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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 107 Documents
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Evaluating the Effectiveness of Backward Design in Enhancing Formative Assessment Practices Mousa, Mojahed
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): 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.001354

Abstract

The research investigates backward design implementation in formative assessment practices to determine its effects on instructional effectiveness, student engagement, and curriculum coherence. It employed a mixed-methods design to gather data from 26 in-service teachers who specialized in STEM and English as a Foreign Language at public, private, and UNRWA schools in Palestine. The research used a combination of structured questionnaires and follow-up interviews to obtain both quantitative and qualitative data. Results showed that teachers acknowledge backward design benefits, which include better student comprehension and improved assessment-objective alignment and student motivation, yet they faced implementation difficulties. Teachers indicated that backward design planning led to increased student participation, better critical thinking abilities, and stronger student ownership of their learning. The participants suggested three modifications to backward design, which included adaptable templates, lighter curriculum requirements, and student reflection integration. The research indicates backward design shows potential to improve formative assessment, but its successful implementation needs specific professional development and contextual modifications. It also demonstrates backward design's value for teaching and learning, yet emphasizes the necessity of combining it with conventional curriculum methods in various educational contexts.
Users’ Perceptions of Contextualized Reading Materials in Enhancing Reading Comprehension Benosa, Maria May A.; Gaza, Joy
Journal of Pedagogy and Education Science Vol 5 No 01 (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.001107

Abstract

This study aimed to document the research-based reading interventions and innovations in improving reading competencies among Junior High School Students between 2013 and 2019. Specifically, it sought to answer the following objectives: describe the students’ perception of contextualized reading materials, and design a school-based policy to optimize the utilization of the Research-based interventions. This study used a descriptive research design and a mixed method to discuss and answer the objectives of this research. The respondents comprised one teacher who implemented the reading interventions and 15 students who utilized the interventions. Based on the study's results, the archived reading interventions focus on improving students' reading comprehension and English proficiency. Many studies conducted between 2013 and 2019 were designed to address the learners' needs. Each intervention proposed different strategies that could solve the timely concerns about reading. However, only the contextualization of reading materials was realized. It has proven effective and significantly improved reading comprehension since it was frequently utilized. The study showed a high level of engagement among the students with the contextualized reading materials and found them helpful in understanding them. Nevertheless, there were still competencies unsuitable for the student’s level. They find it difficult, and sometimes it is hard to understand.  Some competencies are not appropriate for the grade level they are and need to provide alternative reading materials instead. Therefore, it is recommended that language teachers revise the reading materials based on the students' interests and level of appropriateness to improve reading comprehension, fill the students’ learning gap, and provide different levels of support and scaffolding to meet the needs of diverse learners. These results served as the basis for crafting the school-based policy on utilizing the reading interventions.
Microlearning on TikTok: Developing Creativity and Communication for Vocational Students Daniswara, Atadila Berliani; Budianto, Aris; Prakisya, Nurcahya Pradana Taufik
Journal of Pedagogy and Education Science Vol 5 No 01 (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.001127

Abstract

Non-technical skills (soft skills), such as creativity and oral communication, have become increasingly important for Vocational High School graduates in the Industry 4.0 era; however, their systematic integration into the curriculum remains limited. This study aimed to develop and examine the feasibility and preliminary effectiveness of a TikTok-based microlearning platform to support the development of vocational students’ soft skills. The study employed a research and development approach using the ADDIE model and involved 32 vocational students in Boyolali, Central Java, Indonesia. Data were collected through expert validation, student response questionnaires, and a pretest–posttest design. Expert validation indicated that the developed media met high feasibility criteria, with an average score of 88% from media and material experts. Student responses suggested a positive level of acceptance, with an average score of 83.6%. The pretest–posttest results showed modest increases in average scores for creativity (2.44 points) and oral communication (8.12 points). These findings suggest that TikTok-based microlearning has potential as a supportive and engaging tool for facilitating the development of vocational students’ soft skills, although further studies with larger samples and comparative designs are recommended to confirm its effectiveness.
Analysis of Constraints, Perceptions, and Determining Factors for Success in Implementing the Merdeka Belajar Curriculum in Indonesia: A Case Study at Muhammadiyah Kasihan Bantul Middle School, Special Region of Yogyakarta Sukmayadi, Trisna; Sumaryati; Tarmuji, Ali
Journal of Pedagogy and Education Science Vol 5 No 01 (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.001170

