Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal International Journal of Pedagogy and Learning Community (IJPLC)
Muh Khairul Wajedi Imami
Universiti Pendidikan Sultan Idris
Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Trends and Developments in Research on the Transition from Preschool to Primary School: A Bibliometric Analysis Anisaturrahmi Anisaturrahmi; Mohd Syaubari Othman; Rosmiati Rosmiati; Mutia Sari; Muh Khairul Wajedi Imami
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 2 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijplc.v3i2.41

Abstract

The transition from preschool to primary school is a critical time for students, as they must adjust from the play-based learning approach in preschool to the more structured and curriculum-focused education of primary school. However, bibliometric analysis in this topic is scare. Therefore, the current bibliometric analysis investigates the evolution of research on the school transition from preschool to primary school, focussing on significant findings on author contributions, country-based production, and institutional engagement. According to the study, Petriwskyj has the most publications in the field, and author collaboration networks are organised into various groups. Research output varies over time, with some authors making constant contributions and achieving higher citation impact, while others have intermittent or limited scholarly effect. The United States leads in research output, followed by Finland, Turkey, and Australia, with rising contributors such as China and Greece gaining traction. Citation impact is particularly high in the United States and Finland, indicating differences in research contributions between countries. According to affiliation analysis, the University of Jyväskylä is the highest-rated institution, followed by Queensland University of Technology and the University of North Carolina. The production trends show that the National Council for Curriculum and Assessment (NCCA) will increase its research activities significantly beginning in 2021, while other leading universities such as the University of Jyväskylä and the University of Kentucky continue to increase their research output. This study gives a comprehensive overview of the changing landscape of research on preschool-to-primary school transition, emphasising the academic field's dynamic and collaborative nature.
A Systematic Literature Review of Project-Based Learning on Kindergarten Students Motor Development Anisaturrahmi Anisaturrahmi; Sarah Fazilla; Mutia Sari; Muh Khairul Wajedi Imami
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 1 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijplc.v3i1.37

Abstract

The current research is a systematic literature review examining the impact of project-based learning (PBL) on kindergarten students’ motoric development. The review focuses on the types of projects implemented, targeted motoric aspects, and methodological characteristics of previous studies. An initial search was conducted across three databases—Scopus, ERIC, and Google Scholar—and the selected studies were screened using the PRISMA protocol to ensure validity and relevance. Following the selection process, 30 publications were included for analysis. The findings show that research on this topic first emerged in 2015, with the highest number of publications occurring in 2024 (11 studies), involving a total of 548 kindergarten students. Collage-making was the most frequently implemented project, followed by sewing and origami activities. Most studies emphasized fine motor development, particularly hand–eye coordination, cutting, folding, pasting, grasping, writing, and drawing skills. Quantitative quasi-experimental designs were predominantly employed. Overall, the findings indicate a significant positive impact of PBL on kindergarten students’ motoric development, contributing valuable insights for early childhood education practice and research.
The Impact of Student Engagement on Perceived Academic Achievement among Students in China Chen Shuxuan; Nor Hasnida Md-Ghazali; Muh Khairul Wajedi Imami
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 3 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The purpose of this research is to examine the impact of students' engagement, namely cognitive, emotional and behavioural engagement, on students' academic achievement in China. A quantitative cross-sectional survey was employed on 257 university students in China. Descriptive analysis was used to analyse the level of students' engagement, and multiple regression analysis was used to examine the specific impact of students' engagement on students' academic achievement. The result revealed that behavioural engagement recorded the highest mean score (M = 4.24, SD = 0.607), followed closely by emotional engagement (M = 4.22, SD = 0.591) and cognitive engagement (M = 4.22, SD = 0.579). In terms of the impact, behavioural engagement was a significant positive predictor (β = 0.337, p < .001), indicating that higher levels of behavioural engagement are associated with higher perceived academic achievement. Emotional engagement was also a significant predictor (β = 0.154, p = .026), although its effect was weaker compared to the other variables. Cognitive engagement emerged as the strongest predictor (β = 0.339, p < .001), suggesting that students who are more cognitively engaged tend to report higher levels of academic achievement. As cognitive engagement was found to be the most significant predictor, pedagogical practice is recommended to emphasise more designing tasks requiring deep learning strategies and the comprehension of complex ideas in order to support students' academic achievement in China.
Co-Authors Anisaturrahmi Anisaturrahmi Anisaturrahmi Anisaturrahmi Chen Shuxuan MOHD SYAUBARI OTHMAN Mutia Sari Nor Hasnida Md-Ghazali Rosmiati . Sarah Fazilla