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Dwi Sulisworo
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Journal of Pedagogy and Education Science
Published by Indonesian Institute of Science and Technology Research
ISSN : 29625777     EISSN : 29621763     DOI : https://doi.org/10.56741/jpes
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Journal of Pedagogy and Education Science is an international peer-reviewed journal publishing original and high-quality papers in many areas of education. As an academic exchange media, scientists and researchers can know the up-to-date trends and seek valuable sources. The subject areas include, but are not limited to the following fields: Educational Philosophy, Educational Theory, Educational Policy, Pedagogy, Educational Administration or Management, Curriculum and Instruction, Teacher Training, Distance Education, Vocational Education, Educational Psychology, Educational Technology, Special Education, Childhood Education, Elementary Education, Secondary Education, Higher Education, Language Education, Testing and Evaluation.
Arjuna Subject : Umum - Umum
Articles 101 Documents
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Effectiveness of Inquiry and Evidence-based Pedagogies on Achievement, Retention, and 21st-Century Skills of Marketing Students in Nigeria Ekahe Abanyam, Friday; Atah Abanyam, Victor; Ngozi Ibelegbu, Anthonia; Okosun Odozua, Loveth
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): 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.001091

Abstract

In today's professional world, mastering both 21st-century skills and technical expertise is crucial for career success. Therefore, educators, especially in Digital Marketing, are urged to adopt progressive teaching methods to facilitate skill acquisition among students. With this goal in mind, we examined the impact of inquiry and evidence-based teaching on academic achievement, retention rates, and the development of 21st-century competencies in marketing students. Using the Solomon Four design, we divided 260 students into four intact classes and conducted pre-test and post-test evaluations. Statistical analyses employing MANOVA and ANCOVA revealed significant improvements in academic achievement, retention rates, and the cultivation of 21st-century competencies among students in the experimental groups compared to those in the control groups. The findings demonstrated substantial advancements in academic knowledge retention and the acquisition of 21st-century competencies among students in the experimental groups, particularly through inquiry and evidence-based pedagogies, which outperformed traditional lecture-based approaches. While differences between the inquiry and evidence-based cohorts were minimal, both significantly surpassed the performance of lecture-based instruction. Moreover, both inquiry and evidence-based approaches facilitated the development of critical, analytical, innovative, and collaborative skills among students. Notably, male students made greater progress in critical and analytical thinking, while females showed slightly stronger collaborative abilities. In conclusion, this study emphasized innovative pedagogies for effectiveness in boosting academic performance, retention, and 21st-century skills among marketing students. Gender and age minimally impact outcomes, emphasizing the superiority of inquiry and evidence-based methods over traditional lecture-based instruction in marketing education.
Embracing Digital Tools: Understanding Teachers' Attitudes on ICT Integration in Classroom Learning Charisma, Dila; Winarto, Eline Rozaliya; Raman, Arumugam; Sirniawati; Jahni, Intan
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): 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.001015

Abstract

This qualitative research analyses the determinants that influence the attitudes of teachers toward integrating Information and Communication Technology (ICT) in teaching-learning. Based on the observation that teacher perception is the success factor of technology enhanced learning, this research would like to identify main drivers and barriers influencing ICT adoption. This study used qualitative methods to gather data, done through semi structured interviews and observing classrooms with 38 teachers of various subjects in different grade levels at a state junior high school in Indonesia and analysed the results thematically relating patterns and connections. Results show that teacher intentions to integrate ICT are affected by three main factors: usefulness, ease of use of digital resources and training in being able to make effective use of such resources, along with support at an infrastructural level. Teachers who attended in-service training and were supported by the institution as they integrated ICT became more self-assured and able to incorporate ICT tools that made it possible for them to be successful teachers. In contrast, obstacles including lack of infrastructure, time limitations and the absence of administrative support were identified as obstacles to successful implementation. The study concludes that enhancing teachers’ positive attitudes toward ICT requires targeted professional development programs, supportive leadership, and equitable resource distribution. These findings have practical implications for schools, teacher education institutions, and policymakers committed to fostering inclusive and sustainable ICT integration within the education system.
Implementation of Vocational High School as a Center of Excellence through Digital Products to Develop Islamic Boarding School-Based Entrepreneurship Shofiana, Dwi Erma; Imron; Tohirin, M.
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): 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.001110

