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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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Bibliometric Analysis: Improving the Clinical Skills of Nursing Students through Tutorial-Based Laboratory Learning Husni; Hasymi, Yusran; Eko Risdianto
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.001677

Abstract

Recent advancements in nursing education have led to a shift in the paradigm from teacher-centered learning to experiential and reflective learning models. Tutorial-Based Laboratory Learning (TBLL) has emerged as an innovative approach to enhance nursing students’ clinical competence by integrating reflection, problem-solving, and simulation-based practice. This bibliometric study aims to map global research trends, conceptual structures, and thematic evolution in studies focusing on improving nursing students’ clinical skills through TBLL between 2015 and 2025. It also identifies the leading authors, institutions, journals, and countries that contribute to this field. A total of 48 articles were retrieved from the Scopus database and analyzed using VOSviewer 1.6.20 and Biblioshiny (R Studio) to visualize publication trends, keyword co-occurrence, co-authorship, and citation networks. The analysis followed descriptive, conceptual, and evolutionary approaches to illustrate global research patterns.  Findings reveal an increasing trend in publications, peaking in 2021, with Nurse Education Today as the most influential journal. Dominant themes include problem-based learning, critical thinking, self-efficacy, and nursing education. The United States, Turkey, and Australia lead global contributions, reflecting broad international engagement. Key influential contributions were identified through citation network analysis, with several highly cited studies shaping the core knowledge base of TBLL-related clinical skills research. The study highlights TBLL as a transformative pedagogical model that integrates cognitive, affective, and psychomotor learning dimensions. This research contributes to nursing science by providing an evidence-based roadmap for curriculum innovation, reflective evaluation, and simulation-based clinical education in 21st-century nursing programs.  
Microlearning Videos to Foster Cyberbullying Understanding and Digital Empathy in Vocational Education: A Mixed-Methods Study Putri, Kharisma Rosyiana; Budianto, Aris; Efendi, Agus
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.001787

Abstract

The rapid advancement of digital technology has transformed students’ learning behavior and online interaction, increasing the risk of cyberbullying among adolescents. This study analyzed vocational high school students’ understanding of the forms of cyberbullying through microlearning-based educational videos. A mixed-method sequential explanatory design was employed, integrating quantitative (one-group pretest–posttest) and qualitative (semi-structured interviews) approaches. Participants included 35 tenth-grade students from a vocational high school in Surakarta. Quantitative data were analyzed using inferential statistics and Normalized Gain (N-Gain), and qualitative data were analyzed thematically. The results showed a significant difference between pretest and posttest scores (p = 0.010; t = -2.722; df = 34), with an N-Gain of 0.0804, categorized as low. A per-aspect analysis further indicated improvements across most cyberbullying aspects, particularly harassment, cyberstalking, flaming, and elimination, while impersonation remained relatively stable. Qualitative findings revealed that students were able to translate, interpret, and apply concepts related to cyberbullying after watching the videos, indicating improved comprehension and ethical awareness. The study concludes that microlearning-based educational videos contributed to measurable yet modest improvements in conceptual understanding and digital empathy among vocational students. The novelty of this research lies in combining microlearning principles with video-based media to strengthen cyberbullying awareness and digital ethics education in vocational learning contexts.
Determinants of University Students' Reading Literacy: The Roles of Digital Literacy, Academic Engagement, and Demographic Factors Iqbal, Muhammad; Robiin, Bambang; Jayadi, Agus; Hardiansyah, Rila; Muslim, Ahmad
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.001865

Abstract

Reading literacy is a fundamental competency for university students, particularly those in teacher education programs who will be responsible for developing literacy skills in future generations. This study investigated the determinants of reading literacy among 185 university students at the Faculty of Education and Psychology, Universitas Pendidikan Mandalika, Indonesia. Using a quantitative explanatory survey design, hierarchical multiple regression analysis was employed to examine the effects of demographic variables (gender, GPA, semester, and study program), academic engagement, and digital literacy on reading literacy. The results revealed that demographic variables collectively explained 12.4% of the variance in reading literacy (p = .001), with gender and study program emerging as significant predictors. The addition of digital literacy and academic engagement increased the explained variance by 5.5% (p = .003), with digital literacy being the strongest predictor (β = .247, p = .001). Interestingly, academic engagement did not significantly predict reading literacy when controlling for other variables. Moderation analysis indicated that demographic variables did not moderate the relationships between digital literacy or academic engagement and reading literacy (ΔR² = .021, p = .615), suggesting that the benefits of digital literacy on reading skills is consistent across demographic groups. These findings highlight the importance of integrating digital literacy development into teacher education curricula and suggest that interventions to enhance reading literacy should prioritize digital competencies regardless of students' demographic backgrounds.
Latent Profile of Academic Resilience and Friendship Satisfaction in Relation to Achievement Emotions among School-Aged Adolescents Apriliana, I Putu Agus
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.001986

