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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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Student Engagement and Challenges in Web 2.0-Based Learning: Evidence from Higher Education in Dhaka Sarker, Bipul Kumar; Sarker, Debobrota Kumar
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.00950

Abstract

The COVID-19 epidemic transformed education, prompting a rise in the adoption of Web 2.0 tools in Dhaka's colleges to improve digital literacy, teacher-student connection, and student engagement. A quantitative approach was used, with 200 students from five institutions in Dhaka city receiving structured questionnaires. The learning engagement is the outcome variable in this study, and the predictor factors are academic year, gender (1=male, 2=female), web 2.0 usage (1=yes, 0=no), and web 2.0 tools literacy. The influence of learning engagement was assessed using SPSS and Microsoft Excel, which included regression analysis, t-tests, ANOVA, and descriptive statistics. Findings showed that 78% of students said they were more involved, and 85% said that Google Docs and Padlet had helped them collaborate better. However, issues including inadequate teacher preparation (50%) and restricted access to technology (48%), as well as distractions (56%), were noted. According to regression analysis, digital literacy and Web 2.0 usage were significant predictors of learner engagement (R2 = 0.74). By concentrating on a developing nation, this study offers insights into the acceptance and obstacles of Web 2.0 tools in environments with limited resources, which makes it novel. The study concludes that although Web 2.0 technologies improve educational opportunities, their full potential requires filling infrastructural deficiencies, educating teachers, and encouraging digital literacy.  These findings provide valuable suggestions for educators and policymakers and add to the conversation on technology-integrated education.
The Impact of Self-Efficacy and Teaching Innovation on Teacher Performance Ashlan, Said; Fajri, Rahmat
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.00954

Abstract

This study investigates the influence of teachers’ self-efficacy and teaching innovation on their professional performance. Employing a quantitative research design, the study involved 298 madrasah teachers selected through proportional random sampling. Data were analyzed using path analysis, preceded by the computation of inter-variable correlations presented in matrix form. The analysis reveals that self-efficacy exerts a positive effect on teacher performance, with a standardized coefficient of 0.121, while teaching innovation demonstrates a stronger positive influence, with a coefficient of 0.177. These findings indicate that self-efficacy contributes to a 12.1% enhancement in teacher performance, whereas teaching innovation contributes to a 17.7% improvement. The results underscore the pivotal role of both self-efficacy and innovative teaching practices in enhancing the effectiveness and performance of madrasah teachers.
Smart Budgeting for Future-Ready Schools: Strategies for Efficiency and Financial Accountability in Education Funding Hamini; Mulawarman, Widyatmike Gede; Haryaka, Usfandi
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.00964

Abstract

The increasing demands for quality education amidst budget constraints make the efficiency and transparency of school fund management a crucial issue, especially for Islamic educational institutions. This study aims to formulate a smart budgeting model that not only emphasizes effectiveness and accountability but also integrates Islamic values ​​such as amanah (trust), muʿāwamah (cooperation), and shirkah (partnership). This study employs a qualitative approach, utilizing a literature review method based on secondary sources, including academic journals, educational regulations, and relevant policy documents. Data collection techniques are employed through systematic literature reviews, while data analysis is conducted using thematic content analysis methods. The main findings show that a budgeting model based on five stages—goal setting, needs identification, budget preparation, monitoring and evaluation, and stakeholder involvement—is able to encourage the effectiveness of fund use, strengthen public transparency, and increase community participation. In addition, the integration of digital financial technology and diversification of financing sources, including the use of waqf, are key to creating fiscal sustainability for educational institutions. This study provides theoretical contributions to Islamic education financial management and recommends further empirical studies to test the validity and applicability of the model in various institutional contexts.
Designing Benchmarking Frameworks for Teacher Support in AI-Integrated STEM Education Curriculum: Insights from Cambodia Cendana, Wiputra; Im, Keun; Alim, Evan Kurnia
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.00992

