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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 45 Documents
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The impact of ChatGPT integration on students' conceptual understanding of polynomials in Mathematics learning Deny Hadi Siswanto; Kintoko; Tarso; Siti Atwano Pisriwati
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 Asa Syifa&#039;ul Huznia; Aziz Muzakia; Fuad Dzaky Al-Asyrof
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 Pich Chueng; Sovann Ly
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.
Disaster-oriented guidance program of professional school counselors: A systematic literature review Ficky Adi Kurniawan; Wahyu Nanda Eka Saputra; Irvan Budhi Handaka; Lutfi Aji; Dicky Fransisco Simanjuntak
Journal of Professional Teacher Education Vol. 4 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v4i1.2138

Abstract

Guidance program services play a strategic role in strengthening students' disaster preparedness by enhancing psychological readiness, social competence, and adaptive behavior in educational settings.  This study investigates how guidance program services contribute to strengthening students’ disaster preparedness while also exploring the challenges encountered in implementing these services within school settings.  Guidance program services are defined as developmental and preventive interventions delivered systematically through classroom guidance, information services, group guidance, and psychoeducational activities to strengthen students' personal, social, and adaptive competencies.  This study used a systematic literature review (SLR) of peer-reviewed national and international articles published between 2018 and 2025. The search identified 24 articles, and 17 were selected based on their relevance, quality, research methods, and suitability to the topic. The review was conducted in four stages: identification, screening, eligibility, and inclusion. The findings indicate that information services, classroom guidance, and psychosocial support significantly improve students' disaster awareness, preparedness, resilience, emotional readiness, and adaptive responses. However, the integration of Guidance and Counseling services into Disaster-Safe School programs remains limited and largely conceptual, with few sustainable implementation models. These findings suggest that disaster preparedness should address psychological and emotional resilience alongside physical readiness. Therefore, developing adaptive, integrated, and evidence-based disaster-oriented Guidance and Counseling service models is essential for strengthening school disaster preparedness and fostering safe, inclusive, and disaster-resilient educational environments. The findings also provide directions for future research on disaster-oriented counseling interventions across diverse educational contexts.
The roles and practices of professional school counselors in inclusive education Akhmad Sugianto; Amka; Agus Pratomo Andi Widodo; Fairus Niratama; Yuli Yanti
Journal of Professional Teacher Education Vol. 4 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v4i1.2147

Abstract

School counselors help all students, including those with special needs, grow and develop as much as they can.  School counselors face difficulties in implementing inclusive guidance and counseling practices because they lack sufficient knowledge or understanding of the roles and responsibilities of inclusive school counselors. This situation impacts how guidance and counseling services are planned and improved for every student. This study looks at what school counselors do in schools when they work with everyone, including all students. This study employed a qualitative research design. The group included nine people from three different senior high schools located in Hulu Sungai Tengah Regency, Indonesia. Data were gathered using interviews, observations, and written records. The findings revealed that the roles of inclusive school counselors include: (a) identifying students with special needs through needs assessment procedures; (b) Creating programs to help students with special needs reach their full potential; (c) implementing guidance and counseling programs or services for students with special needs; (d) collaborating with various stakeholders within the framework of inclusive education; and (e) conducting continuous evaluations of guidance and counseling programs in inclusive educational settings. Based on these findings, the roles of inclusive school counselors have been implemented in accordance with the key aspects identified in this study to optimize service delivery for all students. The findings imply that schools should provide continuous professional development and strengthen collaboration among school counselors, teachers, parents, and other stakeholders to enhance counselors’ competencies and improve the quality and effectiveness of inclusive guidance and counseling services in addressing the diverse needs of all students.
Validity and reliability of a future-oriented critical thinking skills diagnostic test in elementary science education Efi Kurniasari; Sugiyarto Surono; Ishafit; Selviana Veronika Moruk
Journal of Professional Teacher Education Vol. 4 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v4i1.2155