Abstract

Adolescence represents a critical developmental phase characterized by escalating academic demands and increasingly salient peer relationships, both of which play a central role in shaping students’ achievement-related emotional experiences. Although academic resilience and friendship satisfaction are well-established protective resources, prior research has predominantly examined these constructs in isolation, leaving their joint configurations and emotional consequences underexplored, particularly within resource-constrained and culturally contextualized educational settings. Adopting a person-centered approach, this study identified latent profiles of school-aged adolescents based on combined patterns of academic resilience and friendship satisfaction and examined profile differences in positive and negative achievement emotions. Data were collected from 582 randomly selected adolescents in Kupang City, Indonesia, using validated measures of academic resilience, friendship satisfaction, and achievement emotions. Latent profile analysis followed by multivariate analysis of variance revealed four distinct profiles with meaningful emotional differentiation. Adolescents in the buffered resilience profile exhibited the most adaptive emotional patterns, characterized by high positive emotions (enjoyment, hope & pride) and low negative emotions (anger, anxiety, shame, hopeless & boredom) in learning and classroom contexts. In contrast, adolescents in the relationally constrained profile reported low positive emotions alongside elevated negative emotions in both contexts. Notably, high friendship satisfaction alone, as observed in the relationally compensated profile, was insufficient to offset low academic resilience. These findings extend the Theoretical Resilience and Relational Load Linkage framework by highlighting the synergistic role of individual adaptive capacities and relational resources in shaping adolescents’ achievement emotions, offering actionable implications for school-based interventions and educational policy.
Experience-Based Value Construction Learning Intervention in Enhancing Prosocial Character among Vocational Healthcare Candidates Silmi Kapatan Inda Robby; Euis Reliyanti Arum; Siti Fauziah
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.001877

Abstract

The modern healthcare sector demands both technical competence and strong moral integrity. Prosocial behavior—encompassing empathy, altruism, and responsibility—constitutes a fundamental pillar for healthcare personnel interacting directly with vulnerable patients. Empirical evidence indicates that 51% of vocational health students exhibit relatively low prosocial behavior, with no significant correlation to academic achievement, underscoring the need for evidence-based character interventions. This study applies a quasi-experimental pre-test and post-test control group design to causally evaluate the effectiveness of a structured, experience-based value construction intervention (10 sessions, 8–12 weeks) among vocational healthcare candidates at a single polytechnic institution in Bandung. The Prosocial Character Scale demonstrated excellent internal reliability (Cronbach’s α = 0.927). Descriptive statistics revealed meaningful between-group differences: the Experimental group (n = 52) achieved a post-test mean of 73.76 (SD = 5.20, Min = 62, Max = 85) compared to the Control group (n = 51) at 70.25 (SD = 4.90, Min = 61, Max = 82). Analysis of Covariance (ANCOVA), controlling for baseline scores, yielded a statistically significant intervention effect (F(1, 100) = 15.50, p < 0.001), with a large effect size (η² = 0.134). These findings provide strong causal evidence for a replicable, experience-based approach to prosocial character development in health vocational education.
Integrating Spiritual Values in Strengthening the Quality Culture in Islamic Senior High Schools: A Case Study at MAN IC Sorong Hartinah; Putri Aulia Thamrin; Moch. Nur Syawalludin Nugroho
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.001962

