Journal of Professional Teacher Education
Journal title Journal of Professional Teacher Education Initials JPROTECT Abbreviation J. Prof. Teach. Educ. Frequency 2 issues per year | June-December DOI Prefix 10.12928 ISSN 3025-2644 Editor-in-chief Dr. Wahyu Nanda Eka Saputra, M.Pd. Kons. Publisher Universitas Ahmad Dahlan Citation Analysis Google Scholar | Dimension | SINTA Journal of Professional Teacher Education (JPROTECT) is the leading referenced journal by Universitas Ahmad Dahlan, Department of Teacher Professional Education. This journal is a semi-annual journal published in June and December. The main aim of this publication is to create a platform for publishing reviews, original articles, research results, and case studies related to the field of professional teacher education in the Indonesian context that is valuable to the worldwide academic communities. The topic of this journal is Professional Teachers, Teacher Education, and Contemporary Issues in Professional Teachers, both in terms of Professional Teachers in the Indonesian context. Still, editors may consider accepting articles from other countries with interesting discussion contexts related to Professional Teachers. A manuscript submitted is evaluated through Initial Review by the Editorial Editor in Chief/Managing Editor. If the article matches the journal requirements regarding the scope, originality, novelty sufficiency of experimental data, and format, at least 2 (two) peer reviewers are assigned to review the manuscript with the Double-Blind Peer Review Process. After the review process, the assigned editor decides on the article. If the article needs revision, the manuscript is returned to the authors for revision. After that, the Editor in Chief decides (whether accepted or rejected). In each manuscript reviewed, peer reviewers will be rated based on the substantial and technical aspects. We are pleased to announce that the Journal of Professional Teacher Education has been officially accredited at SINTA 3 based on the Decree of the Director General of Research and Development Number 156/C/C3/KPT/2026 dated April 7, 2026 concerning the Accreditation Ranking of Scientific Journals for Period 2 of 2025. This achievement reflects our continued commitment to maintaining high standards in scholarly publishing and is made possible through the valuable contributions of our authors, reviewers, and editorial team. JPROTECT has received citations in Scopus-indexed journals and conferences, demonstrating its growing recognition and impact within the academic community. To track these citations, we conducted a Scopus Reference Search using the following keywords: "J. Prof. Teach. Educ." OR "Journal of Professional Teacher Education." For more details, you can access the Scopus Citation Results (login required)
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The roles and practices of professional school counselors in inclusive education
School counselors help all students, including those with special needs, grow and develop as much as they can. School counselors face difficulties in implementing inclusive guidance and counseling practices because they lack sufficient knowledge or understanding of the roles and responsibilities of inclusive school counselors. This situation impacts how guidance and counseling services are planned and improved for every student. This study looks at what school counselors do in schools when they work with everyone, including all students. This study employed a qualitative research design. The group included nine people from three different senior high schools located in Hulu Sungai Tengah Regency, Indonesia. Data were gathered using interviews, observations, and written records. The findings revealed that the roles of inclusive school counselors include: (a) identifying students with special needs through needs assessment procedures; (b) Creating programs to help students with special needs reach their full potential; (c) implementing guidance and counseling programs or services for students with special needs; (d) collaborating with various stakeholders within the framework of inclusive education; and (e) conducting continuous evaluations of guidance and counseling programs in inclusive educational settings. Based on these findings, the roles of inclusive school counselors have been implemented in accordance with the key aspects identified in this study to optimize service delivery for all students. The findings imply that schools should provide continuous professional development and strengthen collaboration among school counselors, teachers, parents, and other stakeholders to enhance counselors’ competencies and improve the quality and effectiveness of inclusive guidance and counseling services in addressing the diverse needs of all students.
