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Dwi Sulisworo
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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 169 Documents
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Examining Middle School Students’ Attitudes Toward Resource Recovery in Terms of Selected Variables Akın Filik; Işıl Koç
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.002519

Abstract

The purpose of this study was to determine middle school students’ attitudes toward resource recovery and examine these attitudes in terms of gender, grade level, and household waste separation level. The study was designed as a descriptive survey within the framework of quantitative research. The sample consisted of 249 students enrolled in Grades 5-8 at a public middle school located in Istanbul, Türkiye. Data were collected using a “Personal Information Form” and the “Attitude Scale Toward Resource Recovery for Middle School Students”[1]. Students’ attitudes toward resource recovery were determined based on the total scores obtained from the attitude scale, whereas a Household Waste Separation Level Index was constructed using the items related to waste separation practices at home. Descriptive statistics were used to summarize the data. Group differences were examined through an independent samples t-test and analysis of variance, while relationships between the variables were investigated using correlation and linear regression analyses. The findings showed that students’ attitudes toward resource recovery were generally high. A significant difference in resource recovery attitudes was found according to gender, in favor of girls. No significant difference in resource recovery attitudes was found according to grade level. A positive and significant relationship was found between household waste separation level and attitudes toward resource recovery. Moreover, household waste separation level significantly predicted students’ attitudes toward resource recovery. These findings indicate that supporting school-based environmental education through family involvement and household waste separation practices is important for fostering middle school students’ attitudes toward resource recovery.
Improving Numeracy Skills of 5-6 Year-Old Children Using TASPIN Suwardi Suwela; Novi Nurlela; Nur Asiyah Tul Alaawiyah
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.002051

Abstract

Early numeracy skills are essential for supporting young children's cognitive development and preparing them for formal mathematics learning. This study aimed to develop and evaluate TASPIN (Tas Pintar), a portable non-digital learning medium designed to improve the numeracy skills of children aged 5–6 years. The study employed a Research and Development (R&D) approach adapted from the Borg and Gall model, consisting of four stages: needs analysis, media design and expert validation, implementation, and evaluation. The participants were 42 kindergarten children from TK Budi Luhur, divided into the Sky Class (n = 21) and the Cloud Class (n = 21). Data were collected through structured observation checklists, performance assessments, and field notes. The findings showed a substantial improvement in children's numeracy skills after the implementation of TASPIN. The average mastery level increased from 35.7% to 84.5% in the Sky Class and from 40.4% to 89.2% in the Cloud Class. Classroom observations also indicated that children became more actively engaged, collaborated with peers, and maintained attention during learning activities. These findings suggest that TASPIN is a feasible and practical non-digital learning medium for supporting early numeracy development in kindergarten classrooms.
The Implementation of Hypercontent-Based Web Media in Teaching Indonesian Language: A Study of Poetry Writing among Sixth-Grade Students at SD Negeri Bareng 5 Jombang Iswahyuni Listyowati; Sabariah; Suharti
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.002094

Abstract

This study aims to analyze the effect of using hypercontent-based web media compared to conventional methods, as well as the role of gender on the poetry writing skills of sixth-grade students at State Elementary School Bareng 5 Jombang. The research employed a quantitative approach with a 2 × 2 factorial experimental design. The first factor was the learning media (hypercontent-based web media vs. conventional methods), and the second factor was students’ gender (male vs. female). The subjects consisted of 64 sixth-grade students who were equally divided into experimental and control groups. The instruments included a poetry writing test that had been validated and tested for reliability, along with observation sheets to support descriptive data. Data were analyzed using two-way ANOVA with SPSS version 27. The results revealed that learning media had a significant effect (F = 79.686; p < 0.001), with the hypercontent group achieving higher scores. Gender also showed a significant effect (F = 24.784; p < 0.001), with female students outperforming males. A significant interaction effect was found (F = 24.273; p < 0.001), indicating greater improvement among female students using hypercontent. These findings highlight the effectiveness of interactive digital media and the importance of gender-sensitive instructional strategies in creative writing.
Interactive Learning Technology in Teacher Training: Effects on Teacher Performance and Professional Competence Sabariah; Rufi’i; Adi Bandono; Supriyanto; Muhammad Yasfini Nur; Erika; Amalia Khasanah Marzuki
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.002099

