soal menantang. Solusi yang disarankan mencakup penataan rutinitas problem solving bertahap, scaffolding strategi berpikir, tugas autentik kontekstual, serta kolaborasi guru untuk kurasi bank soal literasi. Temuan menegaskan bahwa peran guru yang konsisten pada aspek perencanaan, orkestrasi diskusi, dan asesmen formatif berkontribusi pada penguatan literasi matematis. Studi ini menyarankan pengembangan profesional berkelanjutan dan dukungan sumber belajar untuk memperluas dampak praktik.   Developing mathematical literacy through interactive instruction: Mathematics teachers’ perspectives   Abstract: This study describes teachers’ roles in improving students’ mathematical literacy. A qualitative descriptive approach was employed using structured interviews with mathematics teachers at SMAN 1 Sungai Loban, complemented by reflective notes on classroom practices. Data were thematically analyzed to identify strategies, obstacles, and enabling conditions. Findings indicate four focal roles: (1) strengthening professional competence through training—including PMM modules—and curriculum adaptation; (2) cultivating a classroom climate that promotes positive mindsets toward mathematics; (3) designing interactive, context-rich lessons that integrate problem solving, guided discussion, and multiple representations; and (4) providing motivational support via formative feedback and clear learning goals. Prominent challenges include low student interest, passive study habits, difficulties applying reasoning to non-routine items, and limited exposure to demanding tasks. Suggested solutions involve staged problem-solving routines, scaffolding of thinking strategies, contextual authentic tasks, and teacher collaboration to curate literacy-oriented item banks. Overall, consistent attention to lesson planning, discussion orchestration, and formative assessment supports the development of mathematical literacy. The study recommends ongoing professional development and improved access to learning resources to broaden the impact of these practices.
Strategi guru matematika dalam membudayakan pembelajaran berbasis HOTS: Studi deskriptif kualitatif Husaini, Muhammad; Nordi, Muhammad
Teacher in Educational Research Vol. 6 No. 2 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/ter.v6i2.309

Abstract

Penelitian ini bertujuan menelaah apakah strategi guru matematika dalam membiasakan pembelajaran berbasis Higher Order Thinking Skills (HOTS) berkontribusi pada peningkatan prestasi belajar sekaligus penguatan berpikir kritis, kreatif, dan pemecahan masalah siswa. Pembelajaran berbasis HOTS menuntut perancangan tugas dan pertanyaan tingkat tinggi, fasilitasi penalaran, serta kesempatan refleksi yang berkelanjutan. Studi ini menggunakan metode kualitatif dengan pendekatan deskriptif. Data dikumpulkan melalui wawancara terstruktur kepada pemangku kepentingan pembelajaran dan dianalisis secara tematik untuk memetakan praktik, tantangan, serta prasyarat implementasi. Hasil pemetaan menggambarkan bahwa upaya pembiasaan HOTS bergantung pada konsistensi perencanaan (perumusan tujuan kognitif tingkat tinggi dan indikator terukur), pelaksanaan (pemodelan penalaran, pertanyaan pengarah, dan waktu berlatih yang memadai), serta asesmen formatif yang selaras. Temuan juga menyoroti kebutuhan penguatan kapasitas guru dalam merancang tugas autentik, ketersediaan sumber belajar aksesibel, dan dukungan budaya kelas yang mendorong elaborasi jawaban siswa. Secara implikatif, praktik yang lebih terstandar dan dukungan pengembangan profesional dipandang penting untuk mendorong keterukuran dampak pada prestasi dan kemampuan berpikir tingkat tinggi. Studi ini memberikan gambaran awal mengenai strategi pembiasaan HOTS dan area perbaikan yang perlu diprioritaskan pada konteks pembelajaran matematika.   Mathematics teachers’ strategies for cultivating HOTS-based instruction: A qualitative descriptive study   Abstract: his study examines whether mathematics teachers’ strategies for habituating Higher-Order Thinking Skills (HOTS) contribute to improving academic achievement while strengthening students’ critical thinking, creativity, and problem-solving. HOTS-oriented instruction requires the deliberate design of higher-level tasks and questions, facilitation of reasoning, and sustained opportunities for reflection. A qualitative descriptive design was employed. Data were collected through structured interviews with instructional stakeholders and analyzed thematically to map practices, challenges, and enabling conditions. The analysis indicates that the habituation of HOTS depends on consistent planning (explicit higher-order cognitive goals and measurable indicators), enactment (modeled reasoning, guiding questions, and sufficient practice time), and aligned formative assessment. The findings also highlight the need to strengthen teacher capacity in authentic task design, ensure access to suitable learning resources, and cultivate a classroom culture that supports elaborated student responses. Practically, more standardized routines and targeted professional development are warranted to make the effects on achievement and higher-order thinking more observable and traceable. The study offers an initial landscape of HOTS-habituation strategies in mathematics instruction and identifies priority areas for improvement.
Instrumen baku penilaian kemandirian siswa PAUD: Model pengembangan berbasis Mardapi (10 langkah) Utami, Lastuti; Setiawan, Ari; Prihatni, Yuli
Teacher in Educational Research Vol. 6 No. 2 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/ter.v6i2.502