Abstract

This paper proposes a benchmarking mechanism to evaluate and enhance teacher support systems in AI and digital STEM-integrated curricula in Cambodia. It addresses the critical need for educators to incorporate AI effectively, using a mixed-research approach that combines qualitative text analysis with quantitative clustering techniques. Employing a mixed-methods approach, textual data from Cambodian teachers were collected via surveys and interviews, preprocessed (tokenization, stop-word removal, stemming), and analyzed using TF-IDF vectorization and K-means clustering. These themes form the framework's dimensions, measured by contextually relevant metrics, aiming to foster a supportive environment for teachers. Recommendations include partnerships, flexible learning pathways, and pilot programs, contributing to global best practices while addressing local educational challenges. The resulting framework dimensions (training, infrastructure, and policy integration) are measured by context-specific metrics. Findings underscore the necessity of tailored training, equitable resource allocation, and collaborative learning communities in empowering teachers to effectively integrate AI and digital technologies into STEM education. Recommendations include partnerships with tech firms, flexible learning pathways, and iterative policy adjustments based on teacher feedback.
Analysis of Psychometric Properties of the University of California, Los Angeles Loneliness Scale Version-3 (UCLA LS-V3) in the Indian Context Sharma, Rashmi; Gupta, Jyoti
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.00994

Abstract

The UCLA Loneliness Scale Version 3 (UCLA LS-V3) is the most widely utilized measure globally, with various iterations tailored to different cultural contexts. While initially conceived as unidimensional, the scale has been subject to both unidimensional and multidimensional interpretations. However, research on loneliness among Indian university students remains limited. This study investigates the psychometric properties of the UCLA LS-V3 in this population, revealing five distinct dimensions through exploratory factor analysis (EFA) and confirming construct validity through confirmatory factor analysis (CFA). The findings affirm the scale's suitability for assessing loneliness among Indian university students, contributing to the growing body of literature. 
From Complaint to Recovery: Strategic Execution of LAPOR PAK 129 in Protecting Women and Children from Violence Widiyantoro, Moch Wahyu Adi; Kartini, Dede Sri; Bintari, Antik; Nuphanudin
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.001022

Abstract

This study aims to comprehensively describe and analyze the implementation strategy of the LAPOR PAK 129 service in addressing violence against women and children in East Java Province during the 2021–2024 period. The primary focus is to explore the strategy of the LAPOR PAK 129 program, encompassing the stages of program planning, implementation, and its impact on handling cases of violence. A descriptive qualitative approach is employed to examine and interpret the empirical conditions related to the planning, execution, and outcomes of the program. This approach allows for a deep understanding of the real-life context and practices of the LAPOR PAK 129 service in the field. The data collection process combines primary data from direct observation and interviews and secondary data from relevant official documents and reports. To ensure the credibility of the findings, rigorous triangulation methods are applied by integrating various data sources, research techniques, and time frames. This methodological rigor strengthens the reliability and validity of the research results. The findings indicate that the implementation strategy of LAPOR PAK 129 is supported by a program plan with objectives that are clear, specific, measurable, relevant, and time-bound (SMART). Program implementation follows a well-structured action plan and demonstrates effective coordination among key stakeholders, including government agencies and civil society actors. The LAPOR PAK 129 service has had a positive impact, as evidenced by an increase in reported cases of violence, a high percentage of cases being followed up and resolved, and an overall improvement in public satisfaction with the service. These outcomes highlight the program’s effectiveness in strengthening the protection system for women and children in East Java.
Implementation of 3D AR Learning Media to Increase Learning Interest in Computational Thinking Materials: A Case Study of the Informatics Subject at a Public Junior High School in Pademawu, Madura, Indonesia Minarto, Agus; Muhajir; Hatip, Ahmad
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.001036