Abstract

The increasing adoption of digital technologies in education has highlighted the need for effective teacher training to improve instructional quality and professional development. However, empirical evidence on the effectiveness of interactive learning technology in vocational teacher training remains limited. This study examines the influence of interactive learning technology on teacher performance and professional competence among teachers participating in training programs at the Technical Development and Vocational Skills Unit (UPT) in East Java, Indonesia. A quantitative approach was employed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with data collected from 156 teachers. The findings indicate that interactive learning technology positively enhances teacher performance, which subsequently contributes to the improvement of professional competence. Teachers' initial knowledge was identified as the strongest factor influencing both performance and competence. The study highlights the importance of integrating interactive digital technologies with teachers' prior knowledge to maximize the effectiveness of professional development programs. These findings contribute to the growing literature on technology-enhanced teacher development and provide practical implications for designing more effective vocational teacher training programs.
Autonomous Learning of Physics Education Students in the Implementation of Merdeka Belajar-Kampus Merdeka (MBKM) Block Curriculum Winarti
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.002256

Abstract

The implementation of the Merdeka Belajar-Kampus Merdeka (MBKM) policy as a new paradigm for higher education in Indonesia requires study programs to design adaptive and flexible curricula. This study aims to analyze the implementation of the MBKM-based block design curriculum on improving autonomous learning in Physics Education students. This study uses a quantitative descriptive approach, supported by qualitative data from in-depth interviews, analysis of academic policy documents, and a literature review. Quantitative data were collected through a validated questionnaire distributed to 230 students, 12 lecturers, and 3 administrative staff. The data covered understanding of the MBKM policy and six aspects of autonomous learning: responsibility, self-awareness, intrinsic motivation, managing learning, evaluating learning, and decision-making. The results of the study indicate that the implementation of the block design curriculum based on MBKM was carried out through curriculum restructuring and reconstruction of learning activities, with the majority of students showing positive attitudes towards the six aspects of autonomous learning (the combined percentage of agree and strongly agree ranged from 73%-86%). This block design curriculum reconstruction was identified as being related to the development of student autonomous learning and has the potential to minimize academic obstacles. Theoretically, these findings enrich the understanding of the application of Self-Regulated Learning and Self-Determination Theory in the context of an innovative curriculum based on higher education policy in Indonesia. Practically, the results of this study can be a reference in designing a curriculum based on MBKM that supports the strengthening of student autonomous learning.
Implementation of the Outcome-Based Education Curriculum in the Educational Statistics Course: A Qualitative Study in the English Language Teaching Study Program at IAIN Sorong Mulyono; Nurul Mutia
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.002299

Abstract

Outcome-Based Education (OBE) positions intended learning outcomes as the reference point for curriculum planning, teaching, and assessment in higher education. This study describes how the OBE curriculum is enacted in the Educational Statistics course of the English Language Teaching Study Program at Institut Agama Islam Negeri (IAIN) Sorong and how students, the course lecturer, and the study programme coordinator perceive its contribution to learning. A descriptive qualitative design with a single instrumental case orientation was employed. Data were generated through analysis of curriculum documents, including graduate learning outcomes, the CPL–CPMK mapping matrix, the semester learning plan, and assessment rubrics; non-participant classroom observation; and semi-structured interviews with purposively selected participants. Data were analysed using Braun and Clarke’s six-phase reflexive thematic analysis. Trustworthiness was strengthened through methodological and source triangulation, member checking, peer debriefing, reflexive memos, and an audit trail. Six themes were constructed: outcome-referenced planning and documented alignment; student-centred learning; contextualisation of statistical content within English language teaching and Islamic education; continuous, outcome-referenced assessment; perceived learning and a shift from grades to competence; and heterogeneous prior mathematical preparation as the principal implementation challenge. Because the design generated no pre-test, post-test, or achievement data, no measurable or causal improvement is claimed. The study contributes contextualised constructive alignment principles for quantitative service courses in Islamic higher education and distinguishes documented alignment from enacted alignment as an object of curriculum evaluation. These findings offer practical implications for curriculum design, assessment, and course-level OBE evaluation.
Transforming Vocational Education towards Green TVET: A Global Bibliometric Analysis Ridho Azahar; V. Lilik Hariyanto; Sarwa; Wisnu Prayogo; Liana Atika; Mena Fadillia Lukman; Anni Zahara Putri; Heri Franata Sitorus; Naufal Tinov
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.002406

