cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Dwi Sulisworo
Contact Email
sulisworo@iistr.org
Phone
+6281328387777
Journal Mail Official
jpes@journal.iistr.org
Editorial Address
Jalan Sugeng Jeroni No.36 Gedongkiwo Mantrijeron Yogyakarta 55142 Indonesia
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
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 161 Documents
 13   14   15   16   17 
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): 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): 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): 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): 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): 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.
Evaluating the Implementation of Inclusive Education Using the Index for Inclusion: Evaluating the Implementation of Inclusive Education Using the Index for Inclusion Khusnul Khotimah; Iksam; Amanda Bella Cahyani
Journal of Pedagogy and Education Science Vol 5 No 03 (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.002075

Abstract

This study evaluates inclusive education implementation in primary schools in Samarinda using the Index for Inclusion dimensions of practice, culture, and policy. A program-evaluation design guided by the Discrepancy Evaluation Model (DEM) combined structured observations, school self-assessments, interviews, and document analysis. Observed scores were categorized as “Good” for practice (60%), culture (69%), and policy (64.76%), but important gaps remained. Curriculum alignment was not consistently translated into differentiated instruction or individualized learning programs. Reported social acceptance coexisted with discrimination, limited parent-support programs, and weak qualification standards for special assistant teachers. Policy implementation showed formal compliance but gaps in school-level operational guidance, complaint mechanisms, shadow-teacher support, and specialist services. Self-assessment scores were consistently higher than direct-observation scores, indicating a perception–implementation gap. The findings suggest that inclusive education is institutionally established but unevenly enacted, requiring closer alignment among inclusive values, pedagogical practice, operational policy, and institutional support.
Integrating Lebak Culture in Center-Based Learning to Foster Early Childhood Critical Thinking Rohita; Adiyo Roebianto; Nurfadilah
Journal of Pedagogy and Education Science Vol 5 No 03 (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.002128

Abstract

This qualitative study explored how Lebak culture was introduced through center-based learning and how teacher-guided activities facilitated critical thinking among young children. The study was conducted in one early childhood education classroom in Lebak Regency, Indonesia, involving two teachers and fifteen children aged 5–6 years selected purposively. Data were generated through classroom observations, interviews, and documentation. They were analyzed using Miles and Huberman’s interactive model, while Facione’s six critical thinking indicators guided the interpretation of children’s classroom responses. Findings showed that Lebak culture was incorporated systematically through planning, implementation, and learning evaluation. During planning, teachers developed culturally grounded materials by considering children’s interests, experiences, and questions and collaborating with colleagues. During implementation, four learning centers used concrete materials, videos, discussion, and creative activities to explore local cultural knowledge. Teacher-guided questions encouraged children to observe, compare, discuss, justify, and reconstruct their cultural experiences. These interactions created opportunities for six manifestations of critical thinking: interpretation, analysis, evaluation, inference, explanation, and self-regulation. The findings suggest that local culture can function as a meaningful cognitive resource when teachers move beyond factual transmission and provide structured opportunities for inquiry and dialogue. The study recommends developing classroom observation guidelines and professional development programs to help teachers facilitate, recognize, and document children’s critical thinking during culturally responsive learning. Because the study involved one classroom and a small purposive sample, its findings should be interpreted contextually rather than generalized broadly to all early childhood education settings in Indonesia.
Integrating Scratch-Based Visual Programming to Enhance Analytical Thinking in ICT Education: A Systematic Review Risnawati; Aris Budianto; Dedi Kuswadi
Journal of Pedagogy and Education Science Vol 5 No 03 (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.002191

Abstract

This systematic literature review examined the potential of Scratch as a visual programming environment for strengthening students’ analytical thinking in information and communication technology (ICT) education, particularly logical reasoning, problem decomposition, and evaluative judgment. Although previous research has widely investigated technical competence, engagement, creativity, and computational thinking, analytical thinking has rarely been treated as the primary learning outcome. Following the PRISMA protocol, searches of Scopus and ScienceDirect identified 1,381 records. After applying predefined inclusion and exclusion criteria, 16 peer-reviewed studies published in English between 2020 and 2025 were included in the qualitative synthesis. The findings indicate that Scratch’s visual, block-based interface helps learners understand programming concepts, construct logical sequences, decompose complex problems, test alternatives, and evaluate solutions through iterative design. Scratch-based activities also encourage active participation, experimentation, creativity, feedback, and revision, thereby supporting higher-order cognitive development. The review contributes a structured account of how Scratch can be positioned not merely as an introductory coding tool but as a medium for cultivating analytical thinking. However, restricting the search to two databases, English-language publications, and the 2020–2025 period may have excluded relevant international evidence. The findings support systematically integrating Scratch into primary and secondary ICT curricula, especially beginner-level programming, through tasks that explicitly combine problem decomposition, logical reasoning, solution comparison, debugging, reflection, and iterative improvement. Such integration should be accompanied by teacher guidance and assessment strategies that capture reasoning processes rather than focusing exclusively on functional program completion or technical accuracy.
Scientific Literacy Outcomes Following Discovery Learning with Simple Experiments: A Quasi-Experimental Study in Fourth-Grade Science Syalaisyah Nabila Rahman; Marleny Leasa; Johanes Pelamonia; John Rafafy Batlolona
Journal of Pedagogy and Education Science Vol 5 No 03 (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.002411

