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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 98 Documents
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The Problems of Indonesian Education Policy with the Change of Curriculum as an Effort to Improve the Ranking of Education Quality in the World Bahri, Syaiful; Yanto, Murni; Baryanto; Asad, Muhammad Mujtaba
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.001019

Abstract

The curriculum is a fundamental yet often overlooked aspect of education, serving as the core of the learning process. It must be evaluated innovatively and dynamically to align with technological advancements and evolving societal needs. As technology progresses, education must adapt to equip future generations with relevant skills for global competition. A flexible, student-centered curriculum is essential, tailored to learners’ needs, interests, and experiences. This study employs library research, analyzing books, journals, and articles to explore educational challenges in Indonesia, including curriculum issues, corruption in funding, limited teaching hours, and restrictive teacher autonomy in lesson design. Potential solutions are drawn from successful models in Finland, Germany, and Australia, whose adaptable and equitable education systems could offer valuable insights for Indonesia. By addressing these challenges through evidence-based reforms, Indonesia can enhance its educational framework, ensuring it meets contemporary demands while fostering student-centered learning.
The Implementation of the DaM2R Strategy to Increase the Acceleration of Student Thesis Writing Joko Susilo, Mohamad
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): 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.00967

Abstract

This research aims to increase the acceleration of students' cognitive abilities in writing a thesis through the DaM2R strategy (Diagnostic assessment, Matriculation, and Mini Research). This action research was conducted in the research methodology course in the odd semester 2022-2023 at the Master of Islamic Religious Studies of the Islamic University of Indonesia. The data collection technique used tests, open-ended questions, and questionnaires. The data analysis technique was carried out using quantitative analysis. The research results show that through the application of the DaM2R strategy, there is an increase in students' cognitive abilities as demonstrated by the results of the diagnostic assessment gain (pretest), with the majority of the posttest being in the high category (<g> 0.70). After matriculation, students' knowledge increases from four to 11 abilities. Examining the results of the mini research work that has been prepared, the average score is 90, and the draft thesis proposal presented has an average score of 91. The relevance between the results of the mini research and the draft thesis proposal that was prepared is 87.5% relevant, and 12.5% ​​have changed research ideas and types of research due to student uncertainty and students' lack of confidence in their interest and mastery of the research methodology used.
Theoretical Perspectives on Educational Transformation Modeling: Ethno-Sociological Approaches and Value Strengthening in Futuristic Learning Moruk, Selviana; Sulisworo, Dwi; Susanti, Ani; Ximenes, Joao
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): 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.00898

Abstract

Education plays a crucial role in shaping societal values, particularly in the context of globalization and technological advancements. This study explores the transformation of education through an ethno-sociological approach, emphasizing integrating cultural values into futuristic learning. The research aims to develop a conceptual framework that strengthens local cultural values while adapting to modern educational trends.  Using a literature review and conceptual analysis, this study examines key factors influencing education, including social, cultural, and economic aspects, as well as the role of technology in learning. The findings highlight that ethno-sociological education fosters inclusivity, cultural preservation, and social cohesion. The proposed model integrates value-based education with technological advancements, ensuring that learning remains holistic and culturally relevant. However, policy constraints, digital divides, and resistance to change must be addressed to ensure successful implementation.  The study recommends a balanced integration of technology and traditional educational values, policy adjustments to support inclusive and value-based learning, and developing teacher training programs incorporating ethno-sociological perspectives. Future research should explore empirical applications of this model to assess its effectiveness in diverse educational settings. 
Functions and Values of Education in the Tunggu Betunggu Traditional Ceremony: Efforts to Preserve Local Wisdom of the Serawai Tribe in Bengkulu, Indonesia Friantary, Heny; Sarwono, Sarwit; Yulistio, Didi
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): 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.001044

Abstract

This study aims to understand the function and educational values ​​contained in the Tunggu Betunggu traditional ceremony in the Serawai Tribe community in Simpang Village, Bengkulu Province, Indonesia. The study uses a qualitative descriptive method with a folklore approach to explore the cultural and social meaning of the tradition. Data were collected through interviews, observations, and documentation. The results of the study show that the Tunggu Betunggu ceremony not only functions as a religious ritual but also as an educational medium that conveys divine, social, and moral values ​​to the younger generation. The value of divine education is reflected in the practice of praying and giving thanks, which strengthens the spiritual relationship with God. Social values ​​include cooperation, sharing sustenance, and harmony, which strengthens solidarity and harmony in society. Meanwhile, moral values ​​are taught through respect for ancestors, respect for others, and responsibility. This ceremony plays an important role in preserving cultural identity, strengthening social solidarity, and shaping the moral character of the next generation of the Serawai Tribe.
Teaching AI-Enhanced Environmental Technologies: A Pedagogical Framework for Integrating Deep Learning and Electrochemistry in STEM Education Chtaini, Abdelilah
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): 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.001056