Abstract

Penelitian ini bertujuan: (1) mengidentifikasi instrumen yang digunakan guru untuk menilai sikap kemandirian siswa PAUD di Kecamatan Dukun, (2) mengembangkan model instrumen penilaian kemandirian yang layak dan baku, serta (3) memetakan capaian kemandirian siswa TK Pertiwi Sengi 2. Penelitian menggunakan pendekatan research and development dengan prosedur Mardapi yang dimodifikasi (10 langkah): penyusunan model hipotetik, validasi ahli, revisi bertahap, uji keterbacaan, uji coba agak luas, uji coba luas, finalisasi, dan implementasi instrumen. Teknik wawancara dan observasi digunakan untuk menelaah praktik penilaian guru; data kuantitatif diperoleh dari uji coba instrumen pada siswa TK Pertiwi Sengi 2 Tahun Pelajaran 2020/2021. Analisis meliputi exploratory factor analysis (EFA), reliabilitas Cronbach’s alpha, dan deskriptif. Hasil menunjukkan guru belum menggunakan instrumen kemandirian yang baku. Instrumen akhir memuat 4 indikator dan 15 butir pernyataan dengan kelayakan sampel yang memadai (KMO = 0,752) dan reliabilitas internal baik (alpha = 0,749). Pemetaan awal mengindikasikan rata-rata tingkat kemandirian siswa berada pada kategori tinggi (≈ 67,57%). Temuan menegaskan bahwa model pengembangan berbasis Mardapi efektif menghasilkan alat ukur yang dapat digunakan guru untuk pemantauan kemandirian secara terstandar, sekaligus memberi dasar perbaikan pembelajaran dan pelibatan orang tua di konteks PAUD.   A standardized instrument for assessing independence in early learners: A ten-step Mardapi-based development   Abstract: This study aimed to: (1) identify instruments currently used by teachers to assess independence attitudes in early childhood education (ECE) within the Dukun District, (2) develop a feasible and standardized assessment instrument, and (3) map independence levels among students at TK Pertiwi Sengi 2. A research and development approach was employed using a modified ten-step Mardapi procedure: hypothetical model design, expert validation, iterative revisions, readability testing, small-scale and broader tryouts, finalization, and implementation. Teacher interviews and classroom observations examined existing assessment practices; quantitative data were collected during instrument tryouts with TK Pertiwi Sengi 2 students (Academic Year 2020/2021). Analyses comprised exploratory factor analysis (EFA), Cronbach’s alpha reliability, and descriptive statistics. Results show that teachers had not been using a standardized instrument. The finalized tool consists of 4 indicators and 15 items, demonstrating adequate sampling adequacy (KMO = 0.752) and acceptable internal consistency (alpha = 0.749). Initial profiling indicates that students’ independence levels fall in the high category (≈ 67.57%). These findings suggest that the Mardapi-based development model yields a practical, standardized instrument that teachers can use to monitor independence in ECE settings and to inform instructional improvements and parental engagement.
Model pengukuran sikap jujur siswa sekolah dasar: pengembangan dan uji empiris di Gugus Kartika Widowati, Widowati
Teacher in Educational Research Vol. 6 No. 2 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/ter.v6i2.504