Copyright (c) 2026 Akhmad Sugianto, Amka, Agus Pratomo Andi Widodo, Fairus Niratama, Yuli Yanti https://creativecommons.org/licenses/by-sa/4.0
Disaster-oriented guidance program of professional school counselors: A systematic literature review
Guidance program services play a strategic role in strengthening students' disaster preparedness by enhancing psychological readiness, social competence, and adaptive behavior in educational settings. This study investigates how guidance program services contribute to strengthening students’ disaster preparedness while also exploring the challenges encountered in implementing these services within school settings. Guidance program services are defined as developmental and preventive interventions delivered systematically through classroom guidance, information services, group guidance, and psychoeducational activities to strengthen students' personal, social, and adaptive competencies. This study used a systematic literature review (SLR) of peer-reviewed national and international articles published between 2018 and 2025. The search identified 24 articles, and 17 were selected based on their relevance, quality, research methods, and suitability to the topic. The review was conducted in four stages: identification, screening, eligibility, and inclusion. The findings indicate that information services, classroom guidance, and psychosocial support significantly improve students' disaster awareness, preparedness, resilience, emotional readiness, and adaptive responses. However, the integration of Guidance and Counseling services into Disaster-Safe School programs remains limited and largely conceptual, with few sustainable implementation models. These findings suggest that disaster preparedness should address psychological and emotional resilience alongside physical readiness. Therefore, developing adaptive, integrated, and evidence-based disaster-oriented Guidance and Counseling service models is essential for strengthening school disaster preparedness and fostering safe, inclusive, and disaster-resilient educational environments. The findings also provide directions for future research on disaster-oriented counseling interventions across diverse educational contexts.
Copyright (c) 2026 Ficky Adi Kurniawan, Wahyu Nanda Eka Saputra, Irvan Budhi Handaka, Lutfi Aji, Dicky Fransisco Simanjuntak https://creativecommons.org/licenses/by-sa/4.0
Validity and reliability of a future-oriented critical thinking skills diagnostic test in elementary science education
Future-Oriented Critical Thinking Skills (FOCTS) extend conventional critical thinking by incorporating a future-oriented perspective that enables students to generate innovative solutions to emerging challenges. However, no validated diagnostic instrument currently exists to measure this construct among elementary school students. This study aimed to develop and evaluate the validity and reliability of a FOCTS diagnostic test for integrated science and social studies. The novelty of this study lies in operationalizing the future-oriented dimension of critical thinking into a measurable diagnostic instrument supported by both logical and face validity evidence. The subjects used involved 30 students from one elementary school. Content validity was assessed through expert judgment covering logical validity (construct alignment) and face validity (clarity, readability, and presentation), using Aiken’s V coefficient. Empirical validity was examined using Pearson’s product-moment correlation, while reliability was evaluated using Cronbach’s Alpha. Due to scheduling constraints, empirical testing involved 30 sixth-grade students from one elementary school. The results showed an overall Aiken’s V value of 0.74, indicating adequate content validity. Empirical testing revealed that 25 of the 30 items were valid r = 0.367–0.713; r-critical = 0.361, α = 0.05, while five items were invalid. The 25 valid items demonstrated high reliability Cronbach’s Alpha = 0.871. These findings indicate that the FOCTS instrument has promising psychometric properties, although further validation with larger and more representative samples is recommended before wider implementation. The findings imply that the FOCTS instrument can serve as a promising diagnostic tool for identifying elementary students’ future-oriented critical thinking strengths and needs, pending further validation with larger samples.
Copyright (c) 2026 Efi Kurniasari, Sugiyarto Surono, Ishafit, Selviana Veronika Moruk https://creativecommons.org/licenses/by-sa/4.0
Strengthening graduate profile dimensions through local wisdom-based experiential learning in elementary science and social studies
Character formation among elementary school students faces increasing pressure from digital distractions, value erosion, and the demands of twenty-first-century competencies. Graduate Profile Dimensions (GPD) is the central character outcome across all subjects. Empirical evidence on culturally grounded interventions that strengthen these dimensions, however, remains limited. This study examined the effectiveness of an experiential learning model, grounded in the local wisdom of Giriwoyo, in strengthening four GPD dimensions during natural and social science instruction. The study employed a pre-experimental one-group pretest-posttest design with 17 fifth-grade students in a rural elementary school, selected through purposive sampling. A validated 31-item instrument measured four GPD dimensions before and after a three-session intervention that embedded the local wisdom of Giriwoyo in Kolb’s experiential learning cycle. The results showed a statistically significant improvement in students’ overall GPD achievement following the intervention, with the greatest gains observed in collaboration and creativity, while independence and critical reasoning improved more modestly. The novelty of the study lies in validating a subject-embedded GPD instrument and documenting a culturally anchored experiential model within the newly introduced 2025 deep learning policy, rather than the project-based contexts examined in prior work. The findings imply that local wisdom can function as a structured pedagogical resource for character education in natural and social science; however, the single-site design and small sample make the results context-specific and call for replication using control-group and longitudinal designs.
