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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 155 Documents
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An Investigation of the Determinants of Engineering Aptitude Using Structural Equation Modeling M. S. Firdaus; Deliansyah Pasayu
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.002074

Abstract

The urgency of this research is a follow-up to previous research that identified moderate engineering aptitude among engineering students at Universitas Islam Ogan Komering Ilir Kayuagung. Therefore, further analysis of the factors influencing engineering aptitudes is necessary. The results of this research will have implications for curriculum development, instructional design, and learning environments that can support engineering aptitude in engineering students and ensure success in the workforce. This study aims to determine a model of factors influencing engineering aptitude in engineering students.  This research is a quantitative cross-sectional study. The sampling technique used was purposive sampling, involving 30 mechanical engineering students and  72  civil engineering students from the Faculty of Engineering at Universitas Islam Ogan Komering Ilir Kayuagung. The data were analyzed using Structural Equation Modelling (SEM). The SEM analysis included testing the measurement model and evaluating the structural model. Based on the research results, it can be concluded that engineering students' engineering aptitude is influenced by problem-solving and mechanical reasoning. Therefore, the study emphasizes the crucial role of mechanical reasoning and problem-solving processes in developing engineering aptitude among students. From a practical perspective, the findings suggest that engineering education should provide learning environments that actively encourage reasoning skills and real-world problem-solving experiences.
Perspectives of Academics, Teachers, and Pre-Service Teachers on the Establishment of National Education Academies Aysel Arslan; Mevlüde Sümeyye Polat
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.002079

Abstract

This study aims to examine the perspectives of academics, teachers, and pre-service teachers regarding the establishment of National Education Academies and their potential role within the teacher education system. The research focuses on how these academies are expected to contribute to teacher preparation, the similarities and differences between National Education Academies and Faculties of Education, and their possible impact on the professional competencies of pre-service teachers. A qualitative research approach was adopted using a phenomenological design. Data were collected through semi-structured interviews with eight academics, thirteen teachers, and ten pre-service teachers. The collected data were analyzed using content analysis to identify recurring themes, sub-themes, and patterns across participant groups. The findings indicate that stakeholder perspectives differ considerably. Academics generally view the National Education Academies as potentially beneficial, particularly if structured around a practice-based and field-oriented training model. They emphasize the importance of integrating theory and practice, strengthening technological infrastructure, and ensuring transparency and merit-based implementation. In contrast, some teachers and pre-service teachers express concerns that the academies may duplicate existing curricula and undermine the institutional role of Faculties of Education. Pre-service teachers, in particular, tend to perceive the academy model as repetitive, time-consuming, and potentially demotivating. Overall, the study suggests that for National Education Academies to effectively support teacher education, they must adopt an innovative, holistic, and collaborative approach that complements rather than competes with existing university-based teacher education structures.
The Implementation of TPACK and Its Impact on EFL Students’ Achievement: A Systematic Literature Review Siti Aminatuz Zahro; Ive Emaliana; Khairil Azwar Razali; Frida Unsiah; Ulfah Sutiyarti; Wan Nurul Elia Haslee Sharil; Rafidah Sahar
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.001780

Abstract

The Systematic Literature Review (SLR) study examines the implementation of TPACK in an EFL context and its impact on EFL students' achievement more broadly in a global context. This SLR study followed the PRISMA and PICOC protocol standards to achieve the research objectives. The data collection stage used the Scopus journal database to obtain credible literature by using Publish or Perish (PoP) software to collect the literature sources. Thirty-two articles from 2016-2025 were obtained, which were then screened and reviewed using Covidence software for relevance to the research topic. The results show that TPACK contributes to developing students' English language skills, a factor that has not been extensively studied and understood by previous research. Therefore, it can be concluded that this study aims to systematically fill the gap in previous research by integrating TPACK into student learning outcomes and includes recommendations for future research to further explore the implementation of TPACK using a larger database and several stakeholder perspectives that were not yet achieved by this study.
Strengthening the Character of 21st-Century Educators: A Philosophical Analysis of the Ministry of Education and Culture's Teacher Psychological Welfare Program Putra Asga Elevri; Yadi Ruyadi; Encep Syarief Nurdin; Asep Dahliyana; Bunyamin Maftuh; Mupid Hidayat; Momod Abdul Somad; Warlim Isya
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.002024

