Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal IJoLE: International Journal of Language Education Journal of Pedagogy and Education Science
Deni Hadiana
National Research and Innovation Agency
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Students’ Literacy Skills and Quality of Textbooks in Indonesian Elementary Schools E. Oos M. Anwas; Anggi Afriansyah; Khofifa Najma Iftitah; Winci Firdaus; Yuni Sugiarti; Evi Supandi; Deni Hadiana
International Journal of Language Education Vol. 6, No. 3, 2022
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v6i3.32756

Abstract

Purpose of the study:  to find out: 1) basic literacy skills (ability to read, write and count) elementary school early grades students; (2) quality of textbooks in aspects of content, presentation, language, and graphic design; and (3) The significance of the relationship between the quality of textbooks and students' basic literacy skills.Methodology: This research uses a quantitative approach with a survey method. It was conducted in eight provinces in Indonesia. The sampling technique used stratified random sampling, 805 teachers. Data collection used a questionnaire for elementary school teachers who teach in low grades. The data analysis used descriptive statistics and correlation analysis.Main Findings: It was found that there are still relatively many early grades elementary school students who are not fluent in reading, writing, and arithmetic. These students' basic literacy skills have a significant and positive relationship with the quality of textbooks in the aspects of substance, presentation, language, and graphic design.Applications of this study: To improve basic literacy skills (reading, writing, and arithmetic) in early grades elementary school students, it is also necessary to improve the quality of textbooks in the aspects of substance/Content, presentation, language, and graphic design.Novelty/Originality of this study: It was found that there is a significant and positive relationship between basic literacy skills (reading, writing, and arithmetic) of early grades elementary school students and the quality of the textbooks they used both in terms of substance/Content, presentation, language, and graphic design.
Student Agency in Schools: A Systematic Review of Its Measurement and Operationalization in the Era of AI-Mediated Learning Novi Sylvia; A. Ahman; Syamsu Yusuf; Deni Hadiana
Journal of Pedagogy and Education Science Vol 5 No 02 (2026): Article in Press - Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001968

Abstract

This systematic review examines how student agency has been defined, operationalized, and measured across primary, secondary, and higher education. Using a structured search strategy across major academic databases, 45 empirical and conceptual studies were analysed through thematic synthesis. The findings indicate that student agency is predominantly conceptualized as a multidimensional construct encompassing personal, relational, and contextual resources. Measurement practices are largely grounded in social-cognitive traditions, emphasizing self-efficacy, motivation, self-regulation, and proactive engagement within domain-specific instructional contexts. While these approaches have strengthened the empirical measurement of agency, they tend to capture it primarily as a situational learning-related capacity. In learning environments increasingly shaped by digital and AI-mediated processes, this focus leaves learners’ intentionality, autonomy, and responsibility only partially examined. Emotional, relational, and structural dimensions of agency also remain underrepresented. The review highlights the need for integrated frameworks that combine instructional, assessment, and school-based counselling perspectives to support student agency as both a learning-related and psychological capacity in contemporary educational contexts. The review highlights the need for integrated approaches that combine instructional, assessment, and school-based counselling perspectives. Such integration is essential for advancing measurement frameworks and interventions that support student agency as both a learning-related and psychological capacity in contemporary educational contexts.
Co-Authors A. Ahman Anggi Afriansyah E. Oos M. Anwas Evi Supandi Khofifa Najma Iftitah Novi Sylvia Syamsu Yusuf Winci Firdaus Yuni Sugiarti