Copyright (c) 2026 Rila Pangestika, Mintasih Indriayu, Slamet Subiyantoro https://creativecommons.org/licenses/by-sa/4.0
Deep learning approach implementation in natural and social science learning at an outstanding Primary School: A case study
The implementation of deep learning in Indonesia's curriculum remains underexplored in non-urban outstanding primary schools. This study aimed to analyse the characteristics of natural and social sciences deep learning practice and the ecosystem factors supporting its implementation in an outstanding primary school. Three upper-grade teachers (Grades IV, V, VI) served as primary participants, with 10 to 29 years of teaching experience. Data were collected through in-depth interviews, a focus group discussion (FGD), classroom observations conducted three times per teacher using a four-dimension rubric adapted from the framework for teaching, and analysis of instructional planning documents. Analysis employed Braun and Clarke's thematic analysis with source and method triangulation. Findings revealed three consistently occurring pedagogical strategies: contextual phenomenon-based trigger questions, distributed collaborative role structures within learning groups, and metacognitive reflection rituals at the close of instruction. The mean observation score was 3.50 on a 4-point scale, indicating transformative practice, while document completeness reached 16 of the 16 required document types. These three strategies were supported by two ecosystem factors: transformational principal leadership and an active internal learning community. The theoretical implication is a redefinition of teacher readiness as a collective capacity emerging from multilevel interactions, rather than a static individual attribute. The practical implication is the need for professional development interventions targeting the school ecosystem holistically.
Copyright (c) 2026 Neni Vila Prawardhani, Winarno, Fadhil Purnama Adi https://creativecommons.org/licenses/by-sa/4.0
Scientific reasoning and objectivity in realia-based elementary science learning
The findings suggest that integrating claim-evidence-reasoning scaffolds into realia-based science instruction at the associating stage can strengthen students’ objectivity and reasoning skills while fostering multiple scientific attitudes in the Indonesian elementary science curriculum. This study aims to (1) describe the preparation and implementation of realia media through the scientific method, (2) analyze fifth-grade students’ scientific attitude profiles across five dimensions (curiosity, responsibility, independence, honesty, and objectivity), and (3) identify supporting and inhibiting factors. A qualitative-dominant mixed-methods case study was conducted at SDN 1 Wonogiri, a public elementary school in Wonogiri, Central Java, Indonesia. The participants included three classroom teachers and 297 fifth-grade students. Qualitative data from classroom observation and in-depth interviews were primary, complemented by descriptive data from a validated student response questionnaire, and were analyzed using the interactive model of Miles and Huberman. Four dimensions developed consistently, with positive responses from 88 to 100 percent, whereas objectivity remained the most vulnerable dimension, particularly at the reasoning stage. Supporting factors included the availability of authentic objects and material relevance to daily experience; inhibiting factors included limited instructional time and students’ uneven reasoning capacity. The study provides a multidimensional profile of five attitudes, identifies reasoning capacity as strongly associated with objectivity, and reports a discrepancy between self-reported and observed objectivity. The findings imply that realia-based science instruction should incorporate claim-evidence-reasoning scaffolds at the associating stage to strengthen students’ objectivity and reasoning skills while guiding teachers in designing learning activities that simultaneously foster multiple scientific attitudes within the Indonesian elementary science curriculum.
Copyright (c) 2026 Lilik Bangun Yunianto, Kartika Chrysti Suryandari, Septi Triyani https://creativecommons.org/licenses/by-sa/4.0
Analysis of reading comprehension skills among elementary school students: What should professional teachers do?
Reading comprehension is a fundamental skill for academic success in elementary school, yet many students continue to struggle to understand text content, particularly at the fourth-grade level. While prior studies have examined reading comprehension broadly across elementary grades, few have combined test, observation, and interview data to build a context-specific profile of a single fourth-grade cohort. This study addresses that gap by analyzing the reading comprehension skills of fourth-grade students at SDN 106 Palembang, a public elementary school in Palembang, South Sumatra, Indonesia, and identifying the factors associated with their performance. Using a qualitative descriptive design supported by a reading comprehension test, data were collected from 30 fourth-grade students through tests, classroom observations, and teacher interviews. The findings show that students' reading comprehension remains at a moderate-to-low level: many students had difficulty identifying main ideas, summarizing or drawing conclusions from text, and interpreting implied meaning, and a majority showed low engagement during reading activities. These difficulties appear to be associated with internal factors (limited reading interest, motivation, and vocabulary) and external factors (limited variety in teaching methods and learning media). The study contributes context-specific, triangulated evidence on fourth-grade reading comprehension and highlights the need for elementary teachers to implement more interactive, varied, and media-supported reading instruction to strengthen students’ comprehension skills and engagement.
