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Review of Multidisciplinary Education, Culture and Pedagogy (ROMEO)
Published by Transpublika Publisher
ISSN : -     EISSN : 28100743     DOI : https://doi.org/10.55047/romeo
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other
ROMEO : REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY is an interdisciplinary publication of original research and writing on education which publishes papers to international audiences of educational researchers. The ROMEO Journal aims to facilitate and promote the inquiry into and dissemination of research results on primary education, secondary education, higher education, teacher education, special education, adult education, non-formal education, and any new development and advancement in the field of education. Furthermore, it also provides a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated values, skills, and knowledge are transmitted from one generation to another; and to make methods and contents of evaluation and research in education available to teachers, administrators and research workers. The journal incorporates a variety of topics, including child development, curriculum, reading comprehension, philosophies of education aeducational approaches, etc The scope of our journal includes: 1. Language and literature education 2. Visual arts, dance, music, and design education 3. Social science education 4. Economics and business education 5. Math and natural science education 6. Vocational and engineering education 7. Sports and health education
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Vol. 4 No. 4 (2025): AUGUST" : 5 Documents clear
Evaluating the Three-Phase Computer Literacy Training Program for Alternative Learning System Students: A Comprehensive Analysis of the Pagpabakud kang Kinaaram Paagi sa Teknolohiya Initiative Española Jr, Alberto M.; Eraga, Maricel A.; Yumen, Maria Odessa Y.; Yumen, Jovie J.
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 4 No. 4 (2025): AUGUST
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v4i4.1863

Abstract

This comprehensive study evaluates the effectiveness and impact of the three-phase "Pagpabakud kang Kinaaram Paagi sa Teknolohiya" (Advancing Knowledge Through Technology) computer literacy training program implemented for Alternative Learning System (ALS) students in the District of Tibiao, Antique, Philippines from 2017 to 2024. The study analyzes three distinct phases of the program, examining their evolution, implementation strategies, and outcomes across different cohorts over a seven-year period. Using a mixed-methods longitudinal approach, this research assessed the program's effectiveness in enhancing digital literacy skills, promoting gender equality awareness, and improving educational outcomes among ALS learners. Data was collected from 205 ALS participants across all three program phases, with evaluation metrics including skill acquisition assessments, participant feedback, and post-training impact analysis. Results demonstrate significant improvements in Microsoft Office proficiency (68-75% improvement rates), computer handling skills (80% improvement), and digital literacy competencies. The program successfully evolved from basic IT skills training to comprehensive digital citizenship education, expanding from 3 Sustainable Development Goals (SDGs) in Phase I to 4 SDGs in Phase III, particularly Quality Education (SDG 4), Gender Equality (SDG 5), and Reduced Inequalities (SDG 10). The study reveals the critical importance of sustained, phase-based approaches to digital literacy education in alternative learning contexts, providing valuable insights for educational policy and program design in developing countries.
The Implementation of the Mind Mapping Model in Teaching Anecdote Text Writing among Grade X Vocational High School Students in the 2024-2025 Academic Year Latifah, Siti Umi
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 4 No. 4 (2025): AUGUST
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v4i4.1945

Abstract

During the 2024-2025 academic year, Grade X of SMK NU Sukagumiwang students showed poor writing performance when composing anecdote texts, mainly due to their lack of interest in writing. To improve this situation, a study implemented the mind mapping model as a teaching strategy to enhance the students' ability to write anecdotes effectively. The study was aimed to assess the impact of the mind mapping model on Grade X students’ anecdote writing skills at SMK NU Sukagumiwang during the 2024–2025 academic year and to examine their level of engagement with this learning approach. This study uses a nonequivalent control group design experimental model. The research population is all grade X students of SMK NU Sukagumiwang Academic Year 2024/2025. The study applied a saturated sampling technique, assigning Class X TKJ with 20 students as the experimental group and Class X TKRO with 20 students as the control group. Research instruments included written tests and observation sheets. Statistical evaluation via the independent samples t-test yielded a t-statistic of 15.962, surpassing the t-table value of 1.686. This outcome confirms that the null hypothesis (H₀) is rejected and the alternative hypothesis (H₁) is accepted. Accordingly, the results demonstrate that the implementation of the mind mapping model effectively supports the development of anecdote writing skills among grade X students. As such, it is proven that the application of the mind mapping model can increase student activeness in the learning process of anecdote texts for grade X students of SMK NU Sukagumiwang Academic Year 2024/2025.
Analysis of the Quality of Tryout Questions in the Marketing Education Program Based on Pedagogical Content Knowledge for UKPPPG Readiness Hidayat, Rachmad; Rahayu, Wening Patmi
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 4 No. 4 (2025): AUGUST
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v4i4.1996

