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Indonesian Journal of Teacher Education
Published by Indonesian Publication Center
ISSN : 27213293     EISSN : 27210081     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
Indonesian Journal of Teacher Education (IJTE) adalah wadah publikasi bagi mahasiswa, guru, dosen, praktisi maupun peneliti pada bidang pendidikan. IJTE menerima tulisan dalam bentuk artikel hasil penelitian maupun artikel review tentang isu terkini yang berkaitan dengan: Kebijakan Pendidikan Guru; Inovasi LPTK untuk Pendidikan Calon Guru; Pemerataan dan Mutu Guru; Sertifikasi Guru; Pendidikan Profesi Guru; hingga Inovasi oleh Calon Guru maupun Guru di sekolah. Setiap penulis wajib melakukan register dan mengirim artikel melalui OJS jurnal. Setiap artikel yang masuk akan direview oleh tim reviewer IJTE. Semua artikel yang diterima akan dipublikasikan dan tersedia secara bebas (open access) untuk dibaca dan diunduh oleh semua pembaca dibawah lisensi Creative Commons Attribution-ShareAlike 4.0 International License. Pengelolaan dan penerbitan jurnal ini dikelola secara mandiri oleh Indonesian Publication Center. IJTE terbit sejak 2020 dan terbit dua kali dalam setahun mulai 2023 yaitu pada Edisi Januari-Juni dan Edisi Juli-Desember.
Arjuna Subject : Umum - Umum
Articles 126 Documents
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The Effectiveness of Local Culture-Based Digital Teaching Materials in Enhancing High School Students’ Motivation in Physics Learning: A Literature Review Cici Madiyawati; Sri Aliyah; Mirna Wahdaniyati; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of Teacher Education Vol. 6 No. 1 (2025): Edisi Januari-Juni 2025
Publisher : Indonesian Publication Center

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Abstract

The low level of motivation in learning physics among high school students is one of the main challenges in the learning process, often caused by the lack of connection between the material and students’ real-life contexts. One alternative solution is the implementation of digital teaching materials based on local culture, which can integrate physics concepts with students’ direct experiences. This study aims to examine the effectiveness of such teaching materials in improving high school students’ motivation to learn physics through the Systematic Literature Review (SLR) method. The study was conducted by analyzing various relevant scientific sources from several databases, with a publication range from 2016 to 2025. The initial search process yielded 120 articles, which were then selected through stages of identification, screening, and eligibility assessment, resulting in 10 articles that met the inclusion criteria for in-depth analysis. The analysis was carried out through data extraction, classification, and synthesis of research findings. The results show that local culture-based digital teaching materials, such as e-modules, modules, and interactive multimedia, have significant potential in improving students’ learning motivation. This improvement is reflected in increased learning interest, active student participation, conceptual understanding, and critical thinking skills. In addition, the integration of local culture makes learning more contextual, engaging, and meaningful by connecting physics concepts to students’ daily lives.
Literature Review: The Use of The Four-Tier Diagnostic Test in Identifying Misconceptions in Physics Education Vivin Eka Ariyanti; Reydeva Bilqis Kusuma; Aulia Yulianti
Indonesian Journal of Teacher Education Vol. 5 No. 2 (2024): Edisi Juli-Desember 2024
Publisher : Indonesian Publication Center

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Abstract

Misconceptions in physics learning are persistent problems that hinder students from developing accurate scientific understanding. Effective identification of misconceptions requires diagnostic instruments with high precision. The Four-Tier Diagnostic Test (FTDT) has emerged as one of the most sophisticated diagnostic instruments, capable of simultaneously identifying student answers, reasoning, and their respective confidence levels. This systematic literature review aims to analyze the use of FTDT in identifying misconceptions in physics learning based on relevant studies published from 2010 to 2024. Data were collected from Google Scholar, ERIC, and Scopus databases using PRISMA guidelines. A total of 35 articles met the inclusion criteria. Results show that FTDT has been applied across seven major physics topics, with geometrical optics, Newton's laws, and electric circuits being the most frequently studied. FTDT demonstrates superior diagnostic accuracy compared to one-tier, two-tier, and three-tier tests because it can discriminate between students who truly understand, lack knowledge, hold misconceptions, or are simply guessing. The most prevalent misconceptions were identified in topics of geometrical optics, Newton's laws, electric circuits, and wave phenomena. The integration of FTDT into digital platforms has grown significantly post-pandemic. This review concludes that FTDT is a valid, reliable, and highly recommended instrument for physics misconception identification, with strong implications for designing targeted remedial instruction.
The Shift in the Teacher's Role in Digital-Based Laboratory Sessions: The Transition from Demonstrator to Learning Facilitator Miptahul Jannah; Muhamad Rizqy; Bayu Hadiatma Fasya
Indonesian Journal of Teacher Education Vol. 6 No. 1 (2025): Edisi Januari-Juni 2025
Publisher : Indonesian Publication Center

