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Wahyu Nanda Eka Saputra
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Journal of Professional Teacher Education
Published by Universitas Ahmad Dahlan
ISSN : -     EISSN : 30252644     DOI : https://doi.org/10.12928/jprotect
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Journal of Professional Teacher Education publishes articles on practice, theory, and research in Professional Teacher, Teacher Education, and contemporary issues in Professional Teacher, which covers: 1. Assessment for Effective Teaching and Counseling 2. Teacher Education in a Global Society 3. Teacher Education in a Multicultural Society 4. School-based and Partnership-based Teacher Education 5. Alternative Approaches to Teacher Education 6. Professional Teacher Leadership 7. Professional Early Childhood Educator 8. Action Research on Teacher Education 9. Continuous Professional Development for Teachers 10. Contemporary Approaches to Teacher Professional Development 11. Collaborative Teacher Education 12. Professional Teacher Standards 13. Professional School Counselor 14. Vocational teacher professional
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 2 (2024)" : 5 Documents clear
Harnessing TikTok for learning: Examining its impact on students' mathematical numeracy skills Wahyuni, Nur; Alam, Sri Rahayu; Alghiffari, Eka Kevin; Siswanto, Deny Hadi
Journal of Professional Teacher Education Vol. 2 No. 2 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v2i2.945

Abstract

Mathematical numeracy is a fundamental skill that students need to develop. Social media platforms like TikTok have the potential to support students in enhancing their mathematical numeracy skills. This study examines the effect of using TikTok on students' mathematical numeracy skills through a quantitative approach with a pre-experimental design. The research sample consisted of 30 class XI science students from Senior High School of Muhammadiyah Mlati, Yogyakarta, selected using a nonprobability sampling technique. The learning process integrated TikTok as a supplementary learning medium, and learning outcomes were assessed using pretests and posttests with validated instruments. Data collection involved a questionnaire (10 items) regarding learning experiences with TikTok and a numeracy test (5 items). Simple linear regression analysis, conducted with SPSS-25, confirmed normal data distribution and a linear relationship between TikTok use and numeracy skills. The regression analysis yielded a significance value of 0.015 (<0.05), indicating a significant effect of TikTok on students’ mathematical numeracy skills. The R Square value of 0.195 suggests that TikTok accounts for 19.5% of the improvement in numeracy skills, with the remaining 80.5% attributed to other factors. The n-Gain test result of 0.63 classifies the numeracy skill enhancement as moderate. These findings highlight TikTok’s effectiveness as an alternative learning medium for improving mathematical numeracy skills. This study implies that TikTok can be integrated into the teaching process as a supplementary tool to effectively enhance students’ mathematical numeracy skills.
A study on teacher’s obstacles in implementing the Kurikulum Merdeka at elementary school Hasriani, Hasriani; Yanto, Yanto; Mayaputri, Velmi; Mahendra, Okta
Journal of Professional Teacher Education Vol. 2 No. 2 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v2i2.1109

Abstract

Indonesia adopts a curriculum called the Kurikulum Merdeka. The implementation of the Kurikulum Merdeka at State Elementary School Sukun faces significant challenges, particularly in limited resources, inadequate infrastructure, and the need for innovative teaching methods. This study employs a qualitative approach through interviews and documentation to gain an in-depth understanding of teachers' obstacles. Through descriptive and interpretive data analysis, researchers explore multiple perspectives, obtaining rich contextual insights. The findings indicate several barriers, including a lack of facilities, infrastructure, and guidebooks on the Kurikulum Merdeka. Teachers struggle due to the absence of these essential resources, hindering their ability to fully grasp and implement the curriculum effectively. Additionally, the school's remote location in Samparong Village exacerbates the issue, as the absence of a stable cellular network limits access to online learning resources. Despite these challenges, teachers strive to ensure students understand the lessons, although some still struggle with the new curriculum approach. To successfully implement the Kurikulum Merdeka, teachers must adopt creative teaching strategies to align with the Ministry of Education’s objectives. This study implied to the urgent need for comprehensive support, including guidebooks and infrastructure improvements, to enhance teachers' capacity in delivering effective learning experiences under the Kurikulum Merdeka.
Problem-based learning and its contribution to the analytical skills of 5th grade students in science learning Noviana, Nadia Dian; Maryani, Ika
Journal of Professional Teacher Education Vol. 2 No. 2 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v2i2.1279