Abstract

This study presents an innovative pedagogical framework for teaching advanced environmental technologies by integrating artificial intelligence concepts with electrochemical systems in STEM education. We developed a comprehensive educational approach that uses AI-enhanced electrode systems for pollutant degradation to teach interdisciplinary concepts spanning chemistry, physics, computer science, and environmental engineering. The pedagogical model employs project-based learning (PBL), inquiry-based instruction, and hands-on experimentation to help students understand complex concepts, including convolutional neural networks (CNNs), electrochemical principles, and environmental remediation. Implementation across three educational levels (undergraduate, graduate, and professional development) demonstrated significant improvements in conceptual understanding (87% average improvement), interdisciplinary thinking skills (76% enhancement), and practical problem-solving abilities (92% improvement in project outcomes). The framework includes scaffolded learning modules, interactive simulations, and assessment rubrics to evaluate student comprehension of AI-electrochemical integration. This research contributes to STEM education by providing educators with a structured approach to teaching cutting-edge technologies while addressing real-world environmental challenges.
The Role of Generative AI Companions in Promoting Reading Engagement and Self-Regulation in EFL Contexts Sagita, Mustakim; Sagita, Eva Sulastri; Syafari, Nofiana
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): 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.001082

Abstract

Reading ability is a basic requirement for academic achievements and ongoing learning processes, specifically among English as a Foreign Language (EFL) students who must handle progressively challenging linguistic and intellectual demands in modern global educational frameworks. The current approaches for teaching self-regulated learning (SRL) through training programs face a significant drawback because they do not provide enough interactivity and personalized assistance that addresses individual student requirements. Advances in generative artificial intelligence (GenAI) offer a potential solution to this challenge by delivering dynamic, adaptive guidance that enhances self-regulation in reading. This study examines the impact of GenAI-enabled SRL assistance for self-regulated reading strategies and engagement of university-level EFL students, employing a quasi-experimental design with 62 Indonesian learners from two classrooms. Following a 45-minute instructional session on SRL in reading, participants engaged in a 12-week autonomous reading program using a digital platform, with the experimental group (N= 32) receiving chatbot-based SRL assistance and the control group (N= 30) engaging in independent reading without additional support. Data from pre- and post-questionnaires, platform log analyses, and semi-structured interviews indicate that the intervention significantly enhanced students' application of self-regulated learning strategies and their level of engagement in reading activities. The findings stress the effectiveness of interactive, GenAI-assisted SRL support in fostering sustained engagement and strategic reading behaviours, accentuating its potential to address longstanding gaps in EFL reading instruction.
Educational Technology in Elementary Teaching: Philosophies and Practices of Selected Teachers Reyes, Monica Sophia; San Buenaventura-Gaza, Joy
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): 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.001088

Abstract

Technology is present in almost all of society, including education. While there is increased use of various forms of technology and their applications, it is also essential to understand the philosophies and beliefs of elementary teachers and their decision points in incorporating technology into their teaching practice. This study aimed to systematically review the educational technology used in elementary teaching and document and describe the philosophies and practices of selected teachers. The researcher used the PRISMA model to review literature and group best practices into five areas: Teaching Methods, Instructional Materials, Interaction and Collaboration, Assessment, and Accessibility. Data was collected through surveys and a Focus Group Discussion (FGD). One survey question used SAMR descriptors to assess how often and in what ways teachers used technology in class. These helped identify which practices worked well for both teachers and students. To see if teachers followed best practices found in literature, the researcher included them in the survey and confirmed them in the FGD. A Teaching Philosophy test also identified each teacher's dominant philosophy. Results were analyzed qualitatively. The study found that even with some challenges, elementary teachers used technology in varied ways aligned with global best practices. The literature review highlighted effective strategies from countries like the US, the UK, Singapore, Japan, and Canada, offering models the Philippines can adopt or adapt. It also showed that teaching philosophy did not affect how teachers applied technology in their classrooms.
Digital Storytelling as an Innovative Tool for Improving Academic Writing Skills Among English Major Students: A Mixed-Methods Approach Ginting, Datulina
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): 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.001103

Abstract

This study investigates the effectiveness of digital storytelling as an innovative pedagogical tool for enhancing academic writing skills among English major students in Indonesian higher education. Digital storytelling, which combines traditional narrative techniques with multimedia elements, has emerged as a promising approach to address the challenges students face in developing academic writing competencies. A mixed-methods research design was employed to examine the impact of digital storytelling interventions on students' writing performance, engