https://jurnal.uns.ac.id/ijpte/issue/feedInternational Journal of Pedagogy and Teacher Education2024-03-07T20:16:56+07:00Gunarhadiijpte@mail.uns.ac.idOpen Journal Systems<hr /><table class="data" style="height: 181px; width: 100%;" width="100%" bgcolor="#f0f0f0"><tbody><tr style="height: 18px;" valign="top"><td style="height: 18px; width: 24.4484%;" width="20%">Journal title</td><td style="height: 18px; width: 75.5516%;" width="80%"><strong>International Journal of Pedagogy and Teacher Education</strong></td></tr><tr style="height: 18px;" valign="top"><td style="height: 18px; width: 24.4484%;" width="20%">Initials</td><td style="height: 18px; width: 75.5516%;" width="80%"><strong>IJPTE</strong></td></tr><tr style="height: 18px;" valign="top"><td style="height: 18px; width: 24.4484%;" width="20%">Frequency</td><td style="height: 18px; width: 75.5516%;" width="80%"><strong>Two issues per year (April and October)</strong></td></tr><tr style="height: 18px;" valign="top"><td style="height: 18px; width: 24.4484%;" width="20%">DOI</td><td style="height: 18px; width: 75.5516%;" width="80%"><strong>Prefix 10.20961 </strong></td></tr><tr style="height: 18px;" valign="top"><td style="height: 18px; width: 24.4484%;" width="20%">Online ISSN</td><td style="height: 18px; width: 75.5516%;" width="80%"><a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&1486608365&1&&" target="_blank"><strong>2549-8525</strong></a></td></tr><tr style="height: 18px;" valign="top"><td style="height: 18px; width: 24.4484%;" width="20%">Print ISSN</td><td style="height: 18px; width: 75.5516%;" width="80%"><a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&1501721626&1&&" target="_blank"><strong>2597-7792</strong></a></td></tr><tr style="height: 18px;" valign="top"><td style="height: 18px; width: 24.4484%;" width="20%">Editor-in-chief</td><td style="height: 18px; width: 75.5516%;" width="80%"><a href="/ijpte/about/editorialTeamBio/1396" target="_blank"><strong>Cucuk Budiyanto</strong></a></td></tr><tr style="height: 19px;" valign="top"><td style="height: 19px; width: 24.4484%;" width="20%">Publisher</td><td style="height: 19px; width: 75.5516%;" width="80%"><strong>Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta Indonesia</strong></td></tr></tbody></table><hr /><p align="justify"><strong>IJPTE </strong>publishes original research and review articles, including field research pertinent to the method and practice of teaching, especially as an academic subject or theoretical concept within the context of pre-service or in-service teacher development.</p><p>Papers that address the connections between reflection, knowledge, and practice, critical analyses of particular programs, development initiatives, technology, assessment, and policy matters, as these topics relate to the main focuses of the journal, are welcome.</p>https://jurnal.uns.ac.id/ijpte/article/view/78515A Mixed-Method Study of Pre-service Teachers’ Self-efficacy in the Indonesian Teacher Professional Education Program2024-03-07T20:13:13+07:00Tomy Kartika Putratomykp_pbi@stkippgriponorogo.ac.idArdian Pitra Satya Purnamaardianpitra26@gmail.comSuroto Rosyd Setyantosurotorosydsetyanto@gmail.com<p><span lang="EN-US">In order to enhance the quality of national teacher selection in Indonesia, the government has introduced the Pre-service Teacher Professional Education Program (PTPE). This one-year program follows a four-year undergraduate degree and aims to produce highly qualified teachers. Teachers’ self-efficacy, which refers to the belief in one's ability to perform teaching tasks successfully, is essential in ensuring effective education. When pre-service teachers have a strong sense of efficacy during their education programs, they are more likely to be confident in assisting students in achieving learning goals. Accordingly, this study aimed to examine the pre-service teachers' self-efficacy level and identify the significant factors contributing to their development. The researchers employed an explanatory sequential mixed-method approach (Creswell, 2012) involving 37 pre-service teachers to achieve a comprehensive understanding. The study utilized the Teachers’ Sense of Efficacy Scale, the Sources of Self-Efficacy Inventory, and interviews as data collection instruments. The findings revealed two primary outcomes: 1) pre-service teachers exhibited an excessively high measure of self-efficacy, and 2) mastery experience, vicarious experience, verbal persuasion, and psychological arousal significantly contributed to pre-service teachers’ self-efficacy. The implications of this research extend to future investigation, the PTPE program, teacher educators, teacher tutors, and school leaders to support the development of pre-service teachers’ self-efficacy.