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INDONESIA
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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Pengaruh Model Inkuiri Terbimbing Dipadu Advance Organizer terhadap Peningkatan Kemampuan Berpikir Kritis Siswa pada Materi Gerak Harmonik Sederhana Mahesti Kusdiastuti; Gunawan Gunawan; Ahmad Harjono; Mir'atun Nisyah
Indonesian Journal of Teacher Education Vol. 3 No. 4 (2022): Edisi Desember 2022
Publisher : Indonesian Publication Center

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Abstract

This study aims to analyze the effect of a guided inquiry learning model combined with advance organizers on enhancing high school students' critical thinking skills in Simple Harmonic Motion (SHM). Utilizing a quasi-experimental design, this quantitative research involved two experimental groups and one control group at senior high schools in Mataram. The experimental groups engaged in guided inquiry learning integrated with concept maps and short videos as advance organizers. Data were collected through pre-tests and post-tests using a five-item essay instrument validated by experts, then analyzed using normalized gain (N-gain). The findings revealed that the critical thinking skills of both experimental groups increased in the high N-gain category, whereas the control group showed a moderate increase. Among the critical thinking indicators, "providing simple clarification" achieved the highest gain, while sub-topic analysis indicated the greatest improvement in the "restoring force" concept. This study concludes that integrating advance organizers into guided inquiry learning effectively establishes an initial cognitive framework and significantly enhances students' critical thinking skills in physics education.
Integrasi Teknologi Digital dalam Pembelajaran Berdiferensiasi di Sekolah: Tinjauan Naratif Teori dan Praktik Fahmi Yahya; N Nurhairunnisah; Hermansyah Hermansyah; Suharli Suharli
Indonesian Journal of Teacher Education Vol. 2 No. 4 (2021): Edisi Desember 2021
Publisher : Indonesian Publication Center

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Abstract

The diversity of students in terms of learning readiness, interests, and learning profiles demands a learning approach that accommodates individual differences, one of which is through differentiated learning. The widespread development of digital technology after the pandemic and in line with the agenda for digital transformation in education opens up opportunities to realize differentiation more practically and at scale. This article is a narrative review that synthesizes the theoretical foundations and practical evidence of digital technology integration in differentiated learning based on the literature from 2018–2021. The study shows that digital technology plays a role as an enabler of differentiation in content, processes, products, and learning environments through adaptive and personalized learning, multimodal resources, flipped and blended learning models, and data-driven formative assessment. However, this integration does not occur automatically. Its effectiveness depends on the quality of pedagogical design, teachers' technological-pedagogical competencies (TPACK), and equitable access. The digital divide, diverse conceptualizations of differentiation, and the risk of technology dominating pedagogy are key challenges. This article recommends strengthening teacher competencies and learning designs based on the principles of differentiation as the key to meaningful integration.
Strategi Guru dalam Mengatasi Learning Loss Selama Pandemi Covid-19 pada Mata Pelajaran IPA Fahmi Yahya; Indah Dwi Lestari; Syarif Fitriyanto
Indonesian Journal of Teacher Education Vol. 3 No. 2 (2022): Edisi Juni 2022
Publisher : Indonesian Publication Center

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Abstract

The Covid-19 pandemic forced an abrupt shift from face-to-face instruction to distance learning across nearly all levels of education in Indonesia. This transition gave rise to learning loss, a decline in students’ learning achievement and competence, which was particularly pronounced in Science (IPA) subjects due to their reliance on experiments, observation, and hands-on practical work. This study systematically reviews the strategies teachers employed to address learning loss in Science instruction during 2019-2021. A Systematic Literature Review (SLR) method was used, searching Google Scholar, Sinta, and ERIC with the keywords “teacher strategy”, “learning loss”, “science learning”, and “Covid-19 pandemic”. After applying inclusion and exclusion criteria, the selected articles were analyzed thematically. The findings show that teacher strategies can be grouped into five main themes: (1) the use of varied digital media and platforms, (2) simplification of an emergency curriculum, (3) strengthened communication and collaboration with parents, (4) remedial teaching and ongoing formative assessment, and (5) enhancing motivation through contextual, home-based simple project learning. The study recommends strengthening teachers’ digital competence along with school and government policy support for the sustainable implementation of these strategies.
Pemanfaatan Whatsapp dalam Proses dan Asesmen Pembelajaran Jarak Jauh Selama Pandemi Covid-19 Fahmi Yahya; Musahrain Musahrain; Hermansyah Hermansyah; Indah Dwi Lestari
Indonesian Journal of Teacher Education Vol. 3 No. 2 (2022): Edisi Juni 2022
Publisher : Indonesian Publication Center

