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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 134 Documents
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Pengaruh E-LKPD Berbasis Android Materi Pembiasan dan Pemantulan Cahaya Terhadap Motivasi dan Hasil Belajar Fisika Peserta Didik Rahmatullah Rahmatullah; Prelia Dwi Amanah; Fathoroni Fathoroni
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 determine the effect of using an Android-based Physics E-Student Worksheet (E-LKPD)—covering the topics of light refraction and reflection—on students' motivation and learning outcomes. A quasi-experimental method with a non-equivalent control group design was employed. The study sample consisted of a single class. A non-test instrument in the form of a response questionnaire was used to measure motivation, while learning outcomes were assessed using a multiple-choice test. Learning motivation was analyzed based on indicator achievement, whereas learning outcome data were analyzed using the N-gain test and hypothesis testing (t-test). The results indicate that the students' learning motivation fell into the high category, and an improvement in learning outcomes was observed. Hypothesis testing revealed a significant effect following the use of the Android-based E-LKPD. It is concluded that the use of the Android-based Physics E-LKPD has a positive impact on students' motivation and learning outcomes regarding the topics of light refraction and reflection.
Integrasi Laboratorium Virtual dalam Perkuliahan LPTK: Membangun Kompetensi TPACK Calon Guru Sains Gunawan Gunawan; Baiq Nabila Saufika Zainuri
Indonesian Journal of Teacher Education Vol. 3 No. 4 (2022): Edisi Desember 2022
Publisher : Indonesian Publication Center

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Abstract

Digital transformation in Teacher Training Institutions (LPTK) demands the preparation of pre-service science teachers who master Technological Pedagogical Content Knowledge (TPACK). This integrative review aims to analyze the developmental trends of virtual laboratory technology and formulate strategies for its enhancement in building the TPACK competency dimensions of pre-service science teachers. Following the PRISMA protocol, a comprehensive literature search was conducted across Scopus, DOAJ, Crossref, and Google Scholar databases. The results of the thematic synthesis indicate that the evolution of virtual laboratory technology shapes Technological Knowledge (TK), while real-time data visualization strengthens the Content Knowledge (CK) of pre-service teachers. Furthermore, open-ended sandbox environment designs stimulate Pedagogical Knowledge (PK) through the formulation of systematic scaffolding to address students' diverse initial academic abilities. Holistic TPACK integration is achieved when simulation technology is synergized into a blended learning model as a cognitive-friendly pre-practicum bridge. This review offers substantial implications for LPTK lecturers in designing digital practicum curricula capable of mitigating extraneous cognitive load.
Meta Analisis Pengaruh Model Pembelajaran Kooperatif Terhadap Hasil Belajar Siswa Pada Pembelajaran Fisika Fitrie Muliani; Abdul Salam; Dewi Dewantara
Indonesian Journal of Teacher Education Vol. 3 No. 4 (2022): Edisi Desember 2022
Publisher : Indonesian Publication Center

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Abstract

This meta-analysis aims to evaluate the effectiveness of the cooperative learning model on students' physics learning outcomes through a systematic synthesis of 29 primary studies (2012–2021). The research focuses on analyzing the effect size across overall data, educational levels, learning topics, types of learning outcomes, and variations of the cooperative model. The findings indicate that, overall, the cooperative learning model is highly effective in enhancing physics learning outcomes, with a mean effect size of 1.124 (categorized as a large effect). This result is consistent across all educational levels (from junior high to senior high/vocational schools), all 13 learning topics analyzed, the three types of learning outcomes, and all variations of the cooperative model utilized. Consequently, the cooperative learning model is proven to be a robust instructional strategy that exerts a significant positive impact on students' physics academic achievement.
Transformasi Pedagogis dalam Learning Management System: Integrasi Model Pembelajaran Kontemporer, Adaptivitas, dan Pengembangan Kompetensi Abad 21 Gunawan Gunawan; Hairunnisyah Sahidu; Lovy Herayanti
Indonesian Journal of Teacher Education Vol. 2 No. 2 (2021): Edisi Juni 2021
Publisher : Indonesian Publication Center

