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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 155 Documents
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Enhancing Vocational Higher Education Lecturers’ Pedagogical Competence through a Digital Platform-Based Flipped Classroom Sarwa; Riansyah Putra; Ahmad Zulfikar; Liana Atika; Mita Dwi Putri; Ridho Azahar
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.001912

Abstract

This study aims to analyse the effectiveness of implementing the flipped classroom model using the Moodle and Google Classroom learning management systems in enhancing pedagogical competence and learning management skills. This model is implemented through pre-class, during-class, and post-class learning stages facilitated by digital materials, interactive forums, and automatic evaluation mechanisms on the platform. The research method used a one-group pretest–posttest design with 37 lecturers in the Faculty of Engineering as subjects. Data analysis was performed using a paired sample t-test, one-sample t-test, and N-Gain calculation to assess competency improvement after the intervention. The results showed a significant increase in lecturers' initial and final competencies after participating in the flipped classroom model, as evidenced by a significant value of (p = .00 < .05). The N-Gain value of (.502) was in the moderate category, reflecting a consistent improvement in lecturers' abilities in the aspects of learning design, digital technology utilisation, and feedback provision through the platform. The integration of technology also strengthened the efficiency of classroom management and enabled lecturers to implement more adaptive, collaborative, and vocationally-oriented learning. This research implies that the flipped classroom model can be used as a strategy for developing lecturers’ professional skills in instructional design, the use of digital media, and interactive classroom management, and can serve as a basis for vocational higher education institutions to systematically integrate digital platforms to drive a transformation towards more effective teaching practices.
Local Wisdom-Based Service Quality Management Strategy to Improve School Image and Teachers' Adversity Quotient: Manajemen Pendidikan Ahmad Arif Fadilah; Achmad Fauzi; Suhendra; Sholihin
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.001958

Abstract

This study investigates the role of local wisdom–based service quality management in enhancing sustainable educational quality through school image and teachers’ adversity quotient (AQ). The study addresses the limited empirical evidence integrating local wisdom into educational service quality management to support sustainable school development. The objective was to examine the influence of local wisdom on service quality management, school image, teachers’ adversity quotient, and sustainable educational quality. A quantitative explanatory survey design was employed involving 218 certified teachers from Integrated Islamic Elementary Schools (SDIT) in Tangerang City selected through purposive sampling. Data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The findings indicate that all proposed hypotheses were supported. Local wisdom significantly influenced service quality management (β = 0.732), which subsequently enhanced school image (β = 0.681) and teachers’ adversity quotient (β = 0.594). Furthermore, school image (β = 0.417) and teachers’ adversity quotient (β = 0.385) significantly improved sustainable educational quality, with the structural model explaining 68.7% of the variance (R² = 0.687). The results also confirm that service quality management serves as the primary mediating mechanism through which local wisdom strengthens sustainable educational quality. This study contributes to the development of a culturally grounded educational quality management model and provides practical insights for school leaders and policymakers in promoting sustainable educational improvement.
Perceptions of Curriculum, Faculty, and Institutional Support in Cambodian Postgraduate Programs Wiputra Cendana; Keun Im; Evan Kurnia Alim
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.002172

Abstract

This study offers a comprehensive analysis of key determinants shaping the quality of postgraduate education in Cambodian universities. Using original survey data from 431 postgraduate students across three leading institutions, we investigate perceptions of curriculum structure, faculty competency, and institutional support. Findings reveal high reliability in the identified constructs, moderate-to-strong positive perceptions of curriculum and faculty, and nuanced views toward institutional resources and research environment. The analysis, anchored in established theoretical frameworks and underpinned by advanced quantitative methods, provides actionable insights for policymakers and academic leaders seeking to enhance postgraduate outcomes in the Global South context.
Association Between Parental Gender-Equality Attitudes and Reported Support for Girls’ Education: Evidence from a Rural Indonesian Village Sheila Naovallia; Leni Anggraeni; Sehan Rifky Arfanaldy
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.002190

Abstract

Parents’ gender-equality attitudes may be associated with the support they report providing for girls’ education. This article presents an exploratory reanalysis of de-identified data from a 2021 cross-sectional survey of 145 parents of school-age daughters in Waleddesa Village, Indonesia. It examined the association between parental gender-equality attitudes and reported support for girls’ education. Gender-equality attitudes were measured using five Likert-type items, whereas reported educational support was measured using three Likert-type items. Spearman’s rank correlation was specified as the primary analysis, with Pearson correlation and simple linear regression reported as supplementary analyses. The findings showed a positive association between parental gender-equality attitudes and reported support for girls’ education (Spearman’s rho = 0.600, p < 0.001; Pearson’s r = 0.552, p < 0.001). The supplementary regression model was statistically significant, F(1, 143) = 62.560, p < 0.001, and accounted for 30.4% of the variation in reported support. Parents strongly endorsed the importance of education for children’s futures, whereas endorsement of girls’ access to higher-status careers was comparatively lower. This pattern suggests that support for education may coexist with reservations about women’s future social and economic roles. The findings should be interpreted as exploratory because the data were cross-sectional, self-reported, and based on short scales with limited construct-specific internal consistency. The study contributes rural Indonesian evidence that gender-equitable parental attitudes and stronger reported support for girls’ education tend to co-occur.
Modeling the Influence of Social Media-Based Educational Marketing on Prospective Students' Enrollment Intentions Basri; Ilham; Widyatmike Gede Mulawarman; Nurlaili
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.002221

Abstract

This study aims to analyze the effectiveness of social media-based educational marketing strategies in increasing prospective students’ interest in madrasahs in Samarinda City by considering the roles of content quality, usage intensity, and engagement, as well as institutional image as a mediating variable. This research employs a quantitative approach with an explanatory design and is analyzed using Structural Equation Modeling based on Partial Least Squares (SEM-PLS). The sample consists of 150 respondents, including prospective students and parents who have accessed madrasah social media. The results indicate that content quality (β = 0.32; t = 4.85), usage intensity (β = 0.28; t = 3.92), and engagement (β = 0.35; t = 5.10) have positive and significant effects on institutional image, with engagement being the most dominant factor. Furthermore, content quality (β = 0.21; t = 2.98), usage intensity (β = 0.18; t = 2.45), and engagement (β = 0.22; t = 3.10) also significantly influence prospective students’ interest. Institutional image has the strongest effect on interest (β = 0.41; t = 6.25). The R² values of 0.68 for institutional image and 0.72 for interest indicate strong explanatory power of the model. In addition, institutional image is proven to act as a partial mediator in the relationship between social media marketing strategies and prospective students’ interest. This study concludes that the effectiveness of social media-based educational marketing is strongly determined by content quality, consistency of use, and audience engagement in building a positive institutional image. The findings highlight the importance of interactive and integrated digital strategies to enhance the attractiveness of madrasahs in the digital era.

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