cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Eko Risdianto
Contact Email
eko_risdianto@gomit.id
Phone
+6285267321435
Journal Mail Official
ijopate@gomit.id
Editorial Address
CV Media Inti Teknologi Ijopate Journal Pinang Mas Street Ruko B Bentiring Permai Bengkulu City, Bengkulu Indonesia
Location
Kota bengkulu,
Bengkulu
INDONESIA
Indonesian Journal of Pedagogy and Teacher Education
Published by CV Media Inti Teknologi
ISSN : -     EISSN : 30258359     DOI : https://doi.org/10.58723/ijopate.v2i1.127
Core Subject : Education,
Education
Indonesian Journal of Pedagogy and Teacher Education. It is devoted to the publishing of original research articles and review articles by invited experts and the innovation in pedagogy concept and practice for teacher education as well as teacher professional development program but not limited to the method and practice of teaching devoted to improving the quality of education locally and globally.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 40 Documents
 1   2   3   4 
The User Experience and Perception in Education of Digital Books in Librarians' Approaches to Library Services in Tangerang Fitriani, Desi; Riady, Yasir; Evriza, Eka; Kuswanti, Eko; Sukatmi, Sri; Arisanty, Melisa; Karim, Muhammad Firman; Ajmal, Muhammad; rahim, Norizan Baba
Indonesian Journal of Pedagogy and Teacher Education Vol. 3 No. 2 (2025): Indonesian Journal of Pedagogy and Teacher Education (August 2025)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v3i2.395

Abstract

Background of Study:Librarian attitudes significantly influence user satisfaction and engagement in library services. Positive interaction between librarians and users fosters a welcoming environment and enhances service effectiveness. Aims and Scope of Paper:This research aims to explore both the attitudes of librarians in providing services and users’ perceptions of those attitudes at the Tangerang Regency Library and Archives Office. Methods:A qualitative descriptive approach was employed. Data were collected through observation and interviews with three library users selected via purposive sampling. The data analysis followed three steps: data reduction, data presentation, and drawing conclusions. Result:Findings indicate that the average number of visitors to the Tangerang Regency Library and Archives Office from 2022 to 2023 was approximately 136,270. Users generally perceive librarians as friendly and kind. However, users often need to initiate interaction before receiving assistance, indicating a lack of proactive service. This shows that while the overall demeanor of librarians is positive, there remains a gap in attentiveness and sensitivity to user needs. Conclusion:Although librarians are perceived positively in terms of friendliness, service delivery can be improved by fostering a more proactive and responsive approach to user needs. These findings highlight the importance of continuous professional development for librarians to enhance user experience.
The Effectiveness of the Traditional Rangku Alu Game in Improving the Agility of Elementary School Students Noova, Noova Brilyan Diptanugraha; Hariyadi, Khamim; Fudin, Muhammad Soleh; Abubakar Isyaku Ismail
Indonesian Journal of Pedagogy and Teacher Education Vol. 3 No. 2 (2025): Indonesian Journal of Pedagogy and Teacher Education (August 2025)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v3i2.489

Abstract

Background of Study: The low agility of students in Physical Education, Sports, and Health (PJOK) learning is often caused by conventional methods that lack variation and do not optimize traditional games. Rangku Alu, a rhythmic movement game involving agility, coordination, and quick direction changes, aligns with PJOK learning goals and helps preserve local culture. Aims and Scope of Paper: This study aims to determine the effectiveness of the traditional Rangku Alu game in improving the agility of fifth-grade elementary school students and to propose it as an alternative, fun, interactive, and culturally relevant PJOK learning method. Methods: A quantitative experimental approach with a one-group pretest-posttest design was applied to 11 fifth-grade students at SDN 3 Sumberdadi. Agility was measured using the Hexagon Drill Test before and after eight PJOK sessions integrating Rangku Alu. Data were analyzed using the Shapiro-Wilk normality test, Paired Sample t-Test, and N-Gain test. Result: The average pretest time decreased from 14.30 seconds to 11.90 seconds in the posttest. The t-test yielded a significance value of 0.000 (p < 0.05), and the N-Gain average was 65%, indicating moderate effectiveness. Conclusion: The Rangku Alu game significantly improves students’ agility and can serve as an effective, enjoyable, and culturally based alternative in PJOK learning. It also supports cultural preservation in the school environment while promoting active participation and holistic physical development.
Use Of Learning Technology (E-Learning) At Mtsn 3 South Bengkulu: Challenges and Opportunities Sugianto, Ii; Insanistyo, Bayu
Indonesian Journal of Pedagogy and Teacher Education Vol. 3 No. 2 (2025): Indonesian Journal of Pedagogy and Teacher Education (August 2025)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v3i2.464

Abstract

Abstract:Background of Study The Ministry of Religious Affairs of the Republic of Indonesia has developed an E-Learning platform to advance educational technology and promote the digitalization of learning in madrasahs. Madrasah Tsanawiyah Negeri (MTsN) 3 South Bengkulu has adopted this system; however, its implementation has not yet reached an optimal level due to various infrastructural and pedagogical challenges. Aims and Scope This study investigates the challenges and opportunities associated with the use of E-Learning at MTsN 3 South Bengkulu, with a specific focus on its application in conducting learning evaluations. The scope encompasses identifying barriers, evaluating institutional readiness, and proposing feasible strategies for improvement. MethodsA descriptive research design was employed, integrating qualitative and quantitative approaches. Data were collected through observations, interviews, and questionnaires, and analyzed using data triangulation to ensure validity and reliability. ResultsThe study identified several obstacles to effective E-Learning implementation: limited access to digital devices, unstable internet connectivity, inadequate technological readiness among teachers and students, low student motivation, insufficient understanding of online learning, unsupportive home learning environments, and a lack of parental support in providing technological resources. Opportunities include enhancing digital literacy, integrating interactive learning activities, and strengthening stakeholder collaboration. ConclusionSuccessful E-Learning implementation in madrasahs requires coordinated efforts among government bodies, educational institutions, and private stakeholders. Recommendations include expanding device access, providing targeted digital literacy training, and designing engaging online learning strategies to optimize both instructional delivery and evaluation processes.
Teachers’ Perception on the Implementation of Upper Basic Education Social Studies Curriculum in Rimi Education Zone, Katsina State, Nigeria Ibrahim, Dr. Tanimu Adam; Hussaini Abdullahi; Dr. M. Abdul Jamal
Indonesian Journal of Pedagogy and Teacher Education Vol. 3 No. 2 (2025): Indonesian Journal of Pedagogy and Teacher Education (August 2025)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v3i2.488

Abstract

Background of study: This study explored teachers’ perceptions regarding the implementation of the Social Studies curriculum at the Upper Basic Education level within the Rimi Education Zone, Katsina State, Nigeria. Social Studies plays a vital role in equipping students with civic knowledge, ethical values, and social awareness needed for nation-building, yet its effective implementation faces several challenges. Aims and scope of paper: The study aimed to examine teachers’ views on four key areas: the appropriateness of curriculum content, the use of instructional materials, the effectiveness of recommended teaching methodologies, and the obstacles hindering the implementation of Social Studies in the selected educational zone. Methods: A descriptive survey design was employed, involving all 22 Social Studies teachers in Upper Basic Education schools within the Rimi Education Zone. Data were collected using a structured and validated questionnaire (TPSSCIQ), with reliability confirmed at 0.86 using Cronbach’s Alpha. Descriptive statistics (mean scores) were used to analyze the responses. Result: The findings revealed that most teachers perceived the curriculum content as relevant and appropriate. They also acknowledged the importance of using instructional materials such as maps, videos, and textbooks. Teachers agreed that recommended methodologies such as demonstration, problem-solving, and inquiry-based learning enhanced student understanding. However, several challenges were noted, including lack of resources, overcrowded classrooms, insufficient teacher training, and infrastructural constraints. Conclusion: The study concluded that although teachers generally have positive perceptions of the Social Studies curriculum, effective implementation is hindered by structural and resource-related challenges. Addressing these barriers through government support, professional development, and improved instructional materials is essential for enhancing curriculum delivery and student learning outcomes.
The Effects of Solar Energy Curriculum Lesson Module on Senior Secondary School Physics Students’ Awareness of Air Pollution in Abuja, Nigeri aliyu, aliyu yaya; Uwadileke Obi
Indonesian Journal of Pedagogy and Teacher Education Vol. 3 No. 2 (2025): Indonesian Journal of Pedagogy and Teacher Education (August 2025)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v3i2.498