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Abstract

The development of digital technology has brought changes to the learning process, including practical activities. Practicals, which previously focused on teacher demonstrations, are now shifting to more interactive learning utilizing digital technology. This article aims to examine the shift in the teacher's role in digital-based practicals, from demonstrator to learning facilitator. The method used is a literature review, examining various relevant scientific sources. The results of the study indicate that the use of digital technology in practicals can increase student engagement, independence, and understanding. In this case, the teacher acts as a guide who facilitates students' exploratory learning process.
Improving Qur'an Reading Skills through the Implementation of the Iqra' Method Dewi Sholeha; Annisa Annisa; Sandhika Anggun Awaliyani
Indonesian Journal of Teacher Education Vol. 5 No. 2 (2024): Edisi Juli-Desember 2024
Publisher : Indonesian Publication Center

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Abstract

The lack of ability to read the Qur'an that occurs at this time is influenced by several factors, such as: some children who do not yet know the hijaiyyah letters and cannot distinguish one letter from another, children cannot read and pronounce the Qur'an fluently according to makhraj, children cannot distinguish correctly the sound of single letters that have adjacent makhraj, children cannot distinguish between short and long readings, children do not yet know the reading of kasrah, dhamah, and fathah readings, and teachers do not use learning methods when learning the Qur'an. Therefore, it is necessary to apply the right learning method to improve children's ability to read the Qur'an. One of these methods is the iqra' method. Referring to this statement, the researcher is interested in conducting a literature study to identify efforts to improve the ability to read the Qur'an through the application of the iqra' method. The results of this study indicate that the Iqro' method is considered one of the fast methods that can improve the ability to read the Qur'an to students directly without spelling it out, the learning system uses CBSA (Active Student Learning Method), practical and varied guidebooks, and the teachers who teach are also professional because they are required to have a shahadah.
Integrasi Mobile Pocket Book dalam Pembelajaran Berbasis Masalah untuk Meningkatkan Kemampuan Pemecahan Masalah Fisika Peserta Didik Rindayu Noviatika; Gunawan Gunawan; Joni Rokhmat
Indonesian Journal of Teacher Education Vol. 2 No. 3 (2021): Edisi September 2021
Publisher : Indonesian Publication Center

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Abstract

This study aims to analyze the effectiveness of integrating a mobile pocket book into the Problem-Based Learning (PBL) model to enhance students' physics problem-solving skills. A quasi-experimental research with a non-equivalent control group design was conducted involving 11th-grade science students selected through cluster random sampling as experimental and control groups. Data were collected using a validated and reliable essay test measuring problem-solving skills and analyzed using N-gain and independent sample t-tests. Statistical results revealed that tcount > ttable (5.832 > 2.003), indicating a significant difference in effectiveness between the two groups. The N-gain score for the experimental class reached 60.3% (medium category), significantly higher than the control class at 33.8% (medium category). The 'understanding' indicator achieved the highest increase in both classes, while 'applying' reached a medium category in the experimental group and a low category in the control group. Conversely, 'selecting' and 'identifying' indicators showed relatively low increases across both groups. Integrating a mobile pocket book into PBL effectively optimizes students' physics problem-solving skills, particularly in understanding and applying concepts.
Pemanfaatan Media Permainan Edukatif Interaktif dalam Meningkatkan Perkembangan Kognitif Anak Usia Dini: Tinjauan Literatur Baik Nilawati Astini; Gunawan Gunawan; Nurhasanah Nurhasanah; Ika Rachmayani
Indonesian Journal of Teacher Education Vol. 2 No. 3 (2021): Edisi September 2021
Publisher : Indonesian Publication Center

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Abstract

Cognitive development in early childhood serves as a critical foundation for academic readiness and logical thinking skills. This narrative literature review aims to analyze the use of interactive educational games, both conventional (manipulative play materials) and digital-based applications in stimulating early childhood cognitive development based on literature published up to mid-2021. Relevant articles were retrieved from Scopus, Google Scholar, IEEE Xplore, and indexed national journal portals. The review demonstrates that interactive educational games contribute positively to enhancing working memory, basic mathematics, early literacy, and learning motivation. However, their effectiveness is strongly determined by the quality of instructional design, guided play principles, developmental appropriateness, and adult facilitation. This study recommends integrating educational media dynamically with hands-on play while strictly adhering to child development principles.
Analisis Keterlaksanaan Pembelajaran Fisika Berbasis Inkuiri Terbimbing Dipadu Advance Organizer di SMA Mahesti Kusdiastuti; Gunawan Gunawan; Ahmad Harjono
Indonesian Journal of Teacher Education Vol. 2 No. 3 (2021): Edisi September 2021
Publisher : Indonesian Publication Center

