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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. 3 No. 2 (2025)" : 5 Documents clear
The impact of ChatGPT integration on students' conceptual understanding of polynomials in Mathematics learning Siswanto, Deny Hadi; Kintoko; Tarso; Pisriwati, Siti Atwano
Journal of Professional Teacher Education Vol. 3 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v3i2.1356

Abstract

This study investigates the impact of using ChatGPT on students' ability to understand mathematical concepts in polynomial topics. As technology rapidly advances, integrating artificial intelligence into mathematics education is becoming increasingly relevant. This research adopts a quantitative approach with a pre-experimental design, employing a one-group pretest-posttest model. The study involved 28 students from class XI-A at SMA Muhammadiyah 1 Sleman, selected through a non-probability sampling method. The research utilized questionnaires and conceptual understanding tests, both of which were validated for reliability and accuracy using SPSS-25. The findings revealed that incorporating ChatGPT in learning contributed 10.4% to enhancing students' conceptual understanding, with the results of the linear regression test indicating a positive and significant relationship (p = 0.045 < 0.05). A comparative analysis of pretest and posttest scores demonstrated an improvement in students’ conceptual comprehension following the intervention. These results suggest that ChatGPT can serve as an innovative tool in mathematics instruction, aiding students in developing a deeper understanding of mathematical concepts. The study’s implications are expected to offer valuable insights for educators in designing more effective learning strategies and provide recommendations for educational technology developers to enhance AI-based learning features.
Strategies for enhancing Arabic language skills using flashcards: Introducing animal names based on hijaiyah letters Huznia, Asa Syifa'ul; Muzakia, Aziz; Al-Asyrof, Fuad Dzaky
Journal of Professional Teacher Education Vol. 3 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v3i2.1503

Abstract

This study aims to examine the effectiveness of flashcards as an instructional strategy for enhancing Arabic vocabulary acquisition among children aged 5 to 12 years. The focus is on introducing animal names categorized according to hijaiyah letters. This study employed a quantitative approach using a pre-experimental one-group pretest-posttest design. A total of 45 participants were involved in a three-week intervention using flashcards that integrated visual images, Arabic script, and phonetic transliteration. Data were collected through pretests and posttests and analyzed using a paired samples t-test. The findings revealed a significant improvement in students’ vocabulary mastery, as indicated by higher posttest scores compared to pretest results (p < 0.001) with a large effect size, demonstrating strong practical significance. In addition, observational data showed increased student engagement, confidence, and participation during the learning process. The study concludes that flashcards are an effective and accessible tool for improving basic Arabic vocabulary and supporting early language development. This instructional strategy is particularly relevant for early childhood education and learning environments with limited resources, as it offers a practical, low-cost, and engaging approach to Arabic language instruction.
Administrative strategies of the principal on the academic performance of students in Public Secondary Schools in Imo State Obinna, Ajuzie Cosmas
Journal of Professional Teacher Education Vol. 3 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v3i2.1711

Abstract

This study examined staffing/staff development, provision of learning materials, and motivation of teachers as administrative strategies of principals on the academic performance of students in public secondary schools in Imo State. It employed a survey design. Three research questions were posed, while two hypotheses were formulated and tested at the 0.05 level of significance. Hypothesis one showed that there is no significant difference in the mean rating of the responses of principals and teachers on the examined staffing on students’ academic performance. The second hypothesis showed that there is no significant difference between the mean perception of principals and teachers on the examined staff development on the academic performance of students. The population comprised twenty-six thousand two hundred and eighteen (26,218) teachers, principals, and students from public secondary schools in the 270 secondary schools in Imo State, with a sample size of 2,870 teachers, principals, and students. Data were collected using the “Principals' Administrative Strategies and Students’ Academic Performance Questionnaire (PASSAPQ)," which was validated and had a reliability index of 0.92. Mean scores and z-test statistics were employed for data analysis. The study revealed that there was adequate staffing in Imo State. There was, however, no significant difference in the mean rating of the responses of principals and teachers on the impact of the provision of learning materials on students’ academic performance. Another finding of this study shows that staff development impacts the academic.
Understanding the implementation of the ethical code for the teacher profession in Cambodia Chueng, Pich; Ly, Sovann
Journal of Professional Teacher Education Vol. 3 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v3i2.1998

Abstract

This study examines the perceptions and implementation of the teacher professional ethics (TPE) code within the Cambodian education system. The TPE code is recognized as a crucial framework for enhancing teacher professionalism, integrity, identity, leadership, and educational practices; empirical evidence regarding its perception and implementation remains limited. Therefore, this study aims to explore participants’ understanding of TPE code; identify perceived barriers to its effective implementation; assess its implementation effectiveness; and propose constructive suggestions to address unethical practices. A qualitative research design was employed using in-depth interviews with 20 participants, consisting of one director, seven teacher trainers, and twelve teacher trainees at a teacher education institution in Cambodia. Data were analyzed thematically to identify key patterns and insights. The findings reveal that participants generally perceive TPE code as a set of rules, professional responsibilities, moral guidelines, and a tool for professional development and social recognition. However, its implementation is hindered by both internal factors (low motivation, limited understanding, economic pressures, and time constraints) and external factors (inadequate institutional support, social influences, and weak enforcement mechanisms). The implementation of TPE code is considered moderately effective, particularly in promoting ethical conduct, teaching practices, collaboration, and professional responsibilities. The study highlights the importance of continuous professional development, institutional support, effective leadership, and motivational strategies to strengthen ethical practices. It also recommends future research to expand methodological approaches and participant scope, as well as to explore the impact of leadership and institutional management on the successful implementation of teacher professional ethics.
Balancing excellence: Character development and academic support in special sports classes Mulyadi, Eko; Ishafit; Widodo, Hendro; Montaño, Elsa Carmen N.
Journal of Professional Teacher Education Vol. 3 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v3i2.2135

Abstract

This study examines the process of character development and academic services implemented in Special Sports Classes (SSC) at State Senior High School 1 Pengasih. It identifies key character values emphasized in student development, including discipline, teamwork, sportsmanship, responsibility, and perseverance, and explores student motivation, academic support, challenges, interactions, and the achievements and expectations of student athletes, teachers, coaches, and program coordinators. Using a qualitative approach, data were collected through observation, interviews, and documentation involving teachers, trainers, students, and SSC administrators. The findings show that student athletes are motivated to enhance their knowledge and skills in sports, develop personal potential, and benefit from structured support within the SSC program. Their interest in joining SSC varies, beginning from elementary to junior high school levels. Academic services are generally supportive, with flexible schedules and additional assistance provided by subject teachers when students miss lessons due to training or competitions. However, scheduling conflicts between training and academic activities remain a key challenge, although these are often mitigated through adaptive learning support. Interactions among teachers, coaches, and students foster positive communication and emotional support, helping students manage stress through constructive strategies. Student achievements have reached the national level, with aspirations extending to international competitions. Nevertheless, academic services are not yet fully optimized, as they do not sufficiently differentiate SSC students from regular or inclusive programs. Additional challenges include the lack of specialized programs and logistical constraints such as long travel distances. These findings provide practical insights and policy recommendations for improving SSC implementation and supporting athlete-centered education.

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