Abstract

The use of technology-based learning media has become a necessity in the world of modern education. As a technological innovation, 3D Augmented Reality (AR) offers an immersive and interactive learning experience. This study aims to describe the implementation of 3D AR-based learning media in increasing student interest in Information and Communication Technology (ICT) subjects, especially the material of computational thinking at SMP Negeri 2 Pademawu, Madura, Indonesia. This research uses a qualitative approach with descriptive methods. Data were collected through observation, interviews, and documentation of teachers and students in the 8th grade. The results showed that using 3D AR media increased student engagement during the learning process, helped visualize the concept of computational thinking, and generated enthusiasm in completing creative tasks. 3D AR media can make theoretical ICT learning more concrete, engaging, and meaningful.
Fostering Tolerance through Technology: Digital Transformation of Islamic Religious Education in Bengkulu’s Public High Schools Satrisno, Hengki; Septiria, Dalima; Irawan, Bambang; Onia, Saifaldin Idris; Rulitawati
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.001025

Abstract

This study aims to: (1) identify the forms and types of digital media used in the teaching of Islamic Religious Education (IRE) in public senior high schools in Bengkulu Province; (2) analyze strategies for integrating the values of religious moderation into digital-based content; and (3) describe the benefits and challenges encountered in implementing digitalized learning with a focus on strengthening the values of religious moderation. This descriptive qualitative research employed purposive sampling to select informants, which included teachers, school principals, vice principals for curriculum, and 11th and 12th-grade students who actively participated in online or hybrid IRE learning. Data were collected through observation, interviews, and documentation. Data validity was ensured through triangulation of sources and methods. Data analysis involved data reduction, display, and conclusion drawing/verification. The substantial benefits of digital applications for humans in the modern era position media as a tool with various advantages, particularly in terms of better accessibility, interactive content delivery, diverse learning resources, improved communication and collaboration, and support for autonomous and personalized learning. Efforts to integrate digital media into IRE learning include the use of online learning platforms, educational videos, collaborative projects, blogs or online journals, social media, online discussion forums, multicultural content, live streaming, and webinars. The values of religious moderation that must be incorporated into Islamic Religious Education encompass attitudes and behaviors that are balanced, open-minded, and respectful of religious diversity in practice.
Needs Analysis for Collaborative and Experiential Civic Education in Higher Education Nurdiansyah, Edwin; Sapriya; Darmawan, Cecep; Aim Abdulkarim; Aulia Novemy Dhita
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.001060

Abstract

Civic Education in higher education is expected to develop reflective, critical, and socially responsible citizens. However, its implementation often remains conventional and less connected to real-life civic experiences. This study aims to describe the current state of Civic Education learning at the university level and identify the need for transformation toward a more collaborative and experiential model. Employing a qualitative descriptive approach, data were collected through non-participatory classroom observations in eight Civic Education classes at Universitas Sriwijaya, supported by lecturer and student questionnaires. Thematic analysis revealed four major issues: limited collaboration with external stakeholders, lecture-dominated teaching methods, minimal use of contextual learning resources, and assignments that lack participatory engagement. These findings highlight a gap between the ideal vision of Civic Education and its practical application. The study underscores the urgency of redesigning Civic Education to emphasize student collaboration, contextual relevance, and experiential learning. It recommends developing innovative learning models that align Civic Education with 21st-century civic challenges and learner needs.
On Making Humans Human: Engaging Affective, Cognitive, and Spiritual Dimensions within Instructional Design Manubey, Johana; Sitompul, Nurmida Catherine
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.001073

Abstract

This paper aims to illustrate how to integrate the cognitive, affective, and spiritual dimensions using the models developed by Buchanan and Taplin. Buchanan's model incorporates the three components into religious education, while Taplin's is secular. However, they have not yet integrated model stages into instructional design, especially instructional events. This research uses the document analysis method, a systematic document review procedure. Document analysis requires data analysis and interpretation to gain meaning, comprehension, and empirical information. This study's central questions are: How can instructional design use these three dimensions, especially in Gagne's nine learning events? Data extraction finds literature on merging these dimensions. Build a conceptual framework to explain how these three dimensions interact in instructional design. This study outlines integrating the three dimensions in instructional design utilizing Gagne's nine learning events. This study will allow teachers to plan learning with cognitive, emotional, and spiritual dimensions and change how people learn.

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