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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 121 Documents
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Transforming Entrepreneurship Education in Higher Education: Experiential, Collaborative, and Ecosystem-Based Perspectives Hidayah, Nur; Sulisworo, Dwi; Widodo, Hendro
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.001408

Abstract

Entrepreneurship education has become a strategic priority in higher education institutions in response to rapid economic transformation and the growing demand for innovative human resources. This study aims to synthesize and categorize contemporary models of entrepreneurship learning to identify dominant pedagogical patterns and strategic directions for implementation. Using a qualitative literature review approach, thirty empirical and conceptual studies were analyzed to examine their learning models, findings, and recommendations. The analysis reveals four major thematic clusters. First, experiential and practice-based models (such as Teaching Factory, project-based learning, production-based training, and experiential-reflective frameworks) emphasize authentic engagement and real-world business simulation to develop entrepreneurial competence and mindset. Second, curriculum integration and institutional ecosystem support highlight the importance of structured learning pathways, policy alignment, and industry collaboration. Third, social and collaborative approaches underscore entrepreneurship as a socially constructed process shaped by teamwork, mentorship, community engagement, and networks. Fourth, innovation-driven and context-responsive models integrate digital technologies, game-based learning, and culturally grounded approaches to enhance relevance and adaptability. The findings indicate that effective entrepreneurship education requires a holistic ecosystem that integrates experiential pedagogy, institutional commitment, collaborative processes, and technological innovation. Successful implementation depends on curriculum coherence, qualified educators, adequate infrastructure, and continuous evaluation mechanisms. This study contributes to the theoretical and practical development of entrepreneurship education by offering an integrated framework that supports the cultivation of an entrepreneurial mindset, competence, and sustainable societal impact.
Trends in Corpus Linguistics Research: A Bibliometric Analysis (2004-2024) Virdaus, Varia Virdania; Lestari, Gunarti Dwi; Yulianingsih, Wiwin; Rosyanafi, Rofik Djalal; Arif, Muchamad; Mohamad, Hamidah Binti
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.001505

Abstract

This bibliometric study analyzes changes in corpus linguistics research from 2004 to 2024, emphasizing discourse analysis, digital literacy, and educational technology. Despite being the crucial tool for language analysis, corpus linguistics is frequently not taught in teacher preparation programs. Literacy has evolved digitally as a result of the growing prevalence of computers and the internet. Research indicates that educators must improve their technological proficiency. Using an analysis of 128 papers from the Scopus database, this study looks at the gaps in the extensive body of scientific literature on corpus linguistics. Studies indicate that scientific output has increased significantly in recent years, particularly since 2018. Papers are currently the most widely used publication format. The United States excels at assisting and cooperating with other nations. According to the investigation, Robert C. Meurant and Rodney H. Jones were the primary authors and had the highest number of citations and contributions, respectively. Traditional language methods are no longer the main focus of research; instead, an interdisciplinary framework that combines digital technology and education has taken its place. As a result, there is now a close connection between instruction and online and data resources. According to the research, literacy in corpus linguistics is now seen as a skill influenced by contemporary teaching strategies, the accessibility of data, and student engagement in the classroom.
Integrating Artificial Intelligence in Formative Assessment: Connecting Student Engagement, Learning Styles, and Learning Outcomes Heny Pratiwi; Muhammad Ibnu Sa'ad; Nurul Hikmah; Anggra Prima
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.001513

Abstract

Formative assessment plays an important role in providing continuous feedback that supports the student learning process. However, formative assessment practices in higher education often remain static and insufficiently responsive to individual learner differences. This study examines the integration of artificial intelligence (AI) into formative assessment by exploring patterns of student engagement, learning styles, and academic achievement within a data-informed learning environment. The findings indicate that student engagement is closely associated with academic performance and dropout risk, suggesting its potential function as an early indicator of academic vulnerability. Differences in learning styles are also reflected in formative performance, highlighting the importance of personalized instructional support. These results illustrate how AI-supported analysis can enhance formative assessment by enabling timely feedback, adaptive learning support, and the early identification of students at risk. Beyond confirming established relationships, this study emphasizes the conceptual role of artificial intelligence in reshaping formative assessment practices. AI is positioned as a formative assessment mediator that integrates learning analytics to support personalization, predictive insight, and adaptive feedback. This conceptualization contributes to formative assessment theory by demonstrating how data-driven intelligence can operationalize continuous, student-centered assessment in higher education. Rather than functioning merely as an analytical tool, artificial intelligence is shown to fundamentally reshape formative assessment by enabling continuous, predictive, and adaptive feedback mechanisms that are not achievable through conventional assessment approaches.
Grammatical Competence and Reading Comprehension of Grade 6 Learners Sola, Emmalyn
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.001963