Abstract

Twenty-first-century education requires teachers to function not only as knowledge transmitters but also as moral agents who cultivate values, character, and meaningful learning experiences. Yet increasing administrative demands, policy changes, professional dilemmas, and emotional exhaustion often weaken teachers’ psychological well-being and their ability to serve as authentic role models. This study examines how the Teacher Psychological Well-Being Program, comprising the Technical Guidance Program and the Teacher Psychological Well-Being Survey developed by Indonesia’s Ministry of Primary and Secondary Education, strengthens educators’ values and character from a philosophical perspective. Using a qualitative descriptive-analytical case study, the research analyzes official program documents and relevant scholarly literature. Data were examined thematically by mapping program components to Aristotelian eudaimonia, ontological security, Ryff’s psychological well-being framework, and character education through habituation. Findings indicate that the program provides a holistic intervention integrating reflective practices, resilience-building strategies, value habituation, and multidimensional well-being assessment. Through the “My Tree” framework, teachers develop self-acceptance, autonomy, purpose in life, positive relationships, environmental mastery, and personal growth. The program shifts attention from deficit-based stress management toward human flourishing by operationalizing eudaimonia through meaningful professional development and supportive social engagement. Reflective activities and autonomy-enhancing practices also strengthen ontological security by fostering coherent professional identities amid systemic challenges. Positive micro-practices, including gratitude journaling, appreciation circles, grounding techniques, and affirmations, reinforce authentic character formation. The study concludes that philosophically grounded well-being interventions should be integrated into educational policy to support sustainable, human-centered, and high-quality education.
Strengthening Character Values with 'Unconditional Love' as the Energy of Eternal Happiness: The Perspective of Pancasila and Psychology Martina Sudibja; A. Juntika Nurihsan; Encep Syarief Nurdin; Asep Dahliyana; Bunyamin Maftuh; Yadi Ruyadi
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.002035

Abstract

Unconditional love is increasingly recognized as a fundamental value that promotes psychological well-being, social harmony, and character development. However, limited research has examined its role as a psychosocial resource for sustaining happiness within the cultural and philosophical framework of Pancasila. This study explores how unconditional love functions as a character value and a source of enduring happiness from the perspectives of indigenous psychology and Pancasila values in Indonesia. A qualitative case study design was employed. Data were collected through semi-structured interviews with 20 families from diverse professional backgrounds in Bandung City and supported by longitudinal counselling case studies. Data were analyzed using thematic analysis with source triangulation and member checking to enhance trustworthiness. The findings identify three interconnected dimensions of unconditional love: acceptance, respect, and genuine care. These dimensions foster emotional resilience, psychological security, harmonious family relationships, and spiritual balance. Participants reported that practicing unconditional love reduced interpersonal conflict, strengthened empathy, and promoted sustainable happiness. The findings further indicate that unconditional love facilitates the internalization of core Pancasila values, particularly just and civilized humanity, national unity, and social solidarity. As a culturally embedded psychosocial resource, unconditional love supports both individual and family well-being while encouraging positive character development. This study contributes to indigenous psychology by demonstrating that unconditional love bridges psychological well-being and Pancasila-based moral development. Integrating unconditional love into character education and family-based interventions may strengthen personal flourishing, social cohesion, and sustainable well-being in contemporary Indonesian society.
Research–Practice Partnerships in Education in Sudan: Educators’ Perspectives on Opportunities and Challenges Ahmed Mansour Mohammad Gasmelseed
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.002150

Abstract

The purpose of this study was to examine Sudanese educators' perceptions of the RPPs in education, including the difficulties and possibilities they present. The study used a qualitative approach, using interviews as the data collection method, with five educators who have research experience. The participants' responses show that building trust in RPPs relies on shared research priorities, transparent research processes, mutual respect, and active teacher involvement at every stage of the research process. The findings also suggest that effective partnerships require strong communication skills, the ability to connect theory with practice, and clearly defined roles and responsibilities for both researchers and practitioners. However, obstacles such as contrasting priorities, limited time and incentives for teachers, a weak culture of applied research, and insufficient funding may impede the implementation of these joint efforts. It is recommended that policymakers develop explicit policies to promote research collaborations between university researchers and school teachers, and provide the necessary training and assistance to ensure their success.
Online Learning Platform Integration and English Academic Achievement among Secondary School Students Rexon C. Dunque; Nhelbourne K. Mohammad
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.002159

Abstract

The integration of digital technologies has transformed instructional practices in secondary education. Online learning platforms provide interactive environments that support lesson delivery, collaborative learning, and digital assessment. This study examined the extent of online learning platform integration and its influence on the academic achievement of Grade 10 students in English. A descriptive–correlational research design was employed involving 347 students from selected public secondary schools in the Schools Division of Zamboanga del Norte, Philippines. Data were collected using a researcher-developed questionnaire measuring instructional use, learning activities, and assessment and feedback, while students’ academic achievement was obtained from official school records. Descriptive statistics, Pearson correlation, and multiple regression analysis were used to analyze the data. Results revealed that online learning platforms were highly integrated in English instruction (M = 3.77). A moderate positive relationship was found between platform integration and academic achievement (r = 0.46, p < .05). Regression analysis showed that instructional use, learning activities, and assessment and feedback significantly predicted academic achievement, with learning activities emerging as the strongest predictor. The findings suggest that effective integration of online learning platforms can enhance students’ academic performance in English.
Beyond Compliance: Unpacking the Disconnect between Instructional Leadership and Enacted Curriculum Competence in the Classroom Jaja Sudarjat; Parid Abdulloh; Julie Simon Macariola
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.002252