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Abstract

This narrative review examines the pedagogical transformation of Learning Management Systems (LMS) in higher education, shifting from static administrative utilities to dynamic instructional ecosystems. Synthesizing 20 scholarly articles published between 2011 and 2020, this study explores the integration of contemporary learning models, intelligent adaptivity, and 21st-century competency cultivation. The findings reveal that effective LMS optimization relies on three interconnected pillars: the embedding of student-centered frameworks (constructivism, scientific approach, PBL, and STEAM); the engineering of intelligent, personalized learning pathways based on heterogeneous learner profiles; and the intentional stimulation of higher-order thinking skills, particularly creativity, collaboration, and scientific argumentation. Additionally, successful digital adoption is fundamentally governed by user-centered design principles and educators' socio-cultural readiness to navigate systemic flexibility. Ultimately, balancing formal institutional regulations with learner autonomy through intelligent LMS architecture is paramount for ensuring sustainable, high-quality digital higher education.
Development of an Educational Tourism-Based Practical Model on the Natural Phenomenon of Pink Beach to Improve High School Students' Chemical Process Skills and Literacy: Literature Review Dini Sudianti; Muhammad Hendri Diarta; Gisna Haerani
Indonesian Journal of Teacher Education Vol. 7 No. 2 (2026): Edisi Juli-Desember 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijte.v7i2.2375

Abstract

This study aims to examine the development of a beach edutourism-based practicum model to enhance senior high school students’ science process skills and chemical literacy. The method used in this study is a systematic literature review (SLR) by analyzing scientific articles published between 2016 and 2025. Data were collected from Google Scholar and ScienceDirect using relevant keywords and were selected according to predetermined inclusion and exclusion criteria. The results indicate that context-based and environmental learning approaches, such as outdoor learning, project-based learning, and problem-based learning, are effective in enhancing students’ chemical literacy, science process skills, and critical thinking abilities. Furthermore, the use of coastal natural phenomena as learning resources provides more authentic and meaningful learning experiences. In particular, the characteristics of Pink Beach, including its calcium carbonate-rich sand, offer relevant contextual examples for chemistry learning, especially in colloid systems. The beach edutourism-based practicum model enables the integration of chemical concepts with real-life contexts, making learning more relevant and engaging. Therefore, this model has strong potential as an innovative approach in chemistry education to meet the demands of 21st-century learning. Further research is needed to empirically test the effectiveness of this model in real classroom settings.
The Role of Technology Use to Overcome Misconception in Physics Learning: A Systematic Literature Review Fahmi Yahya; Andi Haris; Satri Asriyanti; Hermansyah Hermansyah
Indonesian Journal of Teacher Education Vol. 7 No. 2 (2026): Edisi Juli-Desember 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijte.v7i2.2662

Abstract

Misconceptions are persistent cognitive barriers in physics learning because physics concepts are abstract and often contradict students' everyday intuition. This systematic literature review aims to identify, evaluate, and synthesize empirical evidence regarding the role of technology use in addressing misconceptions in physics learning during the 2015–2025 period. Systematic searches were conducted across Scopus, IEEE Xplore, and Google Scholar databases. A total of 41 primary studies met the inclusion criteria and were synthesized using a narrative-thematic approach. Five technology categories were identified as dominant remediation strategies: PhET interactive simulations, virtual laboratories, augmented reality/virtual reality, multimedia and educational games, and computer-assisted conceptual learning models. The majority of studies reported consistent decreases in misconception rates and improvements in conceptual understanding following interventions. PhET simulations remained the most widely researched technology, while research trends during 2022–2025 showed a marked increase in immersive AR/VR studies. Technology functions as a tool for visualizing abstract concepts and facilitating cognitive conflict that drives conceptual change.
Development and Psychometric Evaluation of A Physics Creative Thinking Assessment Instrument Based on Classical Test Theory for Senior High School Students Baiq Nabila Saufika Zainuri; Syahrial Ayub; Aris Doyan; Gunawan Gunawan
Indonesian Journal of Teacher Education Vol. 3 No. 4 (2022): Edisi Desember 2022
Publisher : Indonesian Publication Center

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Abstract

Creative thinking is an essential competency in physics education; however, assessment instruments with adequate psychometric quality remain limited. This study aimed to develop and evaluate a physics creative thinking assessment instrument for senior high school students based on the Classical Test Theory (CTT) framework. A research and development approach was employed involving 40 eleventh-grade science students at SMAN 1 Kediri. The instrument consisted of eight essay items representing four dimensions of creative thinking: fluency, flexibility, originality, and elaboration. Psychometric evaluation included empirical validity using the Pearson Product Moment correlation, reliability using Cronbach's Alpha, and item analysis through difficulty and discrimination indices. The results indicated that seven of the eight items met the empirical validity criteria, while one item required revision. The instrument demonstrated high internal consistency with a Cronbach's Alpha coefficient of 0.823. Overall, the item difficulty and discrimination indices showed that the instrument possessed satisfactory item characteristics. These findings indicate that the developed instrument has good psychometric quality based on the Classical Test Theory framework and is suitable for assessing senior high school students' creative thinking skills in physics learning.
Profil Kesulitan Belajar Siswa Kelas XI Putra pada Berbagai Submateri Laju Reaksi di Lingkungan Pesantren Ahmadi Ahmadi; Baiq Risni Maripa
Indonesian Journal of Teacher Education Vol. 4 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian Publication Center