Abstract

This study examined the influence of grammatical competence on the reading comprehension of Grade 6 learners at Olas Elementary School, Lagonoy North District, Division of Camarines Sur, for the school year 2024–2025. Specifically, it determined the learners’ levels of grammatical competence and reading comprehension, their correlation, the extent to which grammatical competence influenced reading comprehension, and the design and curricular validity of supplementary materials to improve performance. The study used a descriptive-correlational and research-and-development method, involving 18 Grade 6 learners and 7 master teachers as respondents. Data were gathered using questionnaires and analyzed through Weighted Mean, Standard Deviation, Proficiency Level, Pearson Product-Moment Correlation, and Coefficient of Determination. Findings revealed that learners had a Proficiency Level of 67.08 in grammatical competence and 50.9 in reading comprehension, both under the beginning level. Correlation results showed that noun competence had the strongest and most significant relationship with reading comprehension, while pronouns and prepositions also exhibited weak yet notable correlations. Other grammatical aspects, such as verbs, adverbs, adjectives, and interjections, showed minimal influence. The r² values indicated that nouns had the strongest influence on comprehension skills such as identifying main ideas, supporting ideas, and making inferences. The designed supplementary materials obtained a very high valid rating in both design (3.57) and curricular validity (3.51). The study concluded that grammatical competence had little influence on reading comprehension, though nouns played a modest but meaningful role in learners’ reading understanding.
Metaphorical Perceptions of Prospective Teachers Regarding the Concept of Digital Literacy Arslan, Aysel; Polat, Mevlüde Sümeyye
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.001966

Abstract

This study aims to reveal prospective teachers’ perceptions of the concept of “digital literacy” through metaphors. The study was conducted using a phenomenological research design and carried out with 45 prospective teachers studying at Sivas Cumhuriyet University during the 2024–2025 academic year. The data were collected through an open-ended metaphor form, asking participants to complete the statement “Digital literacy is like… because…”. The responses were analyzed using content analysis. A total of 45 metaphors were obtained, and the most frequently used metaphors were book, knowledge, and real literacy. The metaphors were grouped under five categories: Education, Technology, Abstract, Tool/Object, and Nature, with Education being the most concentrated category. The findings indicated that prospective teachers largely associate digital literacy with accessing information, learning, understanding, and using technology consciously. In conclusion, prospective teachers view digital literacy as an essential skill in modern life, a fundamental resource for accessing information, and a multidimensional domain that needs to be managed carefully. This study offers insights for enhancing prospective teachers’ cognitive and pedagogical awareness regarding digital literacy.
The Role of Short Film-Based Creative Media on Understanding Financial Literacy for Achieving SDGs 4.6 Universal Literacy and Numeracy in Indonesia Rahma, Hasna Nabilah; Safitri, Rahma Nadia; Arfandy, Revy Rafsanjani Putra; Hutagalung, Maclaurin; Pamungkas, Eksa
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.001402

Abstract

Financial literacy is one of the essential elements that must be improved to achieve the Sustainable Development Goals (SDGs) in Indonesia, particularly SDG 4.6, which targets the attainment of literacy and numeracy by 2030. This study examines the role of creative media, specifically short films, in enhancing financial literacy understanding, particularly among individuals aged 15 to 40 years. A quantitative approach was employed, utilizing a one-group pretest-posttest design with 80 respondents. Data were collected through multiple-choice and short-answer questionnaires and analyzed using the Wilcoxon Signed-Rank Test and sentiment analysis based on the Bidirectional Encoder Representations from Transformer (BERT) model. The results indicated that the short film intervention had a significant impact on participants' understanding (p = 0.08, p < 0.1), which was further validated through sentiment analysis with high model accuracy (≥ 90%). Interestingly, a slight posttest decline in self-perceived knowledge, despite improvements in behavior, suggests a metacognitive shift aligned with the Dunning-Kruger effect. Increased exposure to financial concepts likely helped participants more accurately recognize their prior misconceptions and knowledge gaps. This reflected a meaningful cognitive shift from overconfidence to self-awareness, which was essential for sustained learning and sound financial behavior. Results also confirmed that creative media could both educate and influence perception, making it a valuable approach for improving financial literacy and supporting SDG 4.6. The findings of this study are expected to serve as a reference for stakeholders in designing similar initiatives.
Enhancing Islamic Religious Education Effectiveness in Private Vocational High Schools Baihaki, Ahmad; Hermawan, Andi
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.001529