Abstract

The rapid development of the digital era demands that vocational schools not only prepare graduates with technical skills but also foster creative, character-based, and competitive entrepreneurial competencies, especially in Islamic boarding school–based institutions. This research aims to determine the implementation, forms of activities, and role of implementing SMK centers of excellence through creative economy digital products to improve Islamic boarding school-based entrepreneurial competencies. The subject of this research is Syubbanul Wathon Vocational School, Magelang. This research method uses qualitative descriptives. Qualitative research data collection instruments include observation, interviews, and documentation. Data analysis was carried out through data collection, data reduction, data presentation, and verification or drawing conclusions. A credibility test with triangulation was used to check the validity of the qualitative data in this study. The research results show that the implementation of the Center for Excellence Vocational School program was successful through integrating Islamic boarding school values with the development of creative economy-based digital products. Main activities include technical and non-technical training, such as graphic design, social media management, application development, and digital marketing. The implementation of this program plays a significant role in forming graduates who have competitive, creative, and characterful entrepreneurial competencies. This research contributes to providing a model for strengthening entrepreneurship in vocational schools by combining pesantren values and digital creative economy development. Therefore, it is recommended that similar vocational schools adopt this integrative approach to enhance graduates’ readiness in facing the digital economy era.
Transformation of Religious Moderation Values through Digital Practices in the Character Building of Generation Z Teacher Candidates Hilhamsyah; Hartanto, Dody; Saputra, Wahyu Nanda Eka; Alfianti, Nadila; Hanipah, Mia; Alimah, Shofi Roudhotul
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): 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.001120

Abstract

The transformation of religious moderation values in education depends on conventional approaches and requires effective utilization of digital media, especially in shaping the character of Generation Z teacher candidates. This study aims to reflect on the understanding, experiences, and strategies of Generation Z teacher candidates in internalizing and spreading the values of religious moderation through digital practices amid the disruption era. Using a qualitative approach, data were collected through in-depth interviews based on open-ended instruments covering conceptual, pedagogical, and digital aspects. The results showed that Generation Z teacher candidates are highly aware of the importance of moderate attitudes in religion, especially in the context of the teaching profession as an agent of tolerance and peace. They actively utilize digital platforms such as social media and short videos to convey inclusive religious messages. However, they also face challenges such as polarization of opinions, negative responses, and a lack of curriculum and training that integrates digital competencies with moderation values. This research recommends strengthening university curricula by integrating religious moderation-based character education with developing contextualized and applicable digital competencies. Technology, in this case, plays a strategic role in shaping the character of future teachers who are inclusive, adaptive, and moderate.
Integrating Deep Learning Approaches to Strengthen Students’ Religious Moderation and Character Formation Lindriany, Julita; Suyatno; Hartanto, Dody; Putri, Maritza Dita Fiorenza APrilia; Putri, Phasa Amalia Arzetty
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): 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.001137

Abstract

Technological advances in the digital era present both challenges and opportunities in the world of education, especially in efforts to instill religious moderation values in the younger generation. This study aims to analyze how deep learning technology can be integrated into religious education to form a generation with character and tolerance. The method used is a literature review, by collecting and analyzing literature from various academic sources such as journals, books, and research reports relevant to the topics of deep learning, education, and religious moderation. The analysis is done thematically to identify patterns of deep learning utilization in filtering extreme content, providing contextual learning materials, and supporting personalization of religious learning. The results show that deep learning has the potential to be a strategic tool in developing an inclusive and adaptive religious education curriculum. This research recommends the need for collaboration between educators, technology developers, and policy makers in designing technology-based education that remains rooted in moderate values.
Education for Sustainable Development: The Bekarang Tradition as an Educational Tool for Teaching Biology Agusta, Erie; Apriana
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): 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.001315

Abstract

The Bekarang tradition, a communal fishing practice in South Sumatra, reflects sustainable river management but faces threats from modernization. Preserving it through education requires aligning its cultural meaning with learning contexts. This qualitative study examines the significance of Bekarang and its potential integration into Biology education through interviews with cultural and pedagogical experts, as well as a literature review. Thematic analysis identified key themes for contextualizing Biology learning, followed by interpreting indigenous science through socio-scientific issues. Findings reveal that the Bekarang embodies a blue economy philosophy, addressing SDGs by fostering cooperation, responsibility, and environmental stewardship. It aligns with Biology topics like ecosystem, conservation, and biodiversity, and suits pedagogical models. This study highlights the Bekarang’s value as an educational tool for culturally rooted and sustainable science learning.
Bibliometric Analysis: Research Trends on Deliberative Models in Learning Approaches in the Digital Era Muhkam, Mirwan Fikri; Rahmat; Abdulkarim, Aim; Komalasari, Kokom
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): 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.001321