Copyright (c) 2026 Maryani, Reva Maria Valianti, Liza Murniviyanti, Arizona, Saden Nunyuli Amedome, M. Khoirudin Jalil https://creativecommons.org/licenses/by-sa/4.0
Elementary students’ voices: Project-based learning via Wayang media in speaking skills
This study addresses the critical challenge of low speaking skills among elementary school students, particularly in articulating the intrinsic elements of a story. Traditional, teacher-centered methods and a lack of innovative cultural media leave students passive and unconfident. To bridge this gap, this study examines the implementation of the Project-Based Learning (PjBL) model integrated with traditional wayang puppets. Utilizing a descriptive qualitative approach, this research investigated 30 sixth-grade students at SDN 184 Palembang, a public elementary school in Palembang, South Sumatra, Indonesia, through purposive sampling. Data were gathered via semi-structured interviews, classroom observations, and documentation, and analyzed through the interactive qualitative framework of Miles, Huberman, and Saldaña. The qualitative results indicate that the integration of PjBL and wayang puppets significantly transforms the classroom dynamic by shifting students from passive listeners to active storytellers. Students demonstrated substantial growth in speaking fluency, narrative coherence, and structural clarity when explaining story elements like characters, plots, and moral values. Furthermore, the hands-on project creation process fostered deep emotional engagement, decreased performance anxiety, and enhanced conceptual understanding. The findings imply that integrating culturally responsive PjBL with traditional wayang puppets can provide an effective student-centered approach for strengthening elementary students’ speaking skills, narrative understanding, and confidence in primary language education.
Copyright (c) 2026 Rini Sukarti, Reva Maria Valianti, Liza Murniviyanti, Arizona, Subira Kaserero, M. Khoirudin Jalil https://creativecommons.org/licenses/by-sa/4.0
How do professional teachers use cross-subject projects to develop students’ collaboration competence?
Collaboration is a crucial 21st-century competency that needs to be fostered through learning experiences offering students opportunities to work together to solve problems. This study aims to explore the development of students' collaboration competence through cross-subject projects. The research employs a qualitative approach with a case study design conducted at SMP Muhammadiyah 2 Yogyakarta, a Junior High School at Yogyakarta, Indonesia. Data were collected via observation, interviews, and documentation, and subsequently analyzed using the interactive analysis model developed by Miles, Huberman, and Saldana. The results indicate that collaboration competences were demonstrated at every stage of the cross-subject projects, ranging from theme selection, project planning, and scheduling to monitoring progress, assessment through project showcases, and experience evaluation. These competences were reflected in active engagement, positive communication, role distribution, responsibility, commitment to group goals, mutual assistance, and mutual respect. Project implementation was supported by teacher collaboration, integrated project modules, a conducive learning environment, and active student participation, although challenges remained regarding time constraints, limited communication, and uneven student participation. The findings imply that cross-subject projects can serve as a reference for teachers in designing integrated collaborative learning to facilitate the development of students' collaboration competence.
Copyright (c) 2026 Indriani Ika Puspitasari, Suyatno, Enung Hasanah https://creativecommons.org/licenses/by-sa/4.0
Professional counselors’ preventive approach to students’ social anxiety through sociodrama-based group guidance
Social anxiety is a common problem among high school students and can hinder both social and academic development. Therefore, preventive measures are needed to stop social anxiety from escalating into a more severe condition. This study aims to test the effectiveness of group guidance services using sociodrama techniques as a preventive measure against the development of social anxiety among students at SMAN 5 Malang, a public Senior High School in Malang, Indonesia. This study employed a quantitative approach using a pre-experimental method with a one-group pretest-posttest design. The study sample consisted of eight students with moderate to high levels of social anxiety, selected using purposive sampling. Data were collected using a social anxiety scale that met validity and reliability criteria. Group guidance sessions using sociodrama techniques were conducted over four meetings, followed by a posttest to assess changes in the students’ social anxiety levels. Hypothesis testing was performed using the Wilcoxon Signed-Rank Test, with the results showing a significance value of 0.012 (< 0.05), indicating a significant difference between the pretest and posttest scores. These findings suggest that group guidance services using sociodrama techniques have the potential to support preventive measures by reducing students’ levels of social anxiety. Consequently, they can be utilized as a preventive strategy to stop social anxiety from developing into a more severe condition and to help students develop social skills and self-confidence in social situations.
Copyright (c) 2026 Nazalia Febrina Fasya Abidin & Khoirul Barriyah https://creativecommons.org/licenses/by-sa/4.0