Abstract

Education is a planned process that is essential for exploiting the potential of students, including those in Islamic Religious Education (IRE). However, IRE teaching Effectiveness in the private vocational high schools in Bogor Regency is not ideal. The study will examine the connection between transformational leadership, cooperative models of learning, and learning motivation on the Effectiveness of teaching IRE, and to make strategic recommendations that can be applied in learning institutions. A quantitative research approach was employed, and the sample size consisted of a proportionate number of participants, totaling 168. Data were analyzed through the path analysis and also through the SITOREM (Scientific Identification Theory to Conduct Operation Research on Education Management). The outcomes demonstrate that transformational leadership and the cooperative learning model have a strong and significant direct correlation with instructional Effectiveness. Additionally, learning motivation is a mediating variable that strengthens the relationship between these variables and the increase in instructional Effectiveness. The other need that the research has identified is the necessity to enhance various indicators of progress, research conditions, and achievement to maximize instructional outcomes. The findings of this study recommend that educational institutions should increase the application of transformational leadership practices, adopt cooperative learning more frequently, and introduce strategies to enhance student learning motivation as an instrument to increase the IRE as a whole in a vocational high school.
Visual Outcome Mapping of Learning Connections and Interventions for Higher Education Dhaarna; Handore, Komal
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.001910

Abstract

Modern higher education is under siege, and various difficult issues have emerged as a result of changing students' needs and diverse learning styles. These include problems associated with curriculum design, student retention, quality of teaching and learning processes, and integration of technology. The modern technological tool named Visual Outcome Mapping (VOM) has evolved and has the potential to provide innovative solutions by acquiring, analyzing, and presenting data relevant to student performance in pursuit of effective personalized learning and timely feedback. The mapping is done between challenges, teaching methodologies, and levels of Bloom’s Taxonomy using VOM. The paper highlights that even small engagement and creative activities can lead to achieving higher-order skills. It elaborates how the usage of creative tools like GIS and Mentimeter leads to enhanced engagement, while real-life scenario integration, breakpoint activities, site visits, hands-on assignments, and continuous feedback have shown positive impacts on critical thinking and reduced instances of plagiarism. It focuses on teaching strategies that must be adapted to student needs and interdisciplinary learning must be emphasized. The VOM model was validated with the analysis of 108 survey samples collected from the students as feedback using the correlation technique. It concludes that students learn better with activities and they prepare students for the demands of the real world. VOM is a creative approach that addresses the challenges of modern education, ensuring that students are well-prepared for the workforce and committed to lifelong learning. The study paves the way for future research and scope.
Academic Honesty in University Students: A Systematic Review of Trends, Challenges, and Interventions Pratiwi, Awalya Siska; Setiyowati, Arbin Janu; Atmoko, Adi; Rahman, Diniy Hidayatur
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.001514

Abstract

The literature also points to communication as a critical dimension of academic honesty. In light of these complexities, this systematic literature review (SLR) seeks to synthesize research published between 2015 and 2025 on academic honesty among university students. The remainder of this paper is structured as follows. First, the methodological framework for the review is described, including inclusion and exclusion criteria aligned with PRISMA guidelines. Second, the results section presents a thematic synthesis of the literature.  This study employed a Systematic Literature Review (SLR) approach, guided by the PRISMA 2020 protocol, to ensure transparency, replicability, and alignment with standards used in Scopus-indexed publications. The findings underscore that punitive approaches alone are insufficient. Instead, universities must adopt integrated strategies that combine pedagogical innovations, transparent communication, emotional intelligence training, and AI literacy programs. Evidence from diverse contexts indicates that participatory and preventive measures, such as game-based learning and contextual discovery approaches, can effectively foster student ownership of integrity. At the same time, localized adaptations are essential, as cultural and contextual variations strongly influence perceptions and practices of honesty. Theoretically, this review contributes by positioning academic honesty not merely as rule compliance, but as an integral component of professional identity formation and ethical development in higher education. Practically, the findings inform institutional policy by highlighting the need for integrated integrity frameworks that balance regulation, education, and student participation. For teaching practice, the review underscores the effectiveness of contextual learning models, game-based interventions, and explicit integrity instruction embedded within curricula.
Revolutionizing Listening Practice: Integrating Autoproctor Google Forms for Scalable English Learning in Large EFL Classrooms Arif, Muchamad; Lestari, Gunarti Dwi; Widodo; Kristanto, Andi; Virdaus, Varia Virdania; Ghanad, Anahita
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.001538

Abstract

This study explores the integration of AutoProctor-enabled Google Forms to enhance English listening comprehension in large EFL classrooms. The research aims to address challenges of academic integrity and scalability faced by university instructors in technology-limited contexts. Employing a descriptive mixed-method design, data were collected from 95 undergraduate students and one lecturer through questionnaires and semi-structured interviews. The results indicate that the integration of AutoProctor in listening activities improved students’ motivation, confidence, and comprehension, while also ensuring a fair testing environment through automated proctoring features. Participants appreciated the platform’s automated grading, immediacy of feedback, and accessibility for independent practice. However, technical limitations such as unstable connectivity and restricted access to premium features occasionally constrained learning efficiency. The study highlights that AutoProctor-based Google Forms constitute a viable and integrity-oriented innovation for large-scale English learning, supporting both learner autonomy and sustainable digital pedagogy. The findings also offer implications for the broader use of AI-assisted assessment in EFL instruction.

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