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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 101 Documents
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The Impact of Mediated Teaching on Secondary School Students’ Academic Achievement in Social Studies: A Study in Ogun State, Nigeria Olubela, Afolabi; Iyunade, Olufunmilayo
Journal of Pedagogy and Education Science Vol 4 No 01 (2025): 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/jpes.v4i01.871

Abstract

This study therefore determined the effects of mediated teaching on secondary school students’ academic achievement in social studies in Ogun state. A pretest, posttest, control group quasi-experimental design was employed for the study. Six secondary schools (public and private) in Ogun State were randomly selected.  Two instruments were used for data collection, are Social Studies Academic Achievement Test and the Mediated Teaching Academic Achievement Questionnaire. The hypotheses were tested using Analysis of Covariance at 0.05 level of significance. Treatment has a significant effect on students’ achievement (F(2,110) = 17.269 P<0.05). This means that there is a significant difference in the achievement of students exposed to teaching with instructional resources than those students taught without instructional resources. It was recommended that government, school authorities, and other stakeholders should provide enough instructional resources for teaching and learning. Where the resources are unavailable or insufficient, teachers are encouraged to improvise.
Enhancing 4th-grade Students’ Interest and Science Learning Outcomes through Differentiated Learning: A Quasi-Experimental Study at SD Muhammadiyah Kleco Kotagede, Yogyakarta Iim; Maryani, Ika; Suparman; Kuswana, Sugesty Linda
Journal of Pedagogy and Education Science Vol 4 No 01 (2025): 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/jpes.v4i01.875

Abstract

The issue in science learning is the mismatch between the applied learning model and student characteristics, along with teachers' limited pedagogical abilities. This impacts students' interest and learning outcomes in science. This study aims to examine the effect of differentiated learning on students' interests and science learning outcomes. The research uses a quasi-experimental design with a two-group pretest-posttest control group approach. Data were collected through observations, a learning interest questionnaire, and a learning outcomes test. Simple random sampling was used, involving two classes: IV Tablig (28 students) and IV Amanah (29 students). Validity was tested using point biserial, and reliability was measured with KR-20. Data analysis included descriptive statistics and hypothesis testing using the Paired Sample t-test and Independent Sample t-test.  Results showed that after the intervention, students' interest in science learning was in the moderate category (39.29%), and learning outcomes were also moderate (50%). The Paired Sample t-test indicated a significant improvement in interest and learning outcomes, while the Independent Sample t-test confirmed a significant difference between the experimental and control groups. Thus, differentiated learning has a significant effect on students' interest and science learning outcomes.
Boosting Engagement and Reducing Anxiety: The Impact of Quizizz on Science Learning in Elementary Classrooms Husain, Andi Musthafa; Maryani, Ika; Fauzia, Safira Nur; Hartanto, Dody; Muarifah, Alif
Journal of Pedagogy and Education Science Vol 4 No 02 (2025): 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.00877

Abstract

Science education in elementary schools often encounters challenges related to technological accessibility, particularly when integrating digital tools such as Quizizz for assessment. Institutional policies, including restrictions on mobile phone usage, are typically implemented to maintain student concentration and prevent technological distractions. While shifting students' mindset toward new learning methods can be challenging, school support can foster a high-quality learning environment that benefits all students. This study aims to explore the implementation and impact of the Quizizz game on students' anxiety levels during elementary science evaluations. Using a quantitative quasi-experimental design with a Pretest-Posttest Control Group approach, data were collected through questionnaires involving all 43 sixth-grade students. The results indicate that the use of Quizizz as a learning evaluation tool significantly improved student engagement in the experimental group. Overall, 52% of the experimental group fell into the "Moderate" anxiety category, compared to 73% in the control group. The analysis also revealed a significant difference in anxiety levels between the two groups, demonstrating that Quizizz effectively reduces student anxiety during evaluations. These findings highlight the potential of Quizizz as an innovative tool to enhance learning experiences and lower anxiety in classroom assessments.
Differentiated Learning by Style Enhances Self-Regulation and Science Achievement in Fourth Grade Students Mariske, Edeh Dike; Anggraini, Adinda Tabyta; Maryani, Ika
Journal of Pedagogy and Education Science Vol 4 No 02 (2025): 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.00884

