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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 139 Documents
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Research Trends in Teaching Materials to Improve Computational Thinking Skills: A Bibliometric Analysis from 2021 to 2025 Aditya Saputra Dewa; Edi Kurniawan; Bambang Subali; Ellianawati
Journal of Pedagogy and Education Science Vol 5 No 01 (2026): 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; Wahyu Widada; Nurul Astuty Yensy; Ari Suningsih
Journal of Pedagogy and Education Science Vol 5 No 01 (2026): 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 Dwi Ratnasari; Esi Sohipah; Novi Ramadani Pratiwi; Nani Maryani
Journal of Pedagogy and Education Science Vol 5 No 01 (2026): 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 Sari Indrayani; Hasan Hariri; Riswandi Riswandi; Handoko Handoko; Muhammad Mujtaba Asad
Journal of Pedagogy and Education Science Vol 5 No 01 (2026): 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.
Deep Learning in the Formation of Students' Nationalist Attitudes: A Bibliometric Analysis Study Muhammad Rijal Fadli; Bahtiar Afwan; Alfian; Imam Santosa
Journal of Pedagogy and Education Science Vol 5 No 01 (2026): 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.001556

Abstract

This study addresses the limited role of deep learning in fostering students’ national pride, as existing research largely emphasizes technical aspects of artificial intelligence rather than value-based education. This gap highlights the need for integrating national values and character development into deep learning research. The study aims to examine publication trends, research directions, and patterns of scientific collaboration related to deep learning and student nationalism in the digital era. A bibliometric approach was employed to analyze scholarly publications indexed in Google Scholar, Scopus, and Web of Science (WoS) from 2019 to 2025. The analysis focused on research growth, thematic connections, author productivity, and keyword co-occurrence to map the development of the field. The findings indicate a significant increase in publications during the early period, followed by a decline in recent years, suggesting a possible shift or saturation in research focus. The most frequent keywords identified were attitudes (228), teacher (120), and deep learning (96), alongside related terms such as value, artificial intelligence, critical thinking, university, and student learning. These results reveal that deep learning research remains predominantly oriented toward general technological and pedagogical applications, with limited emphasis on cultivating national values and pride. This study underscores the need for future research that integrates deep learning with value-based education to strengthen students’ national awareness and character development in higher education contexts.
Exploring the Synergistic Effects of Smart School Platforms and Cloud CCTV on Safety and Pedagogical Effectiveness in Vocational Education: A Systematic Review Norma; Chen Fang
Journal of Pedagogy and Education Science Vol 5 No 01 (2026): 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.001631

Abstract

This systematic review aims to synthesize the most recent evidence (2023-2025) on the integration of Smart School Platforms and Cloud CCTV systems in vocational education and training (VET), mapping their synergistic effects on pedagogical effectiveness and safety. Following the PRISMA 2020 protocol, a systematic search of the Google Scholar database identified 24 relevant peer-reviewed journal articles published between 2023 and 2025. These studies were analyzed to extract data on technological integration, outcomes, and challenges. The analysis of literature reveals a clear synergy. Smart School Platforms (e.g., AI-LMS, IoT classrooms) demonstrably enhance learning personalization, engagement, and cognitive outcomes. Cloud CCTV enables proactive safety monitoring and provides behavioral data. Critically, their integration creates a tension: the technologies that make environments safer and more data-informed also introduce ethical concerns regarding student privacy, autonomy, and the potential for a surveillance-based pedagogy. This review is the first to systematically synthesize the latest research (2023-2025) on the confluence of pedagogical and security technologies within VET. For VET institutions, the findings underscore the necessity of developing ethical frameworks and transparent policies to harness the benefits of this technological synergy while safeguarding student privacy and trust. This study provides evidence-based foundation for the responsible digital transformation of vocational education, directing future empirical research to explore this interplay in hands-on learning environments like workshops and labs.
Integrating Project-Based Green Education Learning in Environmental Chemistry Courses: An Innovative Strategy to Foster 21st-Century Skills and Digital Literacy of Pre-Service Chemistry Teachers Sumanik, Novike Bela; Indrawati, Nenny; Nurhidayah; Uspayanti, Rezky; Jua, Selestina Kostaria; Asmaningrum, Henie Poerwandar; Sumanik, Ermy Dikta
Journal of Pedagogy and Education Science Vol 5 No 02 (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.001641