Abstract

Background of study: Air pollution is a critical global and local environmental challenge, particularly in urban centers such as Abuja, Nigeria. Despite its health and economic impacts, awareness among secondary school students remains limited. Integrating renewable energy education, especially solar energy, into the school curriculum is considered a promising strategy to enhance environmental literacy. Aims and scope of paper: This study investigates the effect of a solar energy curriculum module on improving senior secondary school physics students’ awareness of air pollution. It aims to determine baseline awareness, assess changes after the intervention, and examine the sustainability of awareness gains over time. Methods: A quasi-experimental pre-test/post-test design was employed with a sample of 423 physics students selected through Cochran’s formula and multistage sampling. Data were collected using a validated questionnaire, “Air Pollution and Solar Energy Knowledge and Attitudes Questionnaire (APSEK-AQ),” with a Cronbach’s alpha of 0.78. Descriptive statistics and paired t-tests were used to analyze data at a significance level of p < 0.05. Result: Findings revealed a significant improvement in awareness levels after the intervention (p < 0.001). Students with high awareness increased from 7.8% to 31.7%, while those with no awareness dropped from 29.6% to 9.9%. At a one-month follow-up, more than 55% of students retained moderate to high awareness levels, demonstrating sustained impact of the intervention. Conclusion: The solar energy curriculum module effectively enhanced students’ awareness of air pollution and supported knowledge retention. The study highlights the importance of integrating context-based renewable energy education into secondary curricula to promote environmental literacy and contribute to achieving SDG 4.7 and SDG 13.
Artificial Intelligence in Project-Based Learning: A Systematic Review of Its Role in English Language Acquisition and Pedagogical Innovation Manoocherzadeh, Mehdi; Isaee, Hossein; Barjesteh, Hamed
Indonesian Journal of Pedagogy and Teacher Education Vol. 3 No. 3 (2025): Indonesian Journal of Pedagogy and Teacher Education (December 2025)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v3i3.502

Abstract

Background of Study: The integration of artificial intelligence (AI) into project-based learning (PBL) is increasingly explored as a means to enhance English language acquisition. Emerging AI technologies such as natural language processing, machine learning, and generative AI show potential to support language learning in dynamic, learner-centered environments. Aims and Scope of Paper: This review investigates how AI has been applied in PBL contexts to support English language learning, highlighting both benefits and challenges. Methods: Following the PRISMA framework, a systematic review was conducted of 12 studies published between 2020 and 2024 across six major databases. Results: Seven key elements of AI-enhanced PBL were identified: (1) real-time feedback and automated assessment, (2) adaptive learning pathways, (3) contextualized language use, (4) continuous AI language support, (5) structured project guidance, (6) collaborative learning, and (7) intelligent content customization. These elements were found to improve learner motivation, engagement, and language proficiency while promoting transferable academic and professional skills. However, challenges include overdependence on AI, reduced teacher-student interaction, insufficient training in AI tools, and biases in AI-generated content. The review’s scope is limited by the small number of studies and methodological diversity. Conclusion: AI-enhanced PBL offers promising opportunities for advancing English language education by fostering motivation, proficiency, and transferable skills. To ensure sustainable implementation, future efforts must address challenges related to pedagogy, teacher training, and ethical AI use. This review provides practical insights for educators and policymakers seeking to balance technological innovation with human-centered teaching.
An Analysis of English Teachers’ Perception toward Merdeka Curriculum Implementation at Sekolah Penggerak in Padang Ulak Tanding Aprianti, Diah Anggun; Hamdan; Yulfi
Indonesian Journal of Pedagogy and Teacher Education Vol. 3 No. 3 (2025): Indonesian Journal of Pedagogy and Teacher Education (December 2025)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v3i3.505

