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Journal of Profession Education
Published by Nur Science Institute
ISSN : -     EISSN : 27986527     DOI : 10.53088/jpe
Core Subject : Education, Art,
Arts Education Languange, Linguistic, Communication & Media Mathematics Other
Journal of Profession Education [ISSN 2798-6527] is a peer-reviewed scientific journal that focuses on the development and dissemination of scholarly work in the field of professional education. The journal serves as a platform for academics, educators, researchers, and practitioners to publish high-quality research articles, theoretical studies, and innovative practices related to the preparation, development, and advancement of professionals across various educational disciplines.
Arjuna Subject : Umum - Umum
Articles 16 Documents
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Metode TEACCH sebagai strategi pendampingan psikologis untuk meningkatkan kemandirian anak dengan spektrum autisme di UPT SDN 253 Gresik Laili Inayah; Ima Fitri Sholichah
Journal of Profession Education Vol. 5 No. 1 (2025): Journal of Profession Education
Publisher : Nur Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53088/jpe.v5i1.2410

Abstract

This study aims to describe the application of the TEACCH (Treatment and Education of Autistic and Related Communication-Handicapped Children) method as a psychological mentoring strategy to foster independence among children with autism spectrum disorder (ASD) at UPT SDN 253 Gresik. Using a descriptive qualitative approach, the researcher designed and implemented a structured intervention program for a first-grade student diagnosed with ASD, based on observations, interviews, and documentation. The TEACCH-based intervention focused on structured learning environments, visual schedules, and individualized education programs (IEPs). The findings showed that TEACCH implementation helped the child demonstrate significant progress in emotional regulation, social interaction, and task independence, such as putting on shoes and organizing learning materials. The structured environment and consistent visual cues effectively reduced maladaptive behavior and enhanced the child's focus during class activities. This study highlights that the TEACCH method can be an effective psychological mentoring approach for increasing independence in children with autism, especially in inclusive elementary education settings.
Kajian literatur: Integrasi tpack dalam manajemen kurikulum pendidikan dan dampaknya terhadap kualitas pengajaran melalui teknologi Muallim
Journal of Profession Education Vol. 5 No. 2 (2025): Journal of Profession Education
Publisher : Nur Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53088/jpe.v5i2.2392

Abstract

This study examines the integration of Technological Pedagogical Content Knowledge (TPACK) into curriculum management in education through a Systematic Literature Review (SLR) approach. It aims to map how TPACK is implemented at both classroom and curriculum levels, its impact on teaching quality and learning outcomes, and the remaining research gaps. Articles were sourced from Google Scholar (2020–2025) using keywords related to TPACK, its integration, and curriculum management, then selected based on relevance, peer‑reviewed status, and methodological quality. The findings show that TPACK is generally implemented through lesson plan/module design, the selection of digital media aligned with objectives and content, and student‑centered interactive learning activities. TPACK integration is reported to enhance engagement, learning outcomes, and higher‑order thinking skills, and to support scope and sequence mapping and technology‑based curriculum development. However, limited infrastructure, teacher training, policy support, and the scarcity of longitudinal studies in developing‑country contexts remain key obstacles, underscoring the need for further research and stronger TPACK‑based curriculum policies.
Implementasi metode bermain peran untuk melatih kemampuan komunikasi verbal anak disabilitas intelektual Galih Fajar Fadillah; Dinda Rahma Putri; Angga Eka Yuda Wibawa; Anni Nurul Hidayati
Journal of Profession Education Vol. 5 No. 1 (2025): Journal of Profession Education
Publisher : Nur Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53088/jpe.v5i1.2421