Abstract

The integration of spiritual values is a fundamental component of educational quality culture, serving as the foundation for character development, learning ethics, and the overall quality of educational services. Spiritual values such as sincerity, worship discipline, noble character, and responsibility not only strengthen institutional identity but also function as instruments for comprehensive quality improvement. This study aims to analyze how spiritual values are implemented to reinforce the quality culture at MAN IC, focusing on institutional vision, the effectiveness of spiritual development programs, and their impact on educational services and student character. Using a qualitative approach through observation and in-depth interviews with seven key respondents (school leaders, teachers, educational staff, dormitory supervisors, and students), this research identifies three main findings: (1)alignment of the institution’s spiritual vision with student diversity as the foundation of the school culture; (2)the effectiveness of dormitory-based programs (hidden curriculum) such as night prayers, halaqah, spiritual mentoring, Qur’an memorization, and the Monday–Thursday fasting routine, which foster a continuous 24-hour spiritual habit; and (3)the significant influence of spiritual values on more human-centered educational services and the enhancement of student character in terms of discipline, religiosity, and integrity. Overall, the integration of spiritual values has proven to be a central pillar in strengthening the quality culture at MAN IC, although further improvements are needed regarding implementation consistency, personalized guidance, and inter-unit collaboration to address diverse student backgrounds and digital-age challenges. These findings highlight the importance of systematic, adaptive, and sustainable spiritual development in improving educational quality.
Student Agency in Schools: A Systematic Review of Its Measurement and Operationalization in the Era of AI-Mediated Learning Novi Sylvia; A. Ahman; Syamsu Yusuf; Deni Hadiana
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.001968

Abstract

This systematic review examines how student agency has been defined, operationalized, and measured across primary, secondary, and higher education. Using a structured search strategy across major academic databases, 45 empirical and conceptual studies were analysed through thematic synthesis. The findings indicate that student agency is predominantly conceptualized as a multidimensional construct encompassing personal, relational, and contextual resources. Measurement practices are largely grounded in social-cognitive traditions, emphasizing self-efficacy, motivation, self-regulation, and proactive engagement within domain-specific instructional contexts. While these approaches have strengthened the empirical measurement of agency, they tend to capture it primarily as a situational learning-related capacity. In learning environments increasingly shaped by digital and AI-mediated processes, this focus leaves learners’ intentionality, autonomy, and responsibility only partially examined. Emotional, relational, and structural dimensions of agency also remain underrepresented. The review highlights the need for integrated frameworks that combine instructional, assessment, and school-based counselling perspectives to support student agency as both a learning-related and psychological capacity in contemporary educational contexts. The review highlights the need for integrated approaches that combine instructional, assessment, and school-based counselling perspectives. Such integration is essential for advancing measurement frameworks and interventions that support student agency as both a learning-related and psychological capacity in contemporary educational contexts.
Examining Teacher Performance from the Principals' Perceptions of Academic Supervision, Teacher Self-Efficacy, and Organizational Climate Wiwit Rizqiani; Lia Yuliana
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.002001

Abstract

This study analyzes teacher performance based on principals’ perceptions of academic supervision, teacher self-efficacy, and organizational climate, as well as their contribution to improving teacher performance through multilevel analysis. A quantitative approach with descriptive analysis was employed to support data interpretation. The study involved 111 senior high school teachers in Ngaglik District, Sleman Regency, Yogyakarta Special Region, including 15 teachers from SMA Insan Mulia Boarding School, 46 teachers from SMAN 1 Ngaglik, and 50 teachers from SMAN 2 Ngaglik. The findings indicate that principals’ academic supervision and organizational climate significantly influence teacher performance, while self-efficacy shows a weaker statistical effect. The significance values were 0.005 for academic supervision, 0.744 for self-efficacy, and 0.000 for organizational climate. Furthermore, the F-test result demonstrated a calculated F value of 19.860 with a significance level of 0.000, confirming that teacher performance is simultaneously influenced by academic supervision, self-efficacy, and organizational climate. The study concludes that both organizational and individual factors contribute to teacher performance improvement. This research is innovative because it integrates organizational climate, teacher self-efficacy, and principals’ academic supervision into a single analytical framework, emphasizing the importance of psychological and organizational dimensions in enhancing teacher performance. Teachers with stronger confidence in their professional abilities generally demonstrate better classroom management, instructional quality, and task completion. These findings highlight the importance of supportive leadership practices and positive school environments in strengthening motivation, professionalism, and performance.
Developing Modified Batting Media for Striking Skills in Physical Education Armin Haluti; Abu Bakar
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.002061