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Abstract

Reaction rate is a conceptually layered chemistry topic because students must coordinate observable phenomena, particle-level explanations, symbolic equations, graphs, and mathematical processing of experimental data. This study aimed to describe the profile and distribution of learning difficulties across six reaction-rate subtopics among Grade XI male students in an Islamic boarding-school setting. A quantitative descriptive design was employed with 82 students at Nurul Hakim Islamic Boarding School, Kediri, West Lombok. Data were collected using a 25-item achievement test covering: reaction-rate concepts and collision theory; factors affecting rate; rate laws and reaction orders; determination of order and the rate constant; graphs and energy diagrams; and applications in daily life and industry. Difficulty percentage was calculated as one minus the ratio of the mean score to the maximum score. The overall difficulty level was 45%, classified as moderate. The highest difficulty occurred in determining reaction order and the rate constant from experimental data (63%, high), followed by rate laws and reaction orders (50%, moderate). The lowest difficulty was found in basic reaction-rate concepts and collision theory (30%, low). At the individual level, 59 students (71.95%) were in the moderate-difficulty category and 23 students (28.05%) were in the low-difficulty category. These findings indicate that students' main barrier lies not in recalling basic concepts but in coordinating proportional reasoning, variable control, and symbolic calculations. Instruction should therefore prioritize scaffolded analysis of experimental tables, explicit links among macroscopic, submicroscopic, and symbolic representations, and guided practice in determining reaction orders and rate constants.
Mapping Augmented Reality Research for STEM Teaching: Knowledge Evolution and Pedagogical Frontiers Prelia Dwi Amanah; Rahmatullah Rahmatullah; Gian Aphrodita Emawa; Gunawan Gunawan
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 map the knowledge evolution and pedagogical landscape of augmented reality (AR) research in STEM (Science, Technology, Engineering, and Mathematics) teaching through a descriptive bibliometric analysis approach. Data were obtained from the Dimensions.ai database using the search phrase “Augmented Reality Research for STEM Teaching, Knowledge Evolution and Pedagogical Frontiers” for the 2017–2021 period, yielding 17,152 publications analyzed using VOSviewer software for keyword network visualization, density mapping, and temporal overlay. Results show a fluctuating publication trend that peaked in 2020 (6,110 publications or 35.62%), dominated by book chapters (53.86%), while journal articles contributed only 3.05%. The Information and Computing Sciences category (1,841 publications) and the Human Society field (1,307 publications) were the most productive research areas, while from the SDG perspective, SDG 4: Quality Education (1,648 publications) dominated significantly. Keyword cluster mapping identified interconnections between cognitive themes (mind, brain, thinking), music and culture (music, musicality, culture), and game-based technology (game, virtual, ict), with music and mind as the most central nodes. These findings confirm that AR research in STEM teaching remains fragmented in non-journal formats and requires thematic consolidation toward a more integrated pedagogical framework.
Learning Analytics of Grade XI Physics Semester Examination Results: Mapping Students' Concept Mastery and Learning Outcomes Qothrunnada Qothrunnada; Subaidi Subaidi; Qothrunnida Qothrunnida
Indonesian Journal of Teacher Education Vol. 3 No. 4 (2022): Edisi Desember 2022
Publisher : Indonesian Publication Center

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Abstract

This study aimed to apply the learning analytics approach to map students' conceptual understanding and learning outcomes based on Grade XI physics semester examination data. A descriptive quantitative method was employed using retrospective data from the first-semester examination records of 21 students at MA Dakwah Islamiyah Putri Kediri during the 2022/2023 academic year. The analysis included descriptive statistics, learning outcome distribution, mastery learning based on the Minimum Mastery Criterion (MMC), item difficulty analysis, conceptual understanding classification, and the development of a Learning Analytics dashboard. The findings revealed variations in students' learning outcomes and conceptual understanding, reflected in the distribution of achievement levels, mastery learning, and differences in the difficulty of individual test items. These findings provide a comprehensive overview of students' learning characteristics and identify concepts that may require further instructional reinforcement. The study demonstrates that Learning Analytics can transform assessment data into meaningful diagnostic information to support data-informed instructional decision-making, including the planning of remedial instruction, enrichment activities, and continuous improvement of physics teaching strategies.

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