Abstract

This study aims to examine the development and trends of research related to deliberative models in learning approaches in the digital era. Research data were obtained using the Publish or Perish 8 application by taking references from journals indexed by Google Scholar. A total of 1000 articles relevant to the keywords "deliberative model" AND "digital era" from 2018 to 2025 were successfully collected. The data was then analyzed and visualized using the VOSviewer application. The results provide insight into the development of deliberative model research in the digital technology era. Bibliometric analysis reveals research trends from year to year, the main contribution of the number of citations, and the development of key concepts in the literature. The results of this study can provide a foundation for future research to understand better the deliberative model in the education approach in the digital technology era.
The Contribution of Learning Motivation and Learning Styles to Numeracy Literacy Skills: A Regression-Based Study Susetyawati, M.M. Endang; Warniasih, Kristina; Ernawati, Ika
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): 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.001352

Abstract

This study aims to examine the effect of learning motivation and learning styles on the numeracy literacy skills of grade 7 at SMP Negeri 2 Kasihan. The research employed a quantitative approach with an ex post facto design. The sample consisted of 120 students selected purposively, and the study was conducted from February to May 2025. The research instruments included a learning motivation questionnaire, a learning style questionnaire, and a numeracy literacy test, all of which underwent construction, expert validation, and pilot testing. Most of the items were found to be valid and reliable, except for several items in the numeracy literacy test that were eliminated. The data were analyzed using descriptive statistics to obtain the maximum, minimum, total, and mean scores for each variable. The prerequisite tests included normality, multicollinearity, heteroscedasticity, and linearity, all of which indicated that the data met the assumptions for regression analysis. The results of multiple linear regression analysis revealed that learning motivation and learning styles simultaneously had a significant effect on numeracy literacy skills (sig. 0.000 < 0.05). However, partially, neither learning motivation nor learning styles showed a significant effect. The coefficient of determination (R²) of 0.276 indicates that the two independent variables explained 27.6% of the variance in students’ numeracy literacy skills, while the remaining variance was influenced by other factors beyond this study.
Visionary Leadership in Islamic Education: Transforming Practices and Enhancing Educational Governance Manaf, Sofwan; Novita, Mona; Rokimin; At Thaariq, Zahid Zufar
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): 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.001287

Abstract

This study aims to explore the crucial role of visionary leadership in transforming educational practices within Islamic educational institutions. The research employed a qualitative method, incorporating a literature review and secondary data analysis, which began with a review of relevant journals on leadership in Islamic education. The author collected and analyzed several articles related to visionary leadership, educational governance, and the challenges faced by Islamic educational institutions in the era of globalization. The findings indicate that visionary leadership plays a central role in integrating traditional Islamic values with modern innovations, significantly enhancing educational quality, fostering community engagement, and ensuring the sustainability of Islamic educational institutions. This leadership also supports effective change management, the application of technological innovations, and the development of leadership models based on ethical principles and Islamic teachings. Furthermore, the internal and external challenges faced by leaders require adaptability, innovation, and strategic resource management to maintain the relevance of institutions in an increasingly interconnected world. This study implies that the effective implementation of visionary leadership, supported by key factors such as institutional image-building, relevant curriculum development, and strategic management practices, is essential for improving the effectiveness and sustainability of Islamic education.
Reflective Training and Its Impact on Developing Professional Competencies of Pre-Service Teachers in Morocco’s Regional Centres for Education and Training Professions Agouzoul, El Mehdi; El Hammouchi, Abdelaziz; Faik, Toufik
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): 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.001346

Abstract

This study examines the pedagogical design of the Regional Centres for Education and Training Professions (RCETP), focusing on three training dimensions: functional knowledge, professional competence, and reflective practice. In this study, particular attention is devoted to the reflective dimension because it provides an essential entry point for addressing conceptual and methodological challenges in pre-service teacher educational training. This research adopts a qualitative approach based on participatory observation of training sessions and activities within selected RCETP programs in different regional centres in Morocco. This method offers direct insight into the daily dynamics of teacher preparation and the ways reflective practice is woven into training processes. Drawing on a competency-based framework, the analysis explores how training modules encourage trainee teachers to develop reflective professional skills that move beyond routine classroom practice. These skills enable future teachers to examine their teaching critically, conduct interventional educational research, and design context-sensitive pedagogical materials and resources. Findings indicate that integrating the reflective dimension within training modules strengthens the relationship between theoretical knowledge and practical application. It fosters critical thinking, professional autonomy, and the ability to generate innovative solutions to classroom challenges. The study concludes that prioritizing reflective practice enhances the holistic development of teacher professionalism and supports the continuous improvement of pre-service teacher education in Morocco.

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