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Abstract

The Covid-19 pandemic forced a drastic shift in the implementation of learning in Indonesia, from face-to-face instruction to online distance learning. Amid limited internet access, data quota, and devices, WhatsApp emerged as one of the most widely used instant messaging applications among teachers and students due to its accessibility, simplicity, and relatively light data usage. This study aims to narratively describe how WhatsApp was utilized in the learning process and in the implementation of assessment during the Covid-19 pandemic, and to identify the advantages, obstacles, and strategies used by educators to optimize the application. This research employs a qualitative approach with a narrative literature review method of studies published between 2019 and 2021. The results show that WhatsApp was used in the learning process through text messages, voice and video calls, and the sharing of documents, images, and audio recordings to deliver materials, give instructions, and build teacher-student interaction. In terms of assessment, WhatsApp was used to distribute questions, collect assignments in the form of photos or documents, provide feedback, and conduct affective assessment through observation of student activity in class groups. However, several obstacles were found, such as limited internet quota, signal disruption, lack of face-to-face interaction, and the potential for academic dishonesty in completing assignments. The study concludes that WhatsApp is an accessible and effective alternative medium for distance learning, but requires appropriate pedagogical strategies and assessment management to maintain the quality of learning.
Meta Analisis Pengaruh Pembelajaran Inkuiri Terhadap Keterampilan Proses Sains Muhammad Salim; Abdul Salam; Dewi Dewantara
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 aims to determine the magnitude of the effect size exerted by the inquiry-based learning model on students' science process skills in Indonesia through a systematic statistical analysis of relevant literature. The results demonstrate that the inquiry model exerts a significant influence, with a combined effect size of 1.030, categorized as a large effect on the enhancement of science process skills. The effectiveness of this model varies according to supporting characteristics; the senior high school (SMA) level exhibits the most dominant influence with a value of 1.473, while, in terms of learning topics, unspecified materials contribute the highest influence with a value of 2.35. Overall, these findings conclude that the inquiry-based learning model proves to have a substantial positive impact on the development of students' science process skills.
Sintesis Model Inkuiri Terbimbing dan Advance Organizer: Analisis Kekuatan, Keterbatasan, dan Dampaknya Terhadap Kemampuan Pemecahan Masalah Siswa Gunawan Gunawan; Ahmad Harjono; Mahesti Kusdiastuti; Mir'atun Nisyah
Indonesian Journal of Teacher Education Vol. 2 No. 4 (2021): Edisi Desember 2021
Publisher : Indonesian Publication Center

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Abstract

Inquiry learning fosters physics problem-solving skills but often fails when students lack stable initial knowledge. Conversely, the Advance Organizer (AO) model excels at activating cognitive structures and meaningful learning. This synthesising review analyzes the strengths, limitations, and impacts of integrating guided inquiry with AO on high school students' physics problem-solving abilities based on a comprehensive literature review. The results show that the model's primary strength is providing effective kognitive scaffolding, significantly increasing the "focus the problem" indicator. However, the main limitations include structural time-management challenges and high dependency on students' prerequisite mathematics skills, leaving the "describe the problem" and "evaluate solutions" indicators at moderate levels. Digitalizing AO materials and embedding mathematical mini-scaffolding are practical solutions to maximize this integrated approach.
Tren Pemanfaatan Augmented Reality pada Pendidikan Dasar di Indonesia: Peluang dan Tantangan Implementasi Gunawan Gunawan; Baiq Nabila Saufika Zainuri; Ni Made Yeni Suranti
Indonesian Journal of Teacher Education Vol. 3 No. 2 (2022): Edisi Juni 2022
Publisher : Indonesian Publication Center

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Abstract

Augmented Reality (AR) is an immersive technology that enables the real-time integration of three-dimensional virtual objects into physical environments, and it has increasingly been adopted as an instructional medium in Indonesian primary education. This systematic review aims to map the trends, achievements, and challenges of AR implementation in primary education in Indonesia, based on scientific literature published up to December 2021. A comprehensive literature search was conducted across the Google Scholar, SINTA/Garuda, and Scopus databases, adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines. Out of 121 records identified, ten articles met the eligibility criteria and were included in the narrative synthesis. The findings indicate that AR is predominantly applied in Mathematics and Natural Sciences, with research designs heavily dominated by Research and Development (R&D). Furthermore, AR integration is reported to enhance students' conceptual understanding, cognitive learning outcomes, motivation, and learning engagement. However, AR implementation in primary schools still faces significant challenges, including hardware and network infrastructure limitations, low teacher digital competence, high application development costs, and regional disparities in access. This review recommends expanding large-scale experimental research, conducting teacher digital literacy training, and developing affordable, equitably accessible AR applications as directions for future research and policy.
Transisi Menuju Blended Learning Pasca-Pandemi: Evaluasi Efektivitas dan Kesiapan Infrastruktur Pendidikan Lovy Herayanti; Gunawan Gunawan; Fahmi Yahya
Indonesian Journal of Teacher Education Vol. 2 No. 3 (2021): Edisi September 2021
Publisher : Indonesian Publication Center