Abstract

A fundamental issue in the educational ecosystem is the assessment of learning outcomes. In preparing teachers for the Teacher Professional Education Competency Test (UKPPPG), tryout tests serve as strategic instruments. For the Marketing Education Program, these test items must reflect required pedagogical and professional competencies, particularly Pedagogical Content Knowledge (PCK), which integrates content mastery with teaching strategies. This study aims to analyze the quality of tryout test items based on PCK in preparing Marketing Education Program teachers for the UKPPPG. Using a quantitative-descriptive approach with 108 participants (36 male; 72 female), data were analyzed with SPSS 31, focusing on item validity (point-biserial correlation), reliability (Cronbach's α), discrimination index (D), difficulty level (p), and distractor effectiveness. Results indicate sufficient reliability (α = 0.760), though item quality varied: some items were valid, marginal, or invalid—particularly weak in early indicators. Discrimination indices were mostly "fair," with several items rated "good" (D ≥ 0.40) suitable for retention, while "poor" items (D < 0.20) require revision or replacement. The difficulty distribution was unbalanced for summative testing (easy 34%, medium 37%, difficult 29%), suggesting dominance of easy items that reduce discrimination. Distractor analysis revealed an average of 2–3 functioning distractors per item (66%), though some were implausible and required revision. The implications highlight the need for systematic selection and revision of items (stem, key, and distractors), rebalancing difficulty levels, and repeated pilot testing to ensure the instrument achieves higher validity, reliability, and representativeness of PCK-based teacher competencies in 21st-century marketing education.
Critical Analysis of the Implementation of Academic Ability Tests (TKA) in Vocational Secondary Schools: A Descriptive-Analytical Literature Review of the Impact of Permendikdasmen No. 9 of 2025 Hertanto, Yudhi; Miranti, Ira
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 4 No. 4 (2025): AUGUST
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v4i4.2041

Abstract

Ministry of Primary and Secondary Education Regulation No. 9 of 2025 introduces the Academic Ability Test (TKA) as a standard evaluation instrument. Its implementation in Vocational High Schools (SMK), which focus on practical competencies and work readiness, raises the potential for conflict. This study aims to analyse the potential impact and challenges of implementing the TKA in SMKs and its implications for vocational pedagogy. The research method used a descriptive-analytical qualitative approach with a literature review. A policy implementation diagnostic framework and a conflict-ambiguity typology model were used to assess the compatibility between the TKA and the objectives of vocational education. The results of the analysis shed light that there is a dissonance between the academic focus of TKA and the competency-based philosophy of SMK. Implementation challenges are predicted to be systemic, including obstacles related to policy standards, resource availability, and implementer disposition. In addition, at the school level, covert resistance and strategic adaptation to protect the identity of vocational pedagogy are likely to emerge. This policy is categorised as ‘Political Implementation,’ where formal compliance may occur, but actual practice in the field adapts to the needs and characteristics of vocational schools. It can therefore be concluded that the application of standard academic evaluation in vocational schools risks weakening vocational pedagogy and may compromise the core mission of vocational education.
Internalization of Honesty as a Christian Ethical Value among Christian Students Kawatu, Lionel; Sumakul, Aprilia; Koda, Anjelina; Bawukes, Yehezkiel
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 4 No. 4 (2025): AUGUST
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v4i4.2071

Abstract

This research examines the internalization of honesty as a Christian ethical value among Christian students through a literature study approach. The phenomenon of declining academic integrity in higher education highlights an urgent need for character formation grounded in honesty values, particularly within Christian higher education contexts. The purpose of this research is to describe the concept of honesty in Christian ethics perspective, elaborate the process of honesty value internalization, and identify supporting and hindering factors. The method used is qualitative literature study with content analysis on academic sources from the 2020-2025 period. The study results show that honesty in Christian ethics is not merely moral behavior, but a reflection of character formed through relationship with Christ. The internalization process involves cognitive, affective, and behavioral stages that are strengthened by personal spirituality, contextual religious education, and supportive social environment. However, challenges such as normalization of academic cheating, achievement pressure, and digital culture become major obstacles. This research recommends an integrative model involving family, campus, church, and spiritual community in Christian student character formation. The implications of this research for higher education practice include developing integrative character education curriculum, strengthening lecturers’ role as moral mentors, forming a learning ecosystem that supports honesty value internalization, and multi-stakeholder collaboration in student character formation.

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