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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 30 Documents
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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.
Improving mathematics interest and achievement through contextual teaching and learning Siswanto, Deny Hadi; Andriyani; Rambe, Muhammad Yusuf
Journal of Professional Teacher Education Vol. 3 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v3i1.799

Abstract

This study is a Classroom Action Research (CAR) aimed at improving students' interest in learning mathematics through the implementation of the Contextual Teaching and Learning (CTL) model. The research subjects were 30 students from class XI Natural Science at Muhammadiyah Mlati High School (SMA Muhammadiyah Mlati) during the even semester of the 2023/2024 academic year. The study was conducted in two cycles, each consisting of the stages of planning, action implementation, observation, and reflection. Data collection was carried out through observations, interest in learning questionnaires, and learning outcome tests. The study's results showed a significant improvement in students' interest in learning. The average score for students' interest in learning increased from 1.76 (very low category) in the initial stage to 2.42 (low category) in cycle I, and reached 3.62 (very high category) in cycle II. In addition, students' learning outcomes also showed a remarkable improvement, with the average initial score rising from 34.4 to 56.1 in cycle I, and reaching 74.1 in cycle II, indicating that most students had met the Minimum Completeness Criteria. The results of this study imply that the application of the CTL model can be an effective strategy to increase students' interest and learning outcomes in mathematics, while also providing a basis for teachers, schools, and policy makers in developing more meaningful and contextual learning.
A Career success of Master of Arts in Education graduates of Naga College Foundation Villanueva, Josephine Francia; Nolasco, Michael N.; Cruz, Juan O.
Journal of Professional Teacher Education Vol. 3 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v3i1.1371

Abstract

This study assessed the academic writing competence of graduate students at Naga College Foundation, Inc. (NCF) to inform an intervention program enhancing thesis and dissertation writing for SY 2024–2025. It analysed graduates' socio-demographic profiles, employment and promotion status, developed competencies and values, and their relationship to career outcomes. A descriptive-correlational design was used, involving 50 Master of Arts in Education (MAEd) graduates from 2017 to 2024: a researcher-made questionnaire collected data, analysed using weighted mean, Pearson correlation, and coefficient of determination. Most graduates were aged 36–40 or above (34% each), female (66%), and married (79%). The 2023–2024 cohort was the most significant (40%). Employment was high (98%), with 66% in top academic positions. Competency scores were highest in human relations (3.82) and lowest in research (3.45). Correlation analysis showed positive relationships between competencies/values and promotion and employment, with r-values ranging from 0.26 to 0.70. Critical thinking (r² = 0.44) had the most potent effects. MAEd graduates demonstrated strong employability and career growth potential, backed by competencies in interpersonal, problem-solving, and technological skills. NCF MAEd graduates are mature, competent, and values-driven professionals with strong employment outcomes and leadership roles. Enhancement programs should strengthen research skills and critical thinking while sustaining human relations and value-based education to support career advancement. The results of this study imply that the MAEd program at NCF needs to design targeted interventions to strengthen research and critical thinking skills to enhance graduates' competitiveness and career mobility further.
Parent and teacher roles in supporting dyslexic learners Fathonah, Tita Erlina Nur; Wulandari, Murfi’ah Dewi
Journal of Professional Teacher Education Vol. 3 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v3i1.1441

Abstract

The present study aims to examine the role of parents and class teachers in guiding dyslexic children at SD Al-Firdaus Surakarta. The present study employs a qualitative descriptive approach, utilizing data collection methods such as interviews and direct observation. The results of the study on parents of dyslexic children yielded several strategies that are generally implemented, including medical examinations by doctors or experts in the field, the hiring of private tutors, the provision of self-confidence and rewards, and the consistent provision of learning assistance after Maghrib. The results of interviews with teachers indicated that comprehensive support from parents and teachers is imperative for enhancing the motivation and quality of learning in dyslexic children. This support encompasses various forms of assistance, including learning assistance, motivation, and the utilization of relevant learning aids. Special Guidance Teachers (GPKs) also play a crucial role in inclusive education, starting from student identification and assessment, curriculum adaptation, personal assistance, to the development of special programs to improve students' reading skills. This study underscores the significance of collaboration among parents, teachers, and GPK in fostering a conducive and supportive learning environment for children with dyslexia. The following text is intended to provide a comprehensive overview of the subject matter.
Digital transformation of Islamic education through deep learning in the postmodern era Bahijah, Ijah; Khumairoh, Salma Aufie
Journal of Professional Teacher Education Vol. 3 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v3i1.1489

Abstract

This study aims to examine the digital transformation of Islamic education through the application of deep learning technology in the postmodern era. The research method used a literature review guided by PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Articles were searched for using Google Scholar with specific keywords, yielding 95 initial articles. After the selection process (removal of duplicates, screening of titles and abstracts, and full-text assessment), only 5 articles met the inclusion criteria. Content analysis was conducted descriptively to identify the main themes. The results of the study found three important themes: (1) the integration of technology in Islamic education management, (2) the application of deep learning in Islamic learning, and (3) adaptive leadership in digital Islamic education. These findings confirm that deep learning can support personalized learning, strengthen education management, and encourage adaptive visionary leadership.  However, this study also found limitations such as low digital literacy among educators and uneven infrastructure. The study concluded that deep learning-based digital transformation is not only a technological innovation but also a strategic step to maintain the relevance of Islamic values amid the progress of the times. Further research is recommended to expand the database, increase the number of literature analyzed, and test this conceptual model in an empirical context.
Pastoral counseling in Christian schools: A hidden force in shaping professional teachers’ roles beyond the classroom Da Costa, Augusto; Ximenes, Mateus dos Santos; Rostiawan, Fitra Fajar
Journal of Professional Teacher Education Vol. 3 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v3i1.1610

Abstract

Spiritual well-being and mental health have become increasingly important issues in modern life, which is often marked by stress and uncertainty. Pastoral counseling emerges as an integrative approach that combines Christian spiritual values, psychological principles, and counseling techniques to holistically support individuals. This article aims to map the development and global trends in pastoral counseling research through a bibliometric analysis of 1,848 Scopus-indexed publications from 1970 to 2025. The study adopts the PRISMA approach for data screening and uses the VOSViewer application to visualise the results. Findings reveal a significant increase in the number of publications, with major contributions from the United States, the United Kingdom, and South Africa, as well as leading authors such as Seward Hiltner and Lindsay B. Carey. Institutions like the University of Pretoria were also noted as active contributors in this field. Collaboration and keyword network analysis show that key emerging themes include spirituality, empathy, emotional healing, and responses to global crises such as the COVID-19 pandemic. The study affirms that pastoral counseling is a dynamic, multidisciplinary field that adapts to the evolving needs of society and remains relevant in shaping transformative pastoral care practices. This article is expected to serve as both an academic and practical reference for further research and the implementation of pastoral counseling across various socio-religious contexts. 

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