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THE BIBLICAL PERSPECTIVE ON THE ROLES OF FATHERS IN CHILDREN’S UPBRINGING Moses Adeleke Adeoye
Religio Education Vol 2, No 2 (2022): Religio Education
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/re.v2i2.50921

The study is a conceptual investigation of the biblical ideas that address and support the fatherly role in children’s upbringing both spiritual development and at-home training. The information was acquired using a biblical lexicon, commentaries, the internet, journals and other sources that discuss at-home instruction on children's spiritual development. The primary claim of responsibility for children’s upbringing belongs to the parents. The father’s involvement has huge implications on their children in terms of cognitive, social and emotional developmental abilities and a decrease in negative behavioural outcomes. The study exposed the fathers to the reputation of raising their children in the way of the Lord. It was deduced that God holds parents responsible for the teaching and upbringing of their children. The father-child relationship quality plays an active role in organizing family life and also strengthens the relationship with the children’s upbringing. It was recommended that Christian fathers should be educated about their role and responsibilities in children’s upbringing, live an exemplary life for their children and disengage from using abusive words or curses on their children.

Innovative Approaches to Survey Research and Document Analysis in Contemporary Social Research Moses Adeleke Adeoye
Andragogi: Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 1 (2026): Pendidikan dan Pembelajaran
Publisher : Universitas KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/adrg.v6i1.3078

Contemporary social research increasingly relies on survey research and document analysis, yet these methods face growing challenges arising from digitalisation, cultural diversity, data proliferation, and heightened ethical concerns. Traditional methodological frameworks, originally developed for more stable and homogeneous research contexts, are often ill-equipped to address issues such as declining response rates, interpretive bias, digital exclusion, and the epistemic implications of automated data processing. The purpose of this research is to critically examine survey research and document analysis in contemporary social research and to contribute conceptually to their methodological adaptation and innovation. Rather than generating original empirical data, the research adopts a conceptual and methodological research design grounded in critical-interpretive analysis. It draws on systematic critical engagement with existing methodological, theoretical, and interdisciplinary literature, employing conceptual synthesis and methodological critique as its primary analytical strategies. The findings reveal that many limitations associated with survey research and document analysis stem not only from technical constraints but from underlying epistemological assumptions embedded in standardisation, neutrality, and scale. The analysis further identifies emerging methodological innovations, such as adaptive survey design, AI-assisted document analysis, and reflexive ethical frameworks, as promising but requiring careful governance and contextual sensitivity. The research concludes that methodological renewal in social research must move beyond technical optimisation toward reflexive, inclusive, and ethically grounded approaches. By offering a structured conceptual framework and practical methodological guidance, this research advances methodological discourse and supports researchers in adapting established methods to complex contemporary research environments.

Fostering Assessment Literacy: Enhancing Teaching and Learning in Modern Education Systems Oyeronke Christiana Paramole; Moses Adeleke Adeoye; Yejide Adepeju Ibkunle
PAEDAGOGIA Vol 28, No 2 (2025): PAEDAGOGIA Jilid 28 No 2 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i2.102179

Assessment literacy is a critical yet underdeveloped component of teacher competency in many educational systems. In Kwara State, Nigeria, educators face persistent challenges in designing and implementing assessments that effectively support student learning. This study investigates the assessment literacy of public secondary school educators, focusing on their understanding of key assessment principles, the strategies they employ, and the relationship between their assessment practices and student academic achievement. A mixed-methods approach was adopted, combining quantitative surveys with semi-structured interviews. Data were collected from 232 educators, with 205 valid responses (88.3% response rate), and complemented by NECO examination performance data. Descriptive statistics and regression analysis were used to evaluate assessment literacy levels and their correlation with student outcomes, while thematic analysis of qualitative interviews provided contextual insights. Findings revealed that while educators showed moderate understanding of assessment concepts, significant gaps remain in aligning assessments with learning objectives and adapting them for diverse learners. A positive correlation (R = 0.85, p < 0.001) was found between educators’ assessment literacy scores and student achievement, underscoring the impact of assessment practices on academic performance. Interview data further revealed a need for ongoing training, especially in differentiated and formative assessment techniques. The study concludes that enhancing educators’ assessment literacy is vital to improving student outcomes. It recommends that policymakers, teacher training institutions, and educational leaders implement structured, ongoing professional development programs. Such interventions should focus on building practical assessment competencies that can be adapted across diverse educational settings to drive systemic improvement.