</span></p>2024-01-01T13:11:50+07:00Copyright (c) 2024 Tomy Kartika Putra, Ardian Pitra Satya Purnama, Suroto Rosyd Setyantohttps://jurnal.uns.ac.id/ijpte/article/view/79967Exploring School Climate and Teacher Self-Efficacy in Indonesian Senior High School2024-03-07T20:13:13+07:00Wahyu Sri Ambar Arumwahyusriambararum@gmail.comSri Nurainisrinuraini@unj.ac.idEliana Sarielianasari@unj.ac.id<p><span lang="EN-US">School climate and teacher self-efficacy were correlated with research areas on physical, physiological, and personal and collective beliefs. Quantitatively, prior studies have reported positive results on students' performance. However, scant evidence in the school climate body of literature explored from a qualitative perspective to describe why and how teacher self-efficacy contributes to a positive school climate beyond students’ performance. Therefore, this study explores school climate and teacher self-efficacy in an Indonesian senior high school. Moreover, this study approached Yin’s (2018) case study with qualitative design. The case was one of an urban school with the school’s paradigm and policy to integrate technology into the teaching process to face the entertainment industry. Eight teachers were recruited from four subjects (e.g., Bahasa Indonesia, Physical, Social, and Biology). The data were collected through observations and interviews, and we employed thematic analysis. Our study shows that 1) physical school climate with sufficient school facilities and technology supported the development of good school climate that facilitated teachers to seek feedback and reflection; 2) teachers' self-feedback and peer evaluative feedback became a point of departure for teachers' engagement with teachers’ sources of self-efficacy that affected their development of teaching performance and strategy. Theoretical and practical implications of school climate and teacher self-efficacy will also be discussed.</span></p>2024-01-01T13:11:54+07:00Copyright (c) 2023 Wahyu Sri Ambar Arum, Sri Nuraini, Eliana Sarihttps://jurnal.uns.ac.id/ijpte/article/view/78793Trends in the Implementation of Brain-Based Learning in Indonesia: A Systematic Literature Review2024-03-07T20:16:56+07:00Waliyyatu Azzahrawaliyyatuazzahra@upi.eduDimas Febriansyah Krisna Dwiputradimasfkd18@upi.edu<span lang="EN-US">Understanding the brain's mechanisms underlying the learning process holds the potential to revolutionize educational strategies and designs, thereby optimizing the learning experience. Building upon this premise, this study aims to critically review and summarize the evidence of the previous studies that pinpointed the development of the brain-based learning learning implementation in Indonesia and its impact on the learning process . This study applies the systematic literature review method by following the PRISMA 2021 guidelines. We used Scopus and Google Scholar databases from 2013-2022 as the sources. Of the total 2013 articles found, only 92 met the predetermined criteria and then content analysis was carried out. The findings in this study include: (1) there was an increase in research trends related to the implementation of brain-based learning in Indonesia from 2013-2019, but it started to decline in 2020-2022; (2) quasi-experiment dominates the method used; (3) brain-based learning is relevant to be applied at various levels of education; (4) the majority of studies are conducted in the fields of mathematics and science; and (5) the application of brain-based learning has a positive impact on various aspects of learning. Based on these findings, this research provides a scientific contribution as a basis for stakeholders in developing research related to the application of brain-based learning by utilizing methods, educational levels, and fields of knowledge that have not been widely explored. This effort was carried out to encourage novelty in brain-based learning research because its application has been proven to provide various benefits for improving the quality of education in Indonesia.</span>2023-09-20T00:00:00+07:00Copyright (c) 2023 Waliyyatu Azzahra, Dimas Febriansyah Krisna Dwiputra