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Abstract

This study aimed to analyze the implementation fidelity of guided inquiry-based physics learning integrated with an advance organizer during field testing in senior high schools. As part of the development phase in a 4D research model, this descriptive quantitative study involved tenth-grade students across three public senior high schools in Mataram, Indonesia. Data regarding learning implementation were collected over four instructional sessions using structured observation sheets administered independently by two observers at each school. The observation scores were analyzed descriptively to determine average implementation percentages and inter-observer reliability. The findings revealed a consistent upward trend in learning implementation across all three target schools. Initial sessions (Meetings I and II) demonstrated a "Practical" category with implementation rates ranging from 74.00% to 77.50%, which progressively improved to "Very Practical" during Meetings III and IV, reaching a peak implementation rate of 86.10% (mean score of 4.31) across all groups by the final session. These results confirm that the developed learning package exhibits high implementation fidelity, consistency, and practical applicability in real classroom environments, effectively supporting the systematic delivery of physics instruction.
Analisis Kreativitas Fisika Siswa dalam Model Pembelajaran Berbasis Masalah Menggunakan Simulasi Virtual Shinta Mutiara Dewi; Gunawan Gunawan; Ahmad Harjono
Indonesian Journal of Teacher Education Vol. 2 No. 2 (2021): Edisi Juni 2021
Publisher : Indonesian Publication Center

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Abstract

This quasi-experimental research aims to analyze the effect of a problem-based learning (PBL) model assisted by virtual simulation on high school students' physics creativity. The research employed a non-equivalent control group design with a purposive sampling technique at SMAN 2 Mataram. The experimental group implemented the PBL model with virtual simulation, while the control group received direct instruction. Data were collected using essay-based Verbal Creativity Tests (TKV) and Figural Creativity Tests (TKF). The hypothesis test using the polled variance t-test showed that the PBL model assisted by virtual simulation significantly influenced students' physics creativity. The experimental group achieved a higher post-test average score for total creativity (56.96) compared to the control group (49.68). Furthermore, the increase in figural creativity was consistently higher than verbal creativity in both classes. This indicates that students find it easier to express their spatial imagination and divergent solutions through visual representations or drawings rather than verbal arguments when solving physics problems. In conclusion, the PBL model assisted by virtual simulation is effective in enhancing students' creative thinking skills.
Meta Analisis Pengaruh Media Pembelajaran Terhadap Hasil Belajar Fisika Peserta Didik Misnawati Misnawati; Abdul Salam; Surya Haryandi
Indonesian Journal of Teacher Education Vol. 3 No. 3 (2022): Edisi September 2022
Publisher : Indonesian Publication Center

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Abstract

This meta-analysis evaluates the effectiveness of instructional media on students' physics learning outcomes based on 51 primary national and international studies (2012–2021). The results demonstrate that the application of instructional media exerts a positive and effective overall influence, with an effect size (ES) of 1.019, categorized as a large effect. These findings are consistent across all educational levels (higher education, senior high, and junior high), which all fall within the large effect category. Regarding physics topics, the majority of the 28 analyzed topics show a large effect, while others are classified as moderate or small. Furthermore, 6 out of 7 types of learning outcomes, as well as 17 out of 28 types of media analyzed, demonstrate large effect sizes. This study suggests that future research should incorporate a larger number of primary studies to achieve more precise and comprehensive analytical results.
Desain Perangkat Pembelajaran Fisika Berbasis Konflik Kognitif untuk Kemampuan Pemecahan Masalah Ricca Veronica; Gunawan Gunawan; Ahmad Harjono
Indonesian Journal of Teacher Education Vol. 3 No. 3 (2022): Edisi September 2022
Publisher : Indonesian Publication Center

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Abstract

This study aims to design a feasible physics learning device integrating a cognitive conflict approach to accommodate students' problem-solving abilities. This Research and Development (R&D) study adopted the 4D model (Define, Design, Develop, and Disseminate), which was operationally simplified and restricted to the development stage due to the constraints of the Covid-19 pandemic and internet access limitations that prevented direct in-class implementation. The developed learning devices included a syllabus, lesson plans, student worksheets, and problem-solving test instruments. The feasibility of the product was evaluated through expert validation involving physics education lecturers and senior physics teachers, followed by a limited trial to assess user responses. The data were analyzed descriptively to determine the validity, reliability, and practicality percentage. The results indicated that the learning device achieved an average validity score of 88.38%, falling into the "highly valid" category, with an average reliability percentage agreement of 92.03%. Furthermore, the product received excellent responses from both physics education undergraduate students (99.23%) and high school students majoring in mathematics and natural sciences (99.56%). These findings confirm that the developed device meets the theoretical and practical feasibility requirements. It is concluded that the physics learning device based on the cognitive conflict approach is highly feasible to be implemented in actual physics instruction to help overcome misconceptions and stimulate students' problem-solving skills.

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