Abstract

This research aims to analyze the obstacles, perceptions, and success factors in implementing the Merdeka Belajar Curriculum at Muhammadiyah Kasihan Middle School. The method is a descriptive qualitative approach, utilizing in-depth interviews with Pancasila and Civic Education (Pendidikan Pancasial dan Kewarganegaraan or PPKn) teachers at various levels. The results showed that the main obstacles lie in understanding the new curriculum, limited references, and a lack of relevant training. Nevertheless, teachers' perceptions of curriculum change tend to be positive when supported by adequate training and sufficient resources. The implications of this study demonstrate the importance of strengthening teacher capacity as well as providing systematic support to make curriculum implementation work more effectively.
Diffrentiated Learning to Improve Student Competencies Iim; Suparman; Maryani, Ika; Lindriany, Julita
Journal of Pedagogy and Education Science Vol 5 No 01 (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.001177

Abstract

Differentiated learning is an instructional approach that customizes learning processes, content, and products according to students' diverse needs, interests, and readiness levels. This approach has emerged as a critical strategy for addressing classroom diversity and optimizing both academic and non-academic competencies. Despite growing interest, a systematic understanding of how differentiated learning enhances student competencies across varied educational contexts remains limited. This study employed a systematic literature review to examine the role of differentiated learning in improving student competencies. A comprehensive search across academic databases identified peer-reviewed articles published between 2015 and 2025. Selected studies underwent thematic analysis to identify implementation patterns, underlying principles, and effectiveness indicators of differentiated learning strategies. The analysis reveals that differentiated learning significantly enhances learning motivation, student engagement, and equitable competency achievement across diverse populations. Three critical success factors emerged: systematic diagnostic assessment to map individual learning needs, teacher flexibility and pedagogical skills in designing adaptive strategies, and robust institutional support for inclusive learning environments. Evidence indicates substantial improvements in both cognitive and affective learning outcomes when differentiation is properly implemented. Effective differentiated learning transcends mere pedagogical technique, requiring continuous professional development, collaborative school culture, and responsive formative assessment practices. The integration of student-centered approaches and ongoing evaluation mechanisms amplifies positive impacts on competency development. However, implementation challenges persist, including time constraints and resource limitations. This study confirms that differentiated learning represents a strategic, evidence-based approach for creating equitable and adaptive learning processes that sustainably improve student competencies across diverse educational settings.
Moderation and Agricultural Education for Cultural Communities in the Era of Technology 5.0 Darwanto, Agus; Mahardika, Elyne Kusuma; Prahmana, Rully Charitas Indra; Susanti, Ani
Journal of Pedagogy and Education Science Vol 5 No 01 (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.001190

Abstract

The rapid evolution of Technology 5.0 has revolutionized agriculture through microcontroller-based sensor systems that provide real-time climate monitoring. However, a persistent gap exists between these technological advancements and the traditional farming practices of culturally rooted communities, such as those in Cilacap Regency, Indonesia, who continue to rely on indigenous knowledge and customary leaders for agricultural decision-making. To address this disconnect, this study introduces the novel Agroclimatic Caping device, designed to harmonize modern agroclimatology technology with local wisdom. The research aims to develop and implement an IoT-based agroclimatic monitoring system using the Research and Development (R&D) method, integrating ESP8266, BME680 sensors, Blynk application, and AI-powered processing. The system delivers real-time data—including humidity, temperature, air pressure, dew point, and gas concentration—directly to farmers’ smartphones and supports decision-making through AI chatbots. This innovation promotes sustainable agricultural productivity while preserving cultural traditions, offering a replicable model for technology adoption in rural communities.
The Effectiveness of Writing Learning with the Storytelling Method Based on Local Folktales to Improve Student Literacy in Junior High School Anwar, Syamsul; Azizah, Aida
Journal of Pedagogy and Education Science Vol 5 No 01 (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.001441

Abstract

This study aims to test the effectiveness of a storytelling method based on local folklore in improving junior high school students' writing literacy skills. The background of this study stems from students' low writing skills due to limited engaging learning methods and the lack of integration of local cultural values into the learning process. This study used a quantitative approach with a quasi-experimental pretest–posttest control group design. The study subjects consisted of two groups: an experimental group taught using a storytelling method based on local folklore and a control group taught using conventional methods. Data were collected through narrative writing tests, observations of learning activities, and semi-structured interviews. The results showed a significant difference between the learning outcomes of the experimental and control groups. The mean posttest score for the intervention group reached 81.5, and the control group’s score was 72.4. The t-test results showed t-count (3.75) > t-table (2.00) at a significance level of 0.05. The greatest improvement occurred in the content and creativity aspects, followed by narrative structure, language, and mechanics. In addition to improved learning outcomes, students also demonstrated greater enthusiasm, participation, and emotional engagement during learning. These findings reinforce Vygotsky's social constructivism theory and Bruner's concept of narrative learning, which argues that the learning process becomes more meaningful when integrated with a cultural context. Overall, this study concludes that the storytelling method based on local folklore is effective not only in improving writing skills but also in fostering students' cultural awareness and character. This approach is recommended as a culture-based literacy strategy for Indonesian language learning at the junior high school level

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