Abstract

Tujuan penelitian ini adalah untuk mengetahui pengembangan instrumen pengukuran sikap jujur siswa sekolah dasar kelas V antara lain; (a) untuk menentukan indikator apa saja yang tepat untuk menunjukkan sikap jujur siswa sekolah dasar, (b) melakukan pembakuan instrument yang valid dan reliabel, sehingga pada akhirnya mengetahui kecenderungan sikap jujur yang dilakukan dengan instrument yang telah disusun. Penelitian ini merupakan penelitian dan pengembangan. Subjek dalam penelitian ini adalah siswa-siswa kelas V Sekolah Dasar di Gugus Kartika Korwil Disdikbud Kecamatan Srumbung yang berjumlah 170 siswa. Analisis data yang digunakan meliputi analisis Exploratory Factor Anaysis, analisis reliabilitas menggunakan Cronbach’s Alpha dan analisis deskriptif. Hasil penelitian menunjukkan (1) Hasil pengembangan instrument diperoleh indikator sikap jujur yang dibagi menjadi 7 yaitu; (a) sikap menyatakan apa adanya, berani menegur untuk mengajak hal positif dan mandiri; (b) sikap konsisten antara perkataan dan perbuatan, mengakui kasalahan ketika berbuat salah, dan tidak tergantung pada orang lain; (c) sikap menyampaikan informasi sesuai dengan kenyataan dan bersedia menerima akibatnya jika berbuat salah; (d) sikap untuk mengingatkan dan tidak berprasangka buruk; (e) sikap taat aturan dan bersedia menerima hukuman; (f) sikap menepati janji, tidak curang, dan mau menerima pendapat orang lain; (g) sikap dapat dipercaya dan berani menunjungung tinggi kebenaran. Uji validitas konstruk terhadap 22 item dinyatakan valid dengan besar nilai Cronbach’s Alpha 0,91 yang terbagi dalam 7 faktor. (2) Kecenderungan sikap jujur siswa sekolah dasar di Gugus Kartika kelas V berada pada kategori baik.   A model for measuring honesty among elementary school students: development and empirical testing in the Kartika Cluster   Abstract: The purpose of this study was to determine the development of an instrument for assessing the honest attitude of grade 5 elementary school students, including; (a) to determine what indicators are appropriate to show the honest attitude of elementary school students, (b) to standardize valid and reliable instruments, so that in the end they know the tendency of honest attitudes carried out with the instruments that have been prepared. This research is research and development. The subjects in this study were fifth grade elementary school students in the Kartika Korwil Disdikbud Gugus, Srumbung District, totaling 170 students. The data analysis used includes Exploratory Factor Analysis, reliability analysis using Cronbach's Alpha and descriptive analysis. The results showed (1) The results of instrument development obtained honest attitude indicators which were divided into 7 namely; (a) the attitude of stating what it is, daring to reprimand to invite positive and independent things; (b) a consistent attitude between words and actions, admitting mistakes when making mistakes, and not depending on others; (c) the attitude of conveying information in accordance with reality and being willing to accept the consequences if one makes a mistake; (d) attitude to remind and not to be prejudiced; (e) an attitude of obeying the rules and being willing to accept punishment; (f) an attitude of keeping promises, not cheating, and willing to accept other people's opinions; (g) trustworthy attitude and dare to uphold the truth. The construct validity test on 22 items was declared valid with a Cronbach's Alpha value of 0.91 which was divided into 7 factors. (2) The tendency of honest attitude of elementary school students in the fifth grade Kartika Group is in the good category.
Kecerdasan emosional, motivasi, dan kemandirian sebagai prediktor hasil belajar seni budaya di sekolah menengah kejuruan Wibowo, Sigit Tri
Teacher in Educational Research Vol. 6 No. 2 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/ter.v6i2.505