Abstract

Background: The success of the Independent Curriculum implementation largely depends on teachers’ perceptions, particularly in English language teaching at the elementary level. Aims: This study aims to analyze English teachers’ perceptions of the implementation of the Independent Curriculum in Driving Schools at the elementary level, specifically at SD Negeri 20, SD Negeri 166, and SD Negeri 82 Rejang Lebong in Padang Ulak Tanding. The research focuses on teachers’ understanding and evaluation of the curriculum in terms of its concepts, content, and classroom implementation. Method: A qualitative descriptive method was employed. Data were collected through a 37-item Guttman-scale questionnaire adapted from Perdana (2021) and in-depth interviews with three English teachers. Questionnaire data were analyzed using percentage agreements, while interview data were analyzed thematically to support the findings. Results: The results indicate that English teachers generally have positive perceptions of the Independent Curriculum. Most indicators received approval rates between 80% and 100%, particularly those related to learning flexibility, character education, teacher student collaboration, and the use of varied learning resources. However, lower approval rates (33.3%–66.7%) were found in aspects related to limited training opportunities, assessment difficulties, and challenges in conducting outdoor learning activities. Interview findings further revealed that the curriculum promotes students’ creativity and active participation, although limitations in facilities and teacher readiness remain. Conclusion: English teachers perceive the Independent Curriculum positively and believe it enhances the quality of English language learning. Nevertheless, continuous support, teacher training, and adequate resources are necessary to ensure effective and sustainable implementation.
Loving Pedagogy and Second Language Learning: The Role of Teacherly Care, Motivation, and Anxiety in EFL Classrooms Isaee, Hossein; Barjesteh, Hamed; Manoochehrzadeh, Mehdi
Indonesian Journal of Pedagogy and Teacher Education Vol. 3 No. 3 (2025): Indonesian Journal of Pedagogy and Teacher Education (December 2025)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v3i3.538

Abstract

Background: Loving Pedagogy has gained increasing attention in English as a Foreign Language (EFL) education as a relational and affective orientation emphasizing teacher care, empathy, and emotional responsiveness. Grounded in Positive Psychology, this perspective highlights how emotionally supportive teaching environments are associated with learners’ motivation, self-beliefs, and language development. Aims: This study examined the relationships between perceived Loving Pedagogy and EFL learners’ language learning outcomes, focusing on the mediating roles of intrinsic motivation and self-efficacy, and the moderating role of foreign language anxiety. Methods: A quantitative, correlational design was employed with 210 Iranian undergraduate EFL learners. Participants completed validated measures of Loving Pedagogy, intrinsic motivation, self-efficacy, and foreign language anxiety. Language learning outcomes were operationalized using proficiency gain scores derived from pre-/post-administration of a standardized placement test. Data were analyzed using correlational analysis, hierarchical regression, and bootstrapped mediation and moderation procedures. Results: Perceived Loving Pedagogy was positively associated with learners’ motivation, self-efficacy, and language gain scores, and negatively with foreign language anxiety. Mediation analyses indicated that intrinsic motivation and self-efficacy partially mediated the relationship between Loving Pedagogy and language learning outcomes. Moderation analysis showed that higher levels of anxiety weakened these positive associations. Conclusion: Findings suggest that Loving Pedagogy is meaningfully associated with EFL learners’ motivational and affective experiences, resulting in language development. The study extends relational and positive psychology perspectives in SLA by empirically modeling how teacher care is linked to learning outcomes through affective–motivational pathways, while highlighting the importance of learner anxiety in emotionally responsive classrooms.
Comparison of the Effectiveness of Quizalize and Quizziz Learning Media on Children's Learning Outcomes at Al-Kautsar Kindergarten in Bengkulu City Faizah, Fatimah Nur; Suhaimi; Frasischa, Aura; Kurniawan, Muhammad Hafiz; Kurniah, Nina
Indonesian Journal of Pedagogy and Teacher Education Vol. 3 No. 3 (2025): Indonesian Journal of Pedagogy and Teacher Education (December 2025)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v3i3.590