Abstract

The digital era requires pre-service teachers to possess digital literacy that is integrated with environmental awareness values. A crucial issue that emerges is the limited ability of pre-service chemistry teachers to combine critical thinking, creativity, collaboration, and communication with digital technology skills to address environmental problems innovatively. Previous studies have demonstrated the effectiveness of Project-Based Learning (PjBL) in enhancing 21st-century skills; however, a research gap remains in integrating green education values with strengthened digital literacy within the context of environmental chemistry learning. This study aimed to analyze the effectiveness of integrating YouTube-based PjBL with a Green Education approach in improving 21st-century skills and digital literacy among pre-service chemistry teachers. This research employed a mixed-methods sequential explanatory design, beginning with quantitative data collection through pretest–posttest, followed by qualitative data obtained through interviews, observations, and document analysis. The test instruments measured 21st-century skills and digital literacy, while video project quality was evaluated using a rubric, with two raters. The results show a significant increase in 21st-century skills with an N-gain of 0.71 (high category), and an increase in digital literacy with an N-gain of 0.64 (medium category) across all dimensions, particularly in digital communication and collaboration. Video project assessments indicated good quality with an average score of 85.24. Qualitative data reinforced the quantitative findings, revealing that YouTube-based PjBL fosters meaningful learning, enhances creativity, technological competence, and environmental awareness. This study implies that digital PjBL has the potential for broader implementation in chemistry education to strengthen 21st-century competencies.
Integrating Local Wisdom in Ecopedagogy: Promoting Ecological Awareness in Society Dhita, Aulia Novemy; Nurdiansyah, Edwin; Supriatna, Nana; Saripudin, Didin; Wiyanarti, Erlina
Journal of Pedagogy and Education Science Vol 5 No 02 (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.001318

Abstract

This study aims to examine efforts to foster ecological awareness among citizens through an ecopedagogical approach integrated with local community wisdom. The Bekarang tradition in South Sumatra is highlighted as an example of cultural practice that functions as a form of civic education beyond the boundaries of formal schooling. This tradition embodies values of environmental preservation, thereby contributing to the internalization of citizens’ rights and responsibilities, particularly concerning the natural environment. The research employs a qualitative approach with a conceptual paper design supported by a literature review. The literature serves as a basis for exploring, examining, and synthesizing key concepts. The findings indicate that ecopedagogy, when internalized through local traditions, can serve as an effective medium for transmitting ecological values to society. Environmental education grounded in local cultural values not only strengthens ecological identity but also encourages active citizen participation in environmental protection. This research underscores the importance of synergy between education, local wisdom, and policy in shaping environmentally conscious citizens who are actively involved in sustainability efforts.
Designing an Adaptive Curriculum Framework for Nonformal Education in the Era of Artificial Intelligence: A Digital Andragogy Approach Rosyanafi, Rofik; Lestari, Gunarti; Nugroho, Rivo; Krishnandya, Kharizha; Wasil, Mohammad; Nuraini, Febritesna; Villaflor, Edwin Jaimes
Journal of Pedagogy and Education Science Vol 5 No 02 (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.001619

Abstract

The rapid advancement of artificial intelligence (AI) has redefined the dynamics of adult and community learning, calling for curriculum models that combine technological adaptability with human-centered pedagogy. This study designs and validates an Adaptive Curriculum Framework for Nonformal Education (ACF-NE) grounded in digital andragogy principles, AI-based adaptivity, and community contextualization. Employing a Design and Development Research (DDR) approach, data were collected through document analysis, focus group discussions, and expert validation across five community learning centers and two vocational institutions in East Java, Indonesia. The iterative design process produced three core dimensions—(1) learner autonomy and experiential relevance, (2) AI-driven personalization and feedback, and (3) socio-cultural integration of community learning. Quantitative validation involving four experts yielded high consensus scores across relevance (M = 4.68), clarity (M = 4.41), feasibility (M = 4.37), and innovation (M = 4.42). Thematically, results indicate that AI can enhance adult autonomy when positioned as a facilitative partner rather than an instructional replacement. The final ACF-NE model integrates adaptive scaffolding with human mediation, establishing a co-learning ecology that aligns digital personalization with cultural responsiveness. This study contributes theoretically by extending andragogy into the AI era through the construct of contextual adaptivity, and practically by offering a replicable framework for human-centered digital transformation in nonformal education.
From Likes to Learning: Innovative Strategies for Using Social Media to Boost Gen Z Academic Performance Prihatin, Titi; Widhanarto, Ghanis Putra; Formen, Ali; Kusumawardani, Seftia
Journal of Pedagogy and Education Science Vol 5 No 02 (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.001632

Abstract

The existing literature acknowledges the potential of social media to enhance online learning, but a significant gap exists in comprehensively understanding how teachers' specific social media skills directly influence the quality of online learning experiences and student outcomes. This research examines how teachers' social media skills relate to their perceptions of online learning quality, focusing on both the predictive influence of these skills and their correlation with teachers' evaluations of online learning. This quantitative study, utilizing surveys and statistical analyses such as descriptive statistics, Pearson correlation, and simple linear regression, investigates the relationship between teachers' social media skills (independent variable) and the quality of online learning (dependent variable), confirming the validity and reliability of the instruments used through content and construct validity assessments and Cronbach's alpha values. The result finds that teachers' social media skills have a positive impact on the quality of online learning, as well as student engagement and interaction. Educational institutions can support teachers in enhancing their online teaching by providing training on the effective use of social media tools and platforms. This study implies that investing in teachers' social media skills training can significantly enhance the quality of online learning experiences and student engagement in the digital age.

Page 13 of 14 | Total Record : 139

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