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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 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.

Page 13 of 13 | Total Record : 126

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