Reframing Instructional Paradigms for Generation Alpha: From Teacher-Centered to Student-Centered Pedagogy Febby Rizka Tamami; Aminatur Rosyidah; Moses Adeleke Adeoye
Indonesian Journal of Progressive Pedagogy Vol. 2 No. 2 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/ijpp.v2i2.1280

The ongoing debate between student-centered and teacher-centered pedagogy highlights the need for evidence-based integration suited to Generation Alpha learners. This study aims to examine how student-centered, teacher-centered, and integrative instructional models influence engagement, conceptual clarity, and critical thinking skills. Using a qualitative multi-method design, data were collected over eight weeks from teachers, students, and school leaders through structured classroom observations, semi-structured interviews, and analysis of documented learning artifacts. The findings show that student-centered pedagogy increased voluntary participation, multidirectional interaction, and digital enthusiasm; teacher-centered instruction enhanced structured conceptual understanding through systematic sequencing and summarization; and the integrative model produced documented evidence of analytical reasoning, comparative evaluation, and evidence-based argumentation in student outputs. The study contributes an integrative pedagogical framework that bridges instructional paradigms. It recommends balancing structured guidance with collaborative inquiry and digital integration to optimize engagement, clarity, and the development of higher-order thinking.

The Future of Alternative Treatment for Substance Abusers among Secondary School Students Moses Adeleke Adeoye; Windari Sabela
Suluh: Jurnal Bimbingan dan Konseling Vol. 11 No. 1 (2025): Suluh : Jurnal Bimbingan dan Konseling
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/suluh.v11i1.10614

Background: Substance abuse among secondary school students is a growing concern, and conventional treatment methods such as counselling, rehabilitation, and support groups have shown limited success due to stigma, restricted access to treatment facilities, and high relapse rates. These shortcomings highlight the urgent need to explore innovative and holistic interventions tailored to adolescents’ unique developmental needs. Aim: The purpose of this research is to examine the effectiveness and future potential of alternative treatments—including mindfulness-based interventions, art therapy, and outdoor experiential programs—in addressing substance abuse among secondary school students. Method: This study adopted a qualitative research design that combined a literature review, expert interviews, case studies, and analysis of institutional programs. Data were examined thematically, focusing on patterns of treatment outcomes, barriers to implementation, and the role of school and community environments in supporting recovery. Results and Discussion: The findings reveal that mindfulness-based interventions enhance emotional regulation, reduce stress, and lower substance use tendencies; art therapy facilitates self-expression, identity formation, and coping mechanisms; and outdoor experiential programs foster resilience, teamwork, and problem-solving skills. These approaches not only mitigate the limitations of traditional methods but also provide personalised, non-stigmatising, and engaging support mechanisms for adolescents. Effective adoption requires systemic integration into school curricula, professional training for staff, and collaboration among educators, mental health practitioners, and community stakeholders. Conclusion: The study concludes that the future of alternative treatment for secondary school students struggling with substance abuse lies in the integration of evidence-based alternative therapies alongside traditional interventions. By addressing stigma and accessibility barriers while promoting holistic well-being, schools can create supportive environments that empower students to recover from substance abuse and achieve both academic and personal growth.

Developing PjBL-Based Google Sites Teaching Materials for Advertising, Slogans, and Posters to Enhance Students’ Conceptual Understanding and Creativity Ayu Asih Sulistiyorini; Tri Suminar; Amin Yusuf; Moses Adeleke Adeoye
Journal of Nonformal Education Vol. 12 No. 2 (2026): Community Education, Adult Education and Community Empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v12i2.44970

The Merdeka Curriculum is an educational innovation that provides flexibility for schools and teachers to develop learning that is relevant to students' needs. However, the implementation of the Merdeka Curriculum in SKB Semarang Regency faces the challenge of students' low understanding of concepts and creativity, especially in advertising materials, slogans and posters. To overcome this problem, this research aims to develop teaching-based materials Google Sites with models Project-Based Learning (PjBL) which is effective in increasing students' conceptual understanding and creativity. This research uses research and development methods (Research and Development) with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. Data collection was carried out through interviews, questionnaires and observations. This research shows that teaching materials are based Google Sites developed meets the criteria of validity, practicality and effectiveness. Expert validation gave an average score of 90.83%, which indicates that this teaching material is very suitable for use. Statistical tests showed a significant increase in students' conceptual understanding and creativity, with the average posttest score for the experimental class being higher than the control class. Based teaching materials Google Sites This not only improves understanding of concepts, but also encourages active involvement of students through creative projects that are relevant to the real world. Application of based technology Google Sites allows more flexible learning, especially for students with limited time, such as student workers in the package pursuit program. The novelty of this research lies in the integration of the model Project-Based Learning with Google Sites which is designed to improve interactive learning in the context of the Independent Curriculum. This approach supports the development of students' creativity through project exploration that is contextual and based on real needs. This research is an important reference for the development of digital teaching materials at various levels of education. Use of technology Google Sites not only provides flexibility in learning access, but also encourages learning that is more interactive, creative, and in accordance with the principles of the Independent Curriculum. Thus, teaching materials are based Google Sites which was developed into an innovative solution to improve the quality of learning

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