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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 134 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.

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