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Abstract

The COVID-19 pandemic triggered a massive disruption in global education, compelling a rapid shift from conventional instruction to emergency remote teaching. As the educational landscape stabilizes, the transition toward a structured blended learning model has emerged as a strategic priority. This narrative review evaluates the effectiveness of blended learning and assesses the readiness of educational infrastructure in the post-pandemic era. By synthesizing 18 selected academic publications, this study identifies three critical themes: the conceptual shift from emergency remote teaching, the effectiveness of various digital platforms, and the interplay between infrastructure readiness, teacher competence, and stakeholder involvement. The findings reveal that while diverse digital platforms have successfully maintained learning continuity, the efficacy of blended learning is deeply contingent upon digital literacy, sound pedagogical design, and systemic technical support. Furthermore, the study highlights that psychological well-being and active parental engagement are essential components for sustainable implementation. It is concluded that the successful integration of blended learning requires a holistic approach, prioritizing equitable infrastructure investment, continuous professional development for educators, and flexible policy frameworks. These measures are vital to ensure an inclusive and resilient educational ecosystem capable of navigating future challenges.
Perkembangan dan Implikasi Teknologi Informasi dan Komunikasi dalam Pembelajaran di Sekolah Dasar: Tinjauan Naratif Gunawan Gunawan; Baiq Nabila Saufika Zainuri; Lovy Herayanti; Fahmi Yahya
Indonesian Journal of Teacher Education Vol. 2 No. 2 (2021): Edisi Juni 2021
Publisher : Indonesian Publication Center

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Abstract

The integration of Information and Communication Technology (ICT) has profoundly transformed the landscape of primary education. This study aims to present a comprehensive narrative review mapping the developments and implications of ICT integration in primary schools based on national scientific literature published up to 2020. Employing a narrative review methodology, a total of 22 national journal articles were selected through systematic screening based on predefined inclusion and exclusion criteria. Data were analyzed using qualitative content analysis to synthesize major thematic trends. The findings reveal a significant evolutionary shift in educational media, moving from basic computer-assisted instruction to advanced interactive multimedia, digital platforms (such as Kahoot and Google Earth), and immersive technologies like Augmented Reality (AR). These innovations have demonstrated positive implications for enhancing student engagement, visual-spatial awareness, and abstract concept comprehension across various primary school subjects. However, macro-level implementation remains hindered by chronic infrastructure disparities and uneven teacher digital competence. The urgency of these challenges culminated in late 2020, when the COVID-19 pandemic forced a rapid transition to emergency remote learning. In conclusion, while ICT offers substantial pedagogical benefits, its sustainable success in primary education requires equitable infrastructure distribution and continuous professional development for teachers.
The Role of Learning Management Systems in Fostering Higher-Order Thinking Skills and Creativity: An Integrative Review Gunawan Gunawan; Lovy Herayanti; Baiq Nabila Saufika Zainuri; Ni Made Yeni Suranti
Indonesian Journal of Teacher Education Vol. 2 No. 3 (2021): Edisi September 2021
Publisher : Indonesian Publication Center

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Abstract

Learning Management Systems (LMS) have evolved from simple administrative repositories into vital interactive spaces in modern digital education. However, a comprehensive synthesis of how these platforms foster advanced cognitive competencies remains fragmented. This integrative review synthesizes literature published between 2011 and 2020 to examine the role of LMS in fostering Higher-Order Thinking Skills (HOTS) and creativity in higher education. Applying purposive inclusion criteria, 22 peer-reviewed articles from national and international publications were selected and analyzed across four major thematic clusters. The findings demonstrate that LMS effectively stimulates HOTS and creativity when synergized with active learning models (e.g., blended learning, flipped classrooms, and STEAM) and supported by interactive features like asynchronous discussions, concept mapping, and augmented reality. Additionally, success depends significantly on psycho-pedagogical factors, including student engagement, creative content design, and system adaptivity, which also ensured educational continuity during the COVID-19 pandemic. This review concludes that LMS acts as a strategic pedagogical catalyst rather than a mere storage tool. Consequently, educators should design student-centered, collaborative digital tasks, while developers should prioritize adaptive architectures to fully support 21st-century skills.

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