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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 45 Documents
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Deep learning approach implementation in natural and social science learning at an outstanding Primary School: A case study Neni Vila Prawardhani; Winarno; Fadhil Purnama Adi
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.v4i1.2181

Abstract

The implementation of deep learning in Indonesia's curriculum remains underexplored in non-urban outstanding primary schools. This study aimed to analyse the characteristics of natural and social sciences deep learning practice and the ecosystem factors supporting its implementation in an outstanding primary school. Three upper-grade teachers (Grades IV, V, VI) served as primary participants, with 10 to 29 years of teaching experience. Data were collected through in-depth interviews, a focus group discussion (FGD), classroom observations conducted three times per teacher using a four-dimension rubric adapted from the framework for teaching, and analysis of instructional planning documents. Analysis employed Braun and Clarke's thematic analysis with source and method triangulation. Findings revealed three consistently occurring pedagogical strategies: contextual phenomenon-based trigger questions, distributed collaborative role structures within learning groups, and metacognitive reflection rituals at the close of instruction. The mean observation score was 3.50 on a 4-point scale, indicating transformative practice, while document completeness reached 16 of the 16 required document types. These three strategies were supported by two ecosystem factors: transformational principal leadership and an active internal learning community. The theoretical implication is a redefinition of teacher readiness as a collective capacity emerging from multilevel interactions, rather than a static individual attribute. The practical implication is the need for professional development interventions targeting the school ecosystem holistically.
Scientific reasoning and objectivity in realia-based elementary science learning Lilik Bangun Yunianto; Kartika Chrysti Suryandari; Septi Triyani
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.v4i1.2196

Abstract

The findings suggest that integrating claim-evidence-reasoning scaffolds into realia-based science instruction at the associating stage can strengthen students’ objectivity and reasoning skills while fostering multiple scientific attitudes in the Indonesian elementary science curriculum. This study aims to (1) describe the preparation and implementation of realia media through the scientific method, (2) analyze fifth-grade students’ scientific attitude profiles across five dimensions (curiosity, responsibility, independence, honesty, and objectivity), and (3) identify supporting and inhibiting factors. A qualitative-dominant mixed-methods case study was conducted at SDN 1 Wonogiri, a public elementary school in Wonogiri, Central Java, Indonesia. The participants included three classroom teachers and 297 fifth-grade students. Qualitative data from classroom observation and in-depth interviews were primary, complemented by descriptive data from a validated student response questionnaire, and were analyzed using the interactive model of Miles and Huberman. Four dimensions developed consistently, with positive responses from 88 to 100 percent, whereas objectivity remained the most vulnerable dimension, particularly at the reasoning stage. Supporting factors included the availability of authentic objects and material relevance to daily experience; inhibiting factors included limited instructional time and students’ uneven reasoning capacity. The study provides a multidimensional profile of five attitudes, identifies reasoning capacity as strongly associated with objectivity, and reports a discrepancy between self-reported and observed objectivity. The findings imply that realia-based science instruction should incorporate claim-evidence-reasoning scaffolds at the associating stage to strengthen students’ objectivity and reasoning skills while guiding teachers in designing learning activities that simultaneously foster multiple scientific attitudes within the Indonesian elementary science curriculum.
Analysis of reading comprehension skills among elementary school students: What should professional teachers do? Maryani; Reva Maria Valianti; Liza Murniviyanti; Arizona; Saden Nunyuli Amedome; M. Khoirudin Jalil
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.v4i1.2198

Abstract

Reading comprehension is a fundamental skill for academic success in elementary school, yet many students continue to struggle to understand text content, particularly at the fourth-grade level. While prior studies have examined reading comprehension broadly across elementary grades, few have combined test, observation, and interview data to build a context-specific profile of a single fourth-grade cohort. This study addresses that gap by analyzing the reading comprehension skills of fourth-grade students at SDN 106 Palembang, a public elementary school in Palembang, South Sumatra, Indonesia, and identifying the factors associated with their performance. Using a qualitative descriptive design supported by a reading comprehension test, data were collected from 30 fourth-grade students through tests, classroom observations, and teacher interviews. The findings show that students' reading comprehension remains at a moderate-to-low level: many students had difficulty identifying main ideas, summarizing or drawing conclusions from text, and interpreting implied meaning, and a majority showed low engagement during reading activities. These difficulties appear to be associated with internal factors (limited reading interest, motivation, and vocabulary) and external factors (limited variety in teaching methods and learning media). The study contributes context-specific, triangulated evidence on fourth-grade reading comprehension and highlights the need for elementary teachers to implement more interactive, varied, and media-supported reading instruction to strengthen students’ comprehension skills and engagement.
Elementary students’ voices: Project-based learning via Wayang media in speaking skills Rini Sukarti; Reva Maria Valianti; Liza Murniviyanti; Arizona; Subira Kaserero; M. Khoirudin Jalil
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.v4i1.2199

Abstract

This study addresses the critical challenge of low speaking skills among elementary school students, particularly in articulating the intrinsic elements of a story. Traditional, teacher-centered methods and a lack of innovative cultural media leave students passive and unconfident. To bridge this gap, this study examines the implementation of the Project-Based Learning (PjBL) model integrated with traditional wayang puppets. Utilizing a descriptive qualitative approach, this research investigated 30 sixth-grade students at SDN 184 Palembang, a public elementary school in Palembang, South Sumatra, Indonesia, through purposive sampling. Data were gathered via semi-structured interviews, classroom observations, and documentation, and analyzed through the interactive qualitative framework of Miles, Huberman, and Saldaña. The qualitative results indicate that the integration of PjBL and wayang puppets significantly transforms the classroom dynamic by shifting students from passive listeners to active storytellers. Students demonstrated substantial growth in speaking fluency, narrative coherence, and structural clarity when explaining story elements like characters, plots, and moral values. Furthermore, the hands-on project creation process fostered deep emotional engagement, decreased performance anxiety, and enhanced conceptual understanding. The findings imply that integrating culturally responsive PjBL with traditional wayang puppets can provide an effective student-centered approach for strengthening elementary students’ speaking skills, narrative understanding, and confidence in primary language education.
How do professional teachers use cross-subject projects to develop students’ collaboration competence? Indriani Ika Puspitasari; Suyatno; Enung Hasanah
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.v4i1.2276

Abstract

Collaboration is a crucial 21st-century competency that needs to be fostered through learning experiences offering students opportunities to work together to solve problems. This study aims to explore the development of students' collaboration competence through cross-subject projects. The research employs a qualitative approach with a case study design conducted at SMP Muhammadiyah 2 Yogyakarta, a Junior High School at Yogyakarta, Indonesia. Data were collected via observation, interviews, and documentation, and subsequently analyzed using the interactive analysis model developed by Miles, Huberman, and Saldana. The results indicate that collaboration competences were demonstrated at every stage of the cross-subject projects, ranging from theme selection, project planning, and scheduling to monitoring progress, assessment through project showcases, and experience evaluation. These competences were reflected in active engagement, positive communication, role distribution, responsibility, commitment to group goals, mutual assistance, and mutual respect. Project implementation was supported by teacher collaboration, integrated project modules, a conducive learning environment, and active student participation, although challenges remained regarding time constraints, limited communication, and uneven student participation. The findings imply that cross-subject projects can serve as a reference for teachers in designing integrated collaborative learning to facilitate the development of students' collaboration competence.

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