Abstract

Children with intellectual disabilities often experience significant barriers to verbal communication, including difficulties speaking, understanding messages, and participating in conversations. These problems impact their ability to establish social interactions and express their needs. This research aims to describe how the role-playing method is implemented to train verbal communication skills in children with intellectual disabilities. This study employed a qualitative, descriptive approach. Data were collected through observation, in-depth interviews, and documentation. The research subjects consisted of one teacher and four students with mild intellectual disabilities at the junior high school level, selected through purposive sampling. Data validity was established through triangulation techniques. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The results demonstrate that the role-playing method was implemented through eight systematic stages: scenario development, instruction, role selection, demonstration, activity implementation, guidance and reinforcement, post-activity discussion, and evaluation. This learning process helped children become more courageous in speaking, imitate simple expressions, and respond to conversation partners more effectively. These findings demonstrate that role-playing can be an appropriate learning approach for children with intellectual disabilities in the context of verbal communication training. Furthermore, this method proved effective in building confidence and encouraging active participation in learning activities.
Effectiveness of using digital learning media (projectors) in mathematics learning Afriska Della Imamiyah; Kharisma Putri Erlinawati; Mohammad Nurwahid
Journal of Profession Education Vol. 5 No. 1 (2025): Journal of Profession Education
Publisher : Nur Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53088/jpe.v5i1.2425

Abstract

Despite the widespread promotion of digital technology integration in Indonesian schools, empirical evidence on how simple digital tools, such as projectors, are pedagogically used in mathematics classrooms remains limited, particularly from an in-depth qualitative perspective. Previous studies have primarily focused on learning outcomes, while paying less attention to classroom processes, teacher readiness, and contextual challenges. This study addresses this gap by exploring the effectiveness of using projectors in junior high school mathematics learning. Employing a qualitative case study approach, data were collected through classroom observations, semi-structured interviews, and document analysis at SMP Islam Bustanul Hikmah, involving 30 seventh-grade students and three mathematics teachers. The findings indicate that projector use supports students' conceptual understanding, enhances learning motivation, and promotes more interactive classroom engagement. However, technical constraints, variations in teachers' digital competence, and potential over-reliance on technology emerged as significant challenges. The study concludes that projectors can effectively support mathematics learning when integrated meaningfully into pedagogy and supported by adequate infrastructure, teacher competence, and school policy.
Human resource management and lecturers’ professional performance: The moderating role of continuing professional development: English Sri Maitri Wayan; Ni Wayan Lasmi; Komang Widhya Sedana Putra P
Journal of Profession Education Vol. 5 No. 2 (2025): Journal of Profession Education
Publisher : Nur Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53088/jpe.v5i2.2443

Abstract

This study examines the effect of Human Resource Management (HRM) practices on lecturers’ professional performance and investigates the moderating role of Continuing Professional Development (CPD) in this relationship. A quantitative research design was employed using a structured questionnaire distributed to lecturers at higher education institutions that have implemented formal HRM policies and CPD programs. The collected data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The findings indicate that effective HRM practices significantly enhance lecturers’ professional performance. In addition, Continuing Professional Development is found to strengthen the relationship between HRM practices and professional performance, suggesting that lecturers who actively engage in continuous learning are better able to translate HRM policies into improved professional outcomes. These results are consistent with Human Capital Theory and Social Exchange Theory, which emphasize the importance of sustained investment in employee development and organizational support. Practically, the study highlights that professional development initiatives are most effective when integrated with supportive and well-structured HRM systems. Higher education institutions are therefore encouraged to align CPD programs with strategic HRM practices to foster sustainable improvements in lecturers’ professionalism and performance.
Penerapan teori behavioristik skinner dalam pembelajaran matematika Afriska Della Imamiyah; Nur Laella Romadhoni; Amelia Syah Fitrih; Kharisma Putri Erlinawati; Mohammad Nurwahid
Journal of Profession Education Vol. 4 No. 2 (2024): Journal of Profession Education
Publisher : Nur Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53088/jpe.v4i2.2715

Abstract

Mathematics learning is often perceived as difficult by students due to its abstract nature and the procedural skills required to solve problems. One approach that can support the learning process is behaviorist learning theory, which emphasizes the stimulus–response relationship and the role of reinforcement in shaping learning behavior. This study aims to analyze the implementation of B. F. Skinner’s behaviorist learning theory in mathematics learning. The research employed a qualitative approach using a library research method. Data were collected through a systematic search of relevant literature, including journal articles, conference proceedings, and books. A total of 20 sources published between 2013 and 2023 were selected based on predetermined inclusion criteria. The data were analyzed using content analysis to identify key concepts and patterns in the application of behaviorist theory in mathematics learning. The results indicate that behaviorist principles can be implemented through drill and practice, reinforcement, structured learning activities, and immediate student feedback. These strategies help improve students’ motivation to learn, accuracy in solving mathematical problems, and understanding of mathematical concepts.

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