Abstract

Penelitian ini bertujuan menelaah pengaruh kecerdasan emosional, motivasi belajar, dan kemandirian belajar terhadap hasil belajar Seni Budaya pada siswa kelas X OTKP SMK YPE Sawunggalih Kutoarjo tahun pelajaran 2020/2021. Desain penelitian kuantitatif korelasional dengan cluster random sampling; dari populasi 93 siswa diperoleh sampel 75 siswa. Data dianalisis menggunakan statistik deskriptif, uji prasyarat, serta regresi sederhana dan regresi berganda untuk menguji hipotesis. Hasil menunjukkan kontribusi positif masing-masing prediktor terhadap hasil belajar: kecerdasan emosional memberikan sumbangan efektif 3,82% (sumbangan relatif 25,10%), motivasi belajar 6,00% (39,46%), dan kemandirian belajar 5,39% (35,44%). Secara simultan, ketiga variabel berpengaruh positif dan sangat signifikan terhadap hasil belajar dengan sumbangan efektif total 15,21%, sedangkan sisanya dipengaruhi faktor lain di luar model. Temuan ini menegaskan pentingnya penguatan regulasi emosi, penggerak motivasional, dan kebiasaan belajar mandiri untuk mendukung capaian Seni Budaya. Implikasi praktis mencakup perancangan intervensi kelas yang menumbuhkan refleksi emosi, tujuan belajar yang jelas, dan strategi belajar mandiri terstruktur; di tingkat sekolah, program pengembangan karakter dan bimbingan belajar dapat diorkestrasi agar efek ketiga faktor semakin optimal.   Emotional intelligence, motivation, and autonomy as predictors of cultural arts achievement in vocational high schools   Abstract: This correlational quantitative study examines the effects of emotional intelligence, learning motivation, and learning autonomy on Cultural Arts achievement among Grade-X OTKP students at SMK YPE Sawunggalih Kutoarjo in the 2020/2021 academic year. Using cluster random sampling, 75 students were selected from a population of 93. Data analysis comprised descriptive statistics, assumption checks, and hypothesis testing via simple and multiple regression. Results indicate positive contributions of each predictor to achievement: emotional intelligence accounted for an effective contribution of 3.82% (relative 25.10%), motivation 6.00% (39.46%), and learning autonomy 5.39% (35.44%). Jointly, the three variables had a positive and highly significant effect with a total effective contribution of 15.21%, with the remainder explained by factors outside the model. These findings highlight the importance of strengthening emotional regulation, motivational drivers, and independent study habits to support Cultural Arts performance. Practical implications include classroom-level interventions that cultivate emotional reflection, clear learning goals, and structured self-regulated strategies; at the school level, character-building and study-skills programs can be orchestrated to further leverage the combined effects of the three factors.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol. 7 No. 2 (2025) Vol. 7 No. 1 (2025) Vol. 6 No. 2 (2024) Vol. 6 No. 1 (2024) Vol. 5 No. 2 (2023) Vol. 5 No. 1 (2023) Vol. 4 No. 2 (2022) Vol 4, No 2 (2022) Vol. 4 No. 1 (2022) Vol 4, No 1 (2022) Vol 3, No 2 (2021) Vol 3, No 1 (2021) Vol 2, No 2 (2020) Vol 2, No 1 (2020) Vol 1, No 2 (2019) Vol 1, No 1 (2019) More Issue