Abstract

This study investigates the influence of differentiated instruction, tailored to students' learning styles, on self-regulation and science learning outcomes among fourth-grade elementary students. Utilizing a quasi-experimental design, the research involved an experimental group that received differentiated instruction based on students’ learning styles through Project-based Learning (PjBL) model, and a control group taught through Problem-based Learning (PBL) model. Data were collected using validated instruments and analyzed using normality and homogeneity tests, as well as independent and paired sample t-tests, through SPSS version 30. Findings indicate that differentiated instruction significantly improved students’ science learning outcomes, as evidenced by a higher posttest mean score in the experimental group compared to the control group. Although the independent t-test showed a significant difference in self-regulation between the groups, the paired sample t-test did not reveal a significant increase in self-regulation within the experimental group itself. These results suggest that while differentiated instruction effectively enhances academic achievement in science, its impact on self-regulation is less pronounced. The study underscores the value of learner-centered instructional approaches that address individual learning differences to optimize educational outcomes in primary science education.
Assessing Teaching Methods to Improve Traffic Education in Ghanaian Pre-Tertiary Schools Lawer, Emmanuel Kofi; Fosu, Gabriel Obed; Sakyi-Yeboah, Emmanuel; Aninwaa, Matilda
Journal of Pedagogy and Education Science Vol 4 No 02 (2025): 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/jpes.v4i02.895

Abstract

Road traffic accidents are a leading cause of death among young people in Ghana, emphasizing the urgent need for effective traffic education in pre-tertiary schools. This study evaluates the pedagogical strategies employed in teaching traffic education in the Kumasi Metropolis, focusing on the perceptions and experiences of educators and identifying key barriers to implementation. Utilizing a convergent parallel mixed-methods design, data were collected from 114 teachers through surveys combining quantitative and qualitative approaches. The results indicate that traditional lecture-based instruction, although frequently used, is perceived as the least effective in engaging students. In contrast, interactive methods such as role-playing, multimedia presentations, and field trips, though less frequently employed, were rated as significantly more effective in fostering student understanding and engagement. However, challenges such as inadequate resources, curriculum gaps, and limited teacher training hinder effective implementation. The study calls for targeted interventions, including curriculum integration and enhanced teacher support, to optimize traffic education in Ghanaian schools.
Controversies in Implementing English as a Second Language Policy in Papua: Perspectives of English Teachers Dabamona, Miftahulfadlik; Suharmoko; Hidayat, Arrofi; Gay, Aprilia; Ayuningsih, Baiq Septia
Journal of Pedagogy and Education Science Vol 4 No 02 (2025): 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.00897

Abstract

Language Policy of English as a Second Language (ESL) in Papua has been established by the Special Autonomy Law in 2021. This is pivotal in educational practices in a multilingual context. Despite this, significant concerns remain, especially about teachers’ involvement and the execution of the regulation. The gap policy arises from the previous studies highlighting the policy intention and classroom practices. This study aims to explore the gaps in the policy due to three main themes, namely communication gaps, structural and professional support, and socio-cultural tensions and language ideologies. A qualitative study was conducted by applying in-depth interviews with 6 teachers from several regencies in West Papua and Southwest Papua Province. Thematic analysis exposed three main challenges: (1)  policy communication gaps; (2) limited structural and professional support; (3) socio-cultural tensions and language ideologies. This study shows that the success of ESL policy depends on the provincial government's engagement, sustained teacher training, and culturally sensitive curriculum to local wisdom. Ultimately, this research contributes to the discourse of language policy in multilingual contexts, emphasizing the respect for local values and adjusting to the multilingual context, like Papua.
Community Dispositions to Undergraduates’ Social Media Addiction and Poor Study Habits as Correlates of Undergraduates’ Low Achievement in Ogun State, Nigeria Olubela, Afolabi; Iyunade, Olufunmilayo
Journal of Pedagogy and Education Science Vol 4 No 02 (2025): 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.00901

Abstract

Social media addiction and other variables, such as poor study habits, have been attributed to students’ low academic achievement. Students who engage more on social media will basically exhibit poor study habits and performance. This study examined the community dispositions to undergraduates’ social media addiction and poor study habits as correlates of undergraduates’ low achievement in Ogun State. This study adopted a descriptive survey research design. A sample of 100 community members was randomly selected from Ijebu-Ode, Sagamu, and Abeokuta. These include landlords/ladies, transporters, market men and women, and eatery workers. Data were collected using a validated instrument titled: students' social media addiction and study habit questionnaire (SSMA-SH, r=0.76). The three research questions were analysed using Descriptive frequency tables and means cores.  There was also a significant influence of students’ social media addiction and poor study habits on low academic achievement. The study recommended that institutions should educate students about the negative influence of excessive social media and integrate academic activities, such as assignments or discussions, on social media platforms to foster a habit of using these platforms for educational purposes among students.
Local Culture Learning in Early Childhood Education Programs: An Analysis of Teacher Strategies in Introducing Lebak Culture, Banten, Indonesia Rohita; Firmiana, Masni Erika; Suryaningsih, Iin
Journal of Pedagogy and Education Science Vol 4 No 02 (2025): 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.00905