Abstract

Analytical skills are essential for students to understand scientific concepts and solve problems effectively. However, conventional learning methods often fail to optimally develop these skills in elementary school students.  This research aims to analyze the effect of the problem-based learning (PBL) model on the analytical skills of fifth-grade students in science learning. The method used is a quasi-experimental design with a matching pretest-posttest control group design. The sample of this study consists of two classes, namely the experimental class that applies the PBL model and the control class that uses conventional learning methods. Data collection was conducted through descriptive tests to assess students' analytical skills and observation sheets to determine the implementation of PBL. The results of the study indicate that there is a significant difference in improving analytical skills between students who learn using the PBL model compared to those who use conventional methods. Therefore, the PBL model can be an alternative to enhance students' analytical skills in science learning. These findings implied that integrating PBL into the curriculum can support the development of higher-order thinking skills in elementary education.
Where is research on multicultural educator competence heading? A bibliometric analysis Qudsiyah, Siti Nurul Hajirotul; Montaño, Elsa Carmen; Rohmadheny, Prima Suci
Journal of Professional Teacher Education Vol. 2 No. 2 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v2i2.1325

Abstract

In the era of globalization, teachers' multicultural competence is a key factor in creating a learning environment that is inclusive and responsive to cultural diversity. Although research on teachers' multicultural competence has grown rapidly, studies that comprehensively analyze global publication trends in this field are limited. This study aims to identify research trends on teachers' multicultural competence through a bibliometric approach. This study used data from reputable academic databases and analyzed with VOSviewer software to map publication trends, academic collaboration networks, and key emerging themes. The analysis was conducted on 288 articles that met the inclusion criteria, which were selected based on the PRISMA method. The results showed a significant increase in publications related to teachers' multicultural competence since 2020. The United States is the country with the highest contribution of publications, followed by Turkey, China and Canada. Other findings indicate that recent research has focused more on multicultural education implementation strategies, the effectiveness of teacher training, and the relationship between multicultural competence and teaching effectiveness. This research will provide insights for academics, policymakers and education practitioners in designing evidence-based teacher training strategies to improve multicultural competence in educational settings.
Measuring tools to help professional teachers: Valid and reliable perfectionist academic scale tools for students Yulianingrum, Vivi; Athar, Samia
Journal of Professional Teacher Education Vol. 2 No. 2 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v2i2.1334

Abstract

Every student hopes to succeed academically, but some students tend towards academic perfectionism, which can impact conditions at school. Professional teachers need to detect these characteristics, but there are no specific measuring instruments for elementary and secondary school students. Therefore, this study aims to develop and test the validity and reliability of the academic perfectionist scale. This scale was developed based on five main aspects: not taking assignments as a burden, being disciplined and consistent, having high grades, being afraid of failure, and having negative views of others. The research method used is a mixed sequential exploration, which combines qualitative and quantitative approaches in stages. Scale arranged from a literature review validated by experts and then analyzed qualitatively. Then, there is an empirical test using confirmatory factor analysis (CFA) with 108 respondents from Indonesia and Pakistan. The Kaiser-Meyer-Olkin Measure of Sampling Adequacy (KMO MSA) results of 0.736 indicate that the data is sufficient for factor analysis. Of the 28 initial items, 24 have adequate validity with a loading factor value of ≥ 0.55. The reliability test with Cronbach’s Alpha produced a value of 0.718, indicating good internal consistency. This academic perfectionist scale is valid and reliable as a measuring tool for students’ academic perfectionism tendencies, which apply to educational and counselling interventions. The novelty is that this measuring tool applies at the elementary school level, from grade 3 to high school students (teenagers). However, further research is needed to test the external validity of this scale on a broader population.

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