Abstract

Scientific literacy remains a major challenge in elementary science education because many students struggle to explain scientific phenomena, evaluate investigations, and interpret evidence. Although Discovery Learning and experimental activities have demonstrated positive outcomes, evidence regarding their integrated use in elementary schools, with scientific literacy as the primary outcome, remains limited. This study investigated the effect of Discovery Learning supported by simple experiments on fourth-grade students’ scientific literacy. A quantitative quasi-experimental pretest-posttest control-group design was employed. Participants were 68 fourth-grade students from SDN SPG Latihan Ambon, selected through simple random sampling and assigned to an experimental group (n = 35) and a control group (n = 33). Data were collected using a scientific literacy test developed from the PISA 2018 framework and analyzed using descriptive statistics and analysis of covariance (ANCOVA). The experimental group achieved a higher post-test mean score (82.80) than the control group (61.94). ANCOVA demonstrated a significant effect of the instructional model on scientific literacy (F = 237.390, p < 0.001), with a large effect size (partial eta squared = 0.785). These findings indicate that integrating Discovery Learning with simple experiments can strengthen scientific literacy by engaging students in active inquiry, evidence-based reasoning, and meaningful knowledge construction. The study provides empirical support for combining discovery-oriented instruction with experimentation in elementary science. Future studies should include larger and more diverse samples, investigate the durability of learning gains, and assess implementation across different science topics, grade levels, and educational settings.
Internalization of Islamic Educational Values Through the Decluttering Concept to Form a 5R Culture at SMP Labschool Unesa 1 Surabaya Adelia Nadira Puspasari; Muhammad Arfan Mu'ammar; Ika Puspitasari
Journal of Pedagogy and Education Science Vol 5 No 03 (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.002390

Abstract

Problems with student discipline, cleanliness, and orderliness in the school environment pose challenges to character building. One approach to creating a neat and clean learning environment is implementing the 5R culture. However, its implementation in schools remains largely oriented toward physical cleanliness. This study aims to analyze the internalization of Islamic educational values, the application of the decluttering concept within the 5R culture, and its contribution to the formation of a 5R culture at SMP Labschool Unesa 1 Surabaya. This study employed a qualitative method using a case study approach. Data were collected through observation, interviews, and documentation, while data validity was tested through source and technique triangulation. The findings show that the internalization of Islamic educational values through decluttering occurs through three stages: transformation, transaction, and transinternalization, integrated into learning, habituation, and school culture. This process is also understood through the Islamic framework of takhalli, tahalli, and tajalli, in which students reduce undesirable habits, cultivate positive values, and manifest these values in consistent daily behavior. Students demonstrated increased awareness of cleanliness, orderliness, responsibility, and discipline, reflected in reducing unnecessary items, organizing learning equipment, maintaining classroom cleanliness, and carrying out class duties according to schedule. The process also fostered istiqomah through consistent implementation of the 5R culture. The study concludes that decluttering contributes as a starting point for implementing the 5R culture, helping students become accustomed to sorting, organizing, and maintaining cleanliness while consistently internalizing Islamic educational values in daily school life.

Page 16 of 17 | Total Record : 161

 13   14   15   16   17 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol 5 No 03 (2026): Article in Press - Journal of Pedagogy and Education Science Vol 5 No 02 (2026): Journal of Pedagogy and Education Science Vol 5 No 01 (2026): Journal of Pedagogy and Education Science Vol 4 No 03 (2025): Journal of Pedagogy and Education Science Vol 4 No 02 (2025): Journal of Pedagogy and Education Science Vol 4 No 01 (2025): Journal of Pedagogy and Education Science Vol 3 No 03 (2024): Journal of Pedagogy and Education Science Vol 3 No 02 (2024): Journal of Pedagogy and Education Science Vol 3 No 01 (2024): Journal of Pedagogy and Education Science Vol 2 No 03 (2023): Journal of Pedagogy and Education Science Vol 2 No 02 (2023): Journal of Pedagogy and Education Science Vol 2 No 01 (2023): Journal of Pedagogy and Education Science Vol 1 No 02 (2022): Journal of Pedagogy and Education Science Vol 1 No 01 (2022): Journal of Pedagogy and Education Science More Issue