Abstract

This study examines the influence of principal supervision and teacher curriculum competence on learning effectiveness, with teaching quality serving as a mediating variable. The study aims to analyze the direct relationships among the variables and to examine the mediating role of teaching quality in improving learning effectiveness. A quantitative explanatory survey design was employed. Data were collected using a structured questionnaire and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4.0. The measurement model demonstrated satisfactory validity and reliability, with outer loadings exceeding 0.70, Cronbach's Alpha ranging from 0.883 to 0.889, Composite Reliability from 0.923 to 0.931, and AVE from 0.718 to 0.761. The structural model revealed that all proposed hypotheses were supported. Principal supervision positively affected teaching quality (β = 0.428, p < 0.001) and learning effectiveness (β = 0.238, p = 0.005), while teacher curriculum competence positively influenced teaching quality (β = 0.456, p < 0.001) and learning effectiveness (β = 0.257, p = 0.003). Teaching quality also exerted a significant positive effect on learning effectiveness (β = 0.396, p < 0.001). The model explained 61.2% of the variance in teaching quality and 67.3% of the variance in learning effectiveness. The findings highlight teaching quality as the key mechanism linking principal supervision and teacher curriculum competence to enhanced learning effectiveness, offering both theoretical and practical contributions to educational management.
The Optimization of Student Potential through a Learning Design Based on Multiple Intelligences in Elementary Schools M. Taufik; Reksa Adya Pribadi; Ferah Fairus
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.001531

Abstract

Every individual possesses distinct potential and intelligence, necessitating the design of basic-level learning to accommodate these differences. A learning design based on multiple intelligences has become one way to optimize students' potential. From the results of a preliminary study, there are schools that have implemented learning practices based on Multiple Intelligences to reduce uniformity in the learning system. This study aims to describe the optimization of students' potential through a learning design based on multiple intelligences at SDIU Cahaya Al-Fatih. This research employs a qualitative approach with a case study design at Elementary School Cahaya Al-Fatih in Pandeglang District. In-depth interviews were conducted with the principal, teachers, and several students. Participatory observation was carried out in classrooms and school environments, as well as during the learning activities. Lastly, documentation was used to collect data. The study reveals that the theory of Multiple Intelligences at School begins with a systematic approach, starting from student profile assessments, the design of diverse curricula and lesson plans, the implementation of active project-based learning, and continuous evaluation. This demonstrates that education can shift its focus from logical-mathematical and linguistic intelligences to recognizing and appreciating other types of intelligence, such as musical, kinesthetic, and interpersonal intelligence. However, as a consideration or recommendation, schools need to remain consistent in developing teacher training, establish specific assessment standards or rubrics, and ensure a balance between developing students' dominant intelligences and nurturing other potentially dormant intelligences.
Enhancing Music Notation Reading in Teachers Through Kodály Method and Technological Integration Hikmawati Usman; Andi Ichsan; Sayidiman; Hotimah; Nurfaizah A. P
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.001672

Abstract

This study aims to explore the application of the Kodály method in improving music notation reading skills among in-service and pre-service music teachers, as well as the challenges encountered in its implementation. The research method employed is a Systematic Literature Review (SLR), which involved 22 studies that met the inclusion criteria from a pool of 414 articles selected via a Scopus database search using the keywords “Kodaly”, “teacher music skill”, “teacher music learning”, “music literacy”, “notation learning”, “Pre-service music teachers”, “Music teaching methods”, “Music teacher training”, and “Music education curriculum”. The selection process was based on publication year criteria (2015 to 2025) and relevance to the research topic. All selected articles possessed an active DOI and were available for free download via the Scopus database using the Watase.web.id tool. From the screening process, 237 articles were removed for not meeting the criteria, and a further 98 articles were excluded as they were not classified as Q1, Q2, Q3, or Q4 journals. Following the screening, 22 articles were assessed for eligibility and included in the systematic review. The results indicate that the application of the Kodály method is effective in enhancing music notation reading skills through its sound-based, kinesthetic, and music theory approaches. However, the primary challenges in implementation were identified as a lack of adequate teacher training and limited resources in many schools. Technology and project-based approaches were found to enrich the learning experience, making the instruction more interactive and relevant to contemporary developments. This study affirms the importance of continuous training and technology integration to strengthen the teaching of the Kodály method within music education contexts.

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