Abstract

Technical and Vocational Education and Training (TVET) plays a strategic role in supporting the transition towards sustainable development. This study aims to analyse developments in the literature on the transformation of vocational education towards Green TVET using a bibliometric approach. Data were collected from international publications indexed in the Web of Science (WoS) database and analysed using a combination of VOSviewer and R Studio software. The analysis was conducted through keyword co-occurrence, network visualisation, and thematic mapping to identify key trends and the direction of research development. The results indicate that research themes focus on education, skills, competences, vocational education, impact, and policy. Keyword trends suggest a shift from a conceptual approach towards a practical orientation, characterised by the strengthening of green skills and cross-disciplinary competences. The thematic map confirms that skills and competences occupy the position of driving themes, reinforcing the role of Green TVET as a vital instrument in supporting the achievement of the Sustainable Development Goals (SDGs), particularly SDG 4, SDG 8, SDG 9, and SDG 13. This study provides a comprehensive overview of the direction of research into Green TVET and its implications for policy, curriculum and strategies in sustainability-oriented vocational education.
Revisiting Career Decision-Making: Career Maturity as a Key Mediator Between Career Information and Students' Career Decisions Nurfaizal; Badeni; Rita Sinthia; Yessy Elita; Mona Ardina; Ari Suningsih; Lisdwiana Kurniati
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.002476

Abstract

Career information services are widely implemented in secondary schools to support students’ career decision-making; however, empirical evidence regarding their direct effectiveness remains inconclusive. This study examines the mediating role of career maturity in the relationship between career self-efficacy, parental social support, career information services, and career planning decisions among senior high school students. A quantitative cross-sectional design was employed with data collected from 200 students through validated and reliable questionnaires. Path analysis using LISREL was conducted to test direct and indirect effects. The findings reveal that career self-efficacy, parental social support, and career information services significantly predict career maturity. Career maturity shows the strongest direct effect on career planning decisions. Notably, career information services do not directly influence career planning decisions but exert a substantial indirect effect through career maturity. These results suggest that providing career information without strengthening students’ career maturity may limit the effectiveness of career guidance programs. This study contributes to career development literature by empirically demonstrating the central mediating function of career maturity in adolescents’ career decision-making and offers practical implications for school-based career guidance interventions.
Teachers' Beliefs, Perceived Knowledge, and Self-Reported Practices Regarding Formative Continuous Assessment: A Correlational Study from Gondar, Ethiopia Aragaw Shibabaw Molla; Sisay Fekadie Molla
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.002479

Abstract

This study investigated the interrelationships among teachers' beliefs, perceived knowledge, and self-reported practices concerning formative continuous assessment (FCA) in Gondar City, Ethiopia. Employing a quantitative correlational design, data were collected from 182 grade 5–8 teachers across four subject areas (Amharic, English, Mathematics, and Biology) through a structured, expert-validated questionnaire using a four-point Likert scale (response rate = 91.0%). Pearson product-moment correlation analyses, supported by bias-corrected accelerated (BCa) bootstrapping with 2,000 resamples, revealed statistically significant positive associations among all three constructs. The most robust relationship emerged between perceived knowledge and practice (r = .608, p < .01), followed by the belief–knowledge link (r = .568, p < .01), and a moderate yet substantively meaningful belief–practice association (r = .461, p < .01). Subsequent multiple regression analysis identified perceived knowledge as the primary predictor of FCA practice (β = .512, p < .001), with the overall model accounting for approximately 38.9% of the variance in practice (adjusted R² = .383). Teacher beliefs also contributed a statistically significant, albeit smaller, independent effect (β = .170, p = .018). These findings indicate that teachers' self-assessed FCA knowledge functions as the principal driver of classroom implementation within Ethiopia's newly adopted curriculum, underscoring an urgent need for targeted, practice-embedded professional development designed to strengthen formative assessment literacy.

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