Abstract

This study aims to analyze the strategies used by Early Childhood Education Programs (ECEP) teachers in introducing Lebak’s local culture to preschool children within early childhood education programs. A descriptive survey method with a cross-sectional design was used to capture teachers' strategies at a specific point in time. This study involved 40 respondents from 28 ECEP institutions, including public and private schools, selected through purposive sampling. Data were collected using a structured questionnaire consisting of demographic questions and open-ended questions exploring cultural content, teaching methods, and media. The collected data were analyzed using simple statistical methods, including graphical representation and narrative description. The results showed that the most common cultural content introduced was Baduy culture, followed by traditional food and clothing. Storytelling emerged as the most frequently used method, followed by questions, video presentations, demonstrations of real objects, and observation of images. Storytelling is preferred because it allows children to understand cultural narratives in an interesting and meaningful way. However, the storytelling techniques used by teachers often focus more on conveying information than stimulating higher-order thinking skills. In addition, video media is widely used because of its effectiveness in attracting children's attention and simplifying cultural concepts, but teachers need further training to improve the quality of educational videos. In conclusion, ECEP teachers in Lebak, Banten, have implemented various strategies to introduce local culture. However, improvements are needed, especially in improving questioning techniques in storytelling and optimizing educational video production.
Impact of Parental Involvement, Classroom Climate, and Behavior Problems on Academic Achievement of Children Between Rural and Urban Areas of Bangladesh Mondal, Nilima Bala; Gain, Nityananda; Sarker, Bipul Kumar; Saifuddin, Kazi
Journal of Pedagogy and Education Science Vol 4 No 02 (2025): 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.00911

Abstract

The purpose of this study was to examine the relationship between parental involvement, classroom climate, and behavioral problems and their collective impact on children’s academic achievement. The research explores how parental involvement, classroom climate, and behavioral issues impact academic achievement in rural and urban Bangladeshi school-going children. 200 Bangladeshi secondary school students in grades VI–VII (100 in rural and 100 in urban areas; 50:50 gender ratio) participated in this study. Data was gathered by researchers using standardized instruments, such as child behavior checklists, classroom climate scales, parental involvement scales, and Personal Information Form (PIF). With a model that was a robust fit (Adjusted R2 = 0.754, F = 203.79, p < 0.05), the study deployed multiple regression to examine factors associated with academic success and found significant impacts on Parental Involvement (positive), Behavior Problems (negative), and Classroom Climate (positive). It is noted that academic achievement is strongly impacted by socio-economic status, place of residence, and their interaction (p < 0.05). This emphasizes how crucial these factors of context are. The study's limitations include the potential influence of unmeasured variables like teacher quality and regional disparities, which could affect academic outcomes. Additionally, reliance on self-reported parental involvement and classroom climate data might introduce biases, and the urban-rural comparison may oversimplify diverse contextual differences within these areas. The findings will guide educational psychologists, policymakers, and institutions in developing targeted strategies for improving student outcomes across different regions.
Correlation Between Lecturer’s TPACK Mastery and Students’ Critical Thinking Skills Windayani, Ni Luh Ika; Kristiawan, Muhammad; Putra, Ida Bagus Komang Sindu
Journal of Pedagogy and Education Science Vol 4 No 02 (2025): 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.00937

Abstract

The study's objectives are to investigate the relationship between lecturer mastery of Technology Pedagogical Content Knowledge (TPACK) and critical thinking skill development of students in the early childhood teacher education program. Based on a quantitative approach, this study shows a high correlation, which indicates a significant correlation between lecturers’ TPACK mastery and students’ higher-order critical thinking skills. A regression analysis also found that mastery of TPACK has a significant influence on critical way of thinking, which suggests that teachers who develop technology integration practices will assist in developing critical thinking among students. This study adds to the educational literature that TPACK is crucial for promoting this important 21st-century student skill. They realise that the amount of their sample reached the limit of the findings and recommend more compact research involving larger and more diverse samples to replicate these findings in a wider range of educational contexts. These findings reinforce the position of TPACK as a foundational element in promoting critical thinking in teacher education.

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