Abstract

Background: As technology has advanced, educational tools have seen numerous transformations, notably the introduction of game-based platforms like Quizizz and Quizalize. Both media offer interactive approaches to improve learning outcomes. These media can be used in kindergarten learning, but there has been no study comparing their effectiveness in kindergartens in Bengkulu. Aims: To compare the effects of Quizalize and Quizizz media on children's learning outcomes. Methods: Quasi-experiment with 30 students (15 experimental class, 15 control class). Analysis using normality test, homogeneity test, t-test, and Normalized Gain (N-Gain). Results: There was no significant difference in the pre-test (p = 0.936), but the post-test showed a significant difference (p = 0.020). However, when compared based on N-Gain, there was no significant difference between the two media (p = 0.282). Conclusion: These findings indicate that both Quizalize and Quizizz are equally effective in improving children's learning outcomes. There are no statistical findings to support the superiority of either medium.
The use of the Interactive Learning Platform Quizizz in Enhancing Vocabulary Acquisition in English Language Teaching: A Literature Review Study Aprita, Dara; Sapri, Johanes; Asadi, Shima; Rezvani, Muhammad Qais
Indonesian Journal of Pedagogy and Teacher Education Vol. 3 No. 3 (2025): Indonesian Journal of Pedagogy and Teacher Education (December 2025)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v3i3.591

Abstract

Background: English vocabulary understanding remains a chronic challenge for EFL students in Indonesia, especially at the junior secondary level, where limited prior exposure and traditional rote-learning approaches frequently result in low motivation and low retention. Aims: This study aims to bring together empirical evidence on the efficacy of Quizizz, a gamified digital assessment instrument, in improving English vocabulary acquisition and involvement among EFL learners. Methods: A systematic literature review was undertaken in accordance with PRISMA standards. 20 peer-reviewed research (2019-2025) from Google Scholar, Scopus, and Sinta-indexed journals were thematically examined along six dimensions: vocabulary acquisition, motivation, anxiety reduction, usability, feedback, and implementation concerns. Result: Based to the findings, 85% of studies revealed higher motivation, 45% confirmed improved vocabulary retention (particularly in picture-word recognition), and 30% stated less language anxiety as a result of Quizizz's game-like, low-stakes design. However, 50% highlighted problems such as inconsistent internet, time constraints, and limited higher-order thinking activities. Conclusion: Quizizz is an appealing tool for vocabulary reinforcement and affective engagement in EFL settings, especially when integrated into communicative teaching methodologies and tailored to local infrastructure realities

Page 4 of 4 | Total Record : 40

 1   2   3   4 

Filter by Year

2023 2025


Reset
Filter By Issues
All Issue Vol. 3 No. 3 (2025): Indonesian Journal of Pedagogy and Teacher Education (December 2025) Vol. 3 No. 2 (2025): Indonesian Journal of Pedagogy and Teacher Education (August 2025) Vol. 3 No. 1 (2025): Indonesian Journal of Pedagogy and Teacher Education (April 2025) Vol. 2 No. 3 (2024): Indonesian Journal of Pedagogy and Teacher Education (December 2024) Vol. 2 No. 2 (2024): Indonesian Journal of Pedagogy and Teacher Education (August 2024) Vol. 2 No. 1 (2024): Indonesian Journal of Pedagogy and Teacher Education (April 2024) Vol. 1 No. 2 (2023): Indonesian Journal of Pedagogy and Teacher Education (December 2023) Vol. 1 No. 1 (2023): Indonesian Journal of Pedagogy and Teacher Education (August 2023)