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Dwi Sulisworo
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jpes@journal.iistr.org
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INDONESIA
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 124 Documents
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Research Trends in Teaching Materials to Improve Computational Thinking Skills: A Bibliometric Analysis from 2021 to 2025 Saputra Dewa, Aditya; Kurniawan, Edi; Subali, Bambang; Ellianawati
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.001558

Abstract

The development of critical thinking as a key 21st-century competency is closely linked to computational thinking (CT), which requires systematic support through appropriate teaching materials. This study aims to analyse research trends in CT teaching materials published between 2021 and 2025 using a systematic review with a bibliometric approach following PRISMA guidelines. Data were collected from Crossref, Google Scholar, Scopus, and Semantic Scholar, resulting in 68 selected articles from an initial pool of 2,050 publications, which were analysed through content analysis and bibliometric mapping using VOSviewer. The findings reveal a significant increase in CT teaching material research in the post-pandemic period, particularly in 2023, with a predominance of empirical and research and development (R&D) studies. Most studies focus on computer science contexts, elementary education, and interactive digital teaching materials, indicating that CT is often positioned as an initial technical competency. In contrast, CT teaching materials for non-computer science subjects, other educational levels, and non-digital or unplugged contexts remain underexplored. Furthermore, existing research primarily emphasises product development and short-term effectiveness, while longitudinal studies examining the sustainability of CT learning outcomes are still limited. These findings highlight the need for pedagogically grounded, context-responsive, and interdisciplinary CT teaching materials, as well as future research employing longitudinal designs to support the equitable and sustainable development of CT as a core competence in 21st-century education.
The Relationship Between Mathematical Critical Thinking Ability and Students’ Political Literacy in Senior High School Sulaiman; Widada, Wahyu; Yensy, Nurul Astuty; Suningsih, Ari
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.001571

Abstract

Critical thinking and political literacy are essential competencies in 21st-century education; however, they are often developed separately in school learning. This study investigates the relationship between mathematical critical thinking ability and students’ political literacy at the senior high school level. Using a quantitative correlational design, data were collected from 80 eleventh-grade students selected through stratified random sampling from three public high schools in Yogyakarta City. The instruments consisted of a mathematical critical thinking test and a political literacy questionnaire, both of which demonstrated acceptable validity and reliability. Data were analyzed using the Pearson Product–Moment correlation. The results revealed a significant positive correlation between mathematical critical thinking and political literacy (r = 0.58, p < 0.01), indicating that students with stronger mathematical reasoning tend to exhibit higher political literacy, including a better understanding of democratic values and more rational civic attitudes. These findings demonstrate that mathematical critical thinking contributes meaningfully to students’ political literacy. The study highlights the importance of integrating socio-political contexts into mathematics instruction as an interdisciplinary approach to fostering analytical and responsible citizenship in a democratic society.
Banana Diversity E-module for Contextual Learning in High School Education Ratnasari, Dwi; Sohipah, Esi; Ramadani Pratiwi , Novi; Maryani, Nani
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.001622

Abstract

This research aims to develop an e-module with banana diversity in Serang City, Banten, as its content to be used as an alternative learning resource for high school students. The research method used is the research and development (R&D) method. Data on various banana types in Serang were systematically collected and identified through surveys conducted across both traditional and modern markets. The resulting e-module underwent rigorous validation diversity and education technology experts, achieving high feasibility scores of 96.67% and 88.55%, both values classified as a very decent category. Subsequently, a limited trial was conducted with 32 tenth-grade science students at SMAN 8 Serang, where the e-module was used to teach the biodiversity topic. Student responses analysis yielded a score of 82.1%, which falls in the appropriate category. Overall, this study successfully provided a contextual learning medium that utilizes local biodiversity as relevant content, proving the e-module’s utility in high school biology classes. Moreover, the e-module is particularly suitable for showcasing local biodiversity, thereby enriching students’ understanding of Indonesian biodiversity as a whole. E-module can change the way students learn about biodiversity to be more relevant, interactive, and based on local potential.
Deep Learning in Vocational Education: A Quantitative Study of Teachers’ Readiness and Implementation Challenges in Lampung, Indonesia Indrayani, Sari; Hariri, Hasan; Riswandi, Riswandi; Handoko, Handoko; Asad, Muhammad Mujtaba
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.001635

Abstract

This study aims to examine the readiness of vocational school teachers in Lampung to implement deep learning pedagogy and to identify the challenges they face in the process. A quantitative descriptive survey design was employed, with data collected from 1,000 public vocational school teachers using a structured questionnaire distributed via Google Forms, and analyzed through descriptive statistics in Microsoft Excel. The findings indicate that teachers demonstrated medium-to-high readiness, with strong results in access to technology (79%), digital competence (75%), integration and implementation (78%), and innovation and evaluation (77%), while collaboration and professional development were relatively weaker (71%), signaling the need for enhanced peer learning and sustained training. The novelty of this study lies in being among the first to map teacher readiness for deep learning pedagogy in vocational education, offering empirical evidence from a large-scale sample. The results have practical implications for policymakers and school leaders to strengthen digital infrastructure, expand professional development programs, and foster collaborative practices that support sustainable adoption of deep learning. Overall, this study contributes to the global literature by confirming teacher readiness as a decisive factor for the successful implementation of deep learning pedagogy and provides context-specific insights to inform future policy and practice in vocational education.

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