Abstract

Future-Oriented Critical Thinking Skills (FOCTS) extend conventional critical thinking by incorporating a future-oriented perspective that enables students to generate innovative solutions to emerging challenges. However, no validated diagnostic instrument currently exists to measure this construct among elementary school students. This study aimed to develop and evaluate the validity and reliability of a FOCTS diagnostic test for integrated science and social studies. The novelty of this study lies in operationalizing the future-oriented dimension of critical thinking into a measurable diagnostic instrument supported by both logical and face validity evidence.  The subjects used involved 30 students from one elementary school. Content validity was assessed through expert judgment covering logical validity (construct alignment) and face validity (clarity, readability, and presentation), using Aiken’s V coefficient. Empirical validity was examined using Pearson’s product-moment correlation, while reliability was evaluated using Cronbach’s Alpha. Due to scheduling constraints, empirical testing involved 30 sixth-grade students from one elementary school. The results showed an overall Aiken’s V value of 0.74, indicating adequate content validity. Empirical testing revealed that 25 of the 30 items were valid r = 0.367–0.713; r-critical = 0.361, α = 0.05, while five items were invalid. The 25 valid items demonstrated high reliability Cronbach’s Alpha = 0.871. These findings indicate that the FOCTS instrument has promising psychometric properties, although further validation with larger and more representative samples is recommended before wider implementation. The findings imply that the FOCTS instrument can serve as a promising diagnostic tool for identifying elementary students’ future-oriented critical thinking strengths and needs, pending further validation with larger samples.
Professional counselors’ preventive approach to students’ social anxiety through sociodrama-based group guidance Nazalia Febrina Fasya Abidin; Khairul Barriyah
Journal of Professional Teacher Education Vol. 4 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v4i1.2174

Abstract

Social anxiety is a common problem among high school students and can hinder both social and academic development. Therefore, preventive measures are needed to stop social anxiety from escalating into a more severe condition. This study aims to test the effectiveness of group guidance services using sociodrama techniques as a preventive measure against the development of social anxiety among students at SMAN 5 Malang, a public Senior High School in Malang, Indonesia. This study employed a quantitative approach using a pre-experimental method with a one-group pretest-posttest design. The study sample consisted of eight students with moderate to high levels of social anxiety, selected using purposive sampling. Data were collected using a social anxiety scale that met validity and reliability criteria. Group guidance sessions using sociodrama techniques were conducted over four meetings, followed by a posttest to assess changes in the students’ social anxiety levels. Hypothesis testing was performed using the Wilcoxon Signed-Rank Test, with the results showing a significance value of 0.012 (< 0.05), indicating a significant difference between the pretest and posttest scores. These findings suggest that group guidance services using sociodrama techniques have the potential to support preventive measures by reducing students’ levels of social anxiety. Consequently, they can be utilized as a preventive strategy to stop social anxiety from developing into a more severe condition and to help students develop social skills and self-confidence in social situations.
Strengthening graduate profile dimensions through local wisdom-based experiential learning in elementary science and social studies Rila Pangestika; Mintasih Indriayu; Slamet Subiyantoro
Journal of Professional Teacher Education Vol. 4 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v4i1.2176

Abstract

Character formation among elementary school students faces increasing pressure from digital distractions, value erosion, and the demands of twenty-first-century competencies. Graduate Profile Dimensions (GPD) is the central character outcome across all subjects. Empirical evidence on culturally grounded interventions that strengthen these dimensions, however, remains limited. This study examined the effectiveness of an experiential learning model, grounded in the local wisdom of Giriwoyo, in strengthening four GPD dimensions during natural and social science instruction. The study employed a pre-experimental one-group pretest-posttest design with 17 fifth-grade students in a rural elementary school, selected through purposive sampling. A validated 31-item instrument measured four GPD dimensions before and after a three-session intervention that embedded the local wisdom of Giriwoyo in Kolb’s experiential learning cycle. The results showed a statistically significant improvement in students’ overall GPD achievement following the intervention, with the greatest gains observed in collaboration and creativity, while independence and critical reasoning improved more modestly. The novelty of the study lies in validating a subject-embedded GPD instrument and documenting a culturally anchored experiential model within the newly introduced 2025 deep learning policy, rather than the project-based contexts examined in prior work. The findings imply that local wisdom can function as a structured pedagogical resource for character education in natural and social science; however, the single-site design and small sample make the results context-specific and call for replication using control-group and longitudinal designs.

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