Abstract

The teaching of striking skills in senior high school physical education often faces challenges related to limited equipmeThe teaching of striking skills in senior high school physical education often faces challenges related to limited equipment, low student confidence, and difficulties in mastering correct batting mechanics. This study aimed to develop and evaluate modified batting instructional media for striking skill learning among Grade 10 physical education students. Employing a research and development design based on the ADDIE model, this study produced modified batting tools and instructional variations tailored to students’ physical characteristics and learning needs. The development process involved expert validation by three validators, consisting of two university lecturers with expertise in physical education pedagogy and instructional media development and one experienced physical education teacher, followed by field trials involving one intact Grade 10 physical education class at SMAN 3 Luwuk, Central Sulawesi, Indonesia (N = 32). The findings showed that the developed instructional media achieved high expert validity scores (≥85%) and were perceived by students as praThe teaching of striking skills in senior high school physical education often faces challenges related to limited equipment, low student confidence, and difficulties in mastering correct batting mechanics. This study aimed to develop and evaluate modified batting instructional media for striking skill learning among Grade 10 physical education students. Employing a research and development design based on the ADDIE model, this study produced modified batting tools and instructional variations tailored to students’ physical characteristics and learning needs. The development process involved expert validation by three validators, consisting of two university lecturers with expertise in physical education pedagogy and instructional media development and one experienced physical education teacher, followed by field trials involving one intact Grade 10 physical education class at SMAN 3 Luwuk, Central Sulawesi, Indonesia (N = 32). The findings showed that the developed instructional media achieved high expert validity scores (≥85%) and were perceived by students as praThe teaching of striking skills in senior high school physical education often faces challenges related to limited equipment, low student confidence, and difficulties in mastering correct batting mechanics. This study aimed to develop and evaluate modified batting instructional media for striking skill learning among Grade 10 physical education students. Employing a research and development design based on the ADDIE model, this study produced modified batting tools and instructional variations tailored to students’ physical characteristics and learning needs. The development process involved expert validation by three validators, consisting of two university lecturers with expertise in physical education pedagogy and instructional media development and one experienced physical education teacher, followed by field trials involving one intact Grade 10 physical education class at SMAN 3 Luwuk, Central Sulawesi, Indonesia (N = 32). The findings showed that the developed instructional media achieved high expert validity scores (≥85%) and were perceived by students as practical, engaging, and easy to use. Implementation results indicated improved student participation, confidence, and execution of fundamental striking movements during learning activities. These results suggest that modified batting instructional media can help address equipment limitations and learner variability while supporting more inclusive skill learning. In conclusion, the developed media are feasible for supporting striking skill learning in senior high school physical education.ctical, engaging, and easy to use. Implementation results indicated improved student participation, confidence, and execution of fundamental striking movements during learning activities. These results suggest that modified batting instructional media can help address equipment limitations and learner variability while supporting more inclusive skill learning. In conclusion, the developed media are feasible for supporting striking skill learning in senior high school physical education.ctical, engaging, and easy to use. Implementation results indicated improved student participation, confidence, and execution of fundamental striking movements during learning activities. These results suggest that modified batting instructional media can help address equipment limitations and learner variability while supporting more inclusive skill learning. In conclusion, the developed media are feasible for supporting striking skill learning in senior high school physical education.nt, low student confidence, and difficulties in mastering correct batting mechanics, which can hinder effective skill acquisition. This study aimed to develop and evaluate modified batting instructional media to enhance striking skill learning among Grade 10 physical education students. Employing a research and development design based on the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the study produced a set of modified batting tools and instructional variations tailored to students’ physical characteristics and learning needs. The development process involved expert validation by specialists in physical education pedagogy, instructional media, and an experienced physical education teacher, followed by field trials to assess product practicality and attractiveness among Grade 10 students. The findings revealed that the developed instructional media achieved high validity scores from experts (≥85%) and were perceived by students as practical, engaging, and easy to use. Implementation results indicated increased student participation, improved confidence, and better execution of fundamental striking movements during learning activities. These results demonstrate that modified batting instructional media contribute meaningfully to addressing equipment limitations and learner variability in physical education settings while supporting more inclusive and effective skill learning. In conclusion, the developed media are feasible and effective for enhancing striking skills in senior high school physical education, and it is recommended that teachers adopt and further adapt similar modified instructional media to optimize skill-based learning and student engagement.

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