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Muhammad Kristiawan
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PPSDP International Journal of Education
Published by Perkumpulan Program Studi Doktor Pendidikan
ISSN : 28303229     EISSN : 28295196     DOI : https://doi.org/10.59175/pijed
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
The PPSDP International Journal of Education is published by Perkumpulan Program Studi Doktor Pendidikan with E-ISSN: 2829-5196 and P-ISSN: 2830-3229. This journal is an interdisciplinary publication of original research and writing on education that publishes papers to international audiences of educational researchers. This journal aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills are transmitted from one generation to another; and to make methods and contents of evaluation and research in education available to teachers, administrators and research workers. The journal encompasses a variety of topics, including child development, curriculum, reading comprehension, philosophies of education and educational approaches, etc.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 382 Documents
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The Influence of Students’ Perception and Learning Environment on Teachers’ Performance Esy Marliah; Bukman Lian; Hery Setiyo Nugroho
PPSDP International Journal of Education Vol. 5 No. 1 (2026): PPSDP International Journal of Education
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v5i1.897

Abstract

This study aims to analyze the influence of students’ perceptions and the learning environment on teacher performance at SMA Negeri 5 Palembang. A quantitative approach with a survey method was employed. Data were collected through questionnaires distributed to 120 randomly selected students across grades 10, 11, and 12. Multiple linear regression analysis was used to examine both simultaneous and partial effects. Findings reveal that (1) students’ perceptions significantly and positively influence teacher performance, indicating that favorable student views correspond with higher performance ratings; (2) the learning environment also significantly impacts teacher performance, with supportive, safe, and comfortable classroom conditions enhancing teacher effectiveness; and (3) both variables simultaneously exert a significant influence on teacher performance. The research uniquely positions students as active evaluators whose perceptions serve as meaningful performance indicators, while simultaneously examining the interplay between internal student perspectives and external environmental factors. Schools should systematically utilize student feedback as a reflective tool for teacher development and prioritize creating conducive physical and psychological learning environments to optimize teaching quality. The study contributes empirical evidence to educational management discourse, demonstrating that teacher performance improvement requires holistic attention to both student-centered feedback mechanisms and supportive institutional conditions.
Community-Based Apprenticeship to Develop Uncertainty Preparedness: A Case Study at PKBM Alam Jingga Febi Robianti; Herlin Kusumasari; Nauriana Nauriana; Indra Budi Legowo
PPSDP International Journal of Education Vol. 5 No. 1 (2026): PPSDP International Journal of Education
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v5i1.903

Abstract

This study investigates how community-based apprenticeship functions as a pedagogical mechanism for developing learners’ uncertainty preparedness and examines its scalability within non-formal education systems in emerging contexts. Adopting a qualitative case study design, this research analyses a community-based apprenticeship program implemented through the collaboration between PKBM Alam Jingga and Rumah Magang Hebat in Indonesia. Data were drawn from a corpus of program documents, including implementation reports, learning modules, and prior empirical studies, and analyzed using reflexive thematic analysis to identify core learning mechanisms. The findings demonstrate that uncertainty preparedness is developed through three interrelated mechanisms: (1) situated experiential learning within authentic work environments under practitioner mentorship, (2) active engagement in dynamic community-based economic and social practices, and (3) iterative reflective processes that enable learners to interpret and adapt to unpredictable situations. These mechanisms collectively foster adaptive capacity, decision-making competence, social communication, and critical thinking as integrated dimensions of preparedness. The study offers a context-sensitive and resource-efficient model that can be adopted by non-formal education providers, particularly in regions with limited access to formal vocational training, by leveraging local community ecosystems as learning environments. This research advances the conceptualization of apprenticeship by repositioning it from a formal vocational pathway to a flexible, community-embedded pedagogical model, and by operationalizing uncertainty preparedness as a measurable outcome of experiential learning processes. By bridging experiential learning theory with community-based education practices, this study provides an empirically grounded and scalable framework for designing apprenticeship models that respond to the challenges of uncertainty in contemporary education, particularly in developing country contexts.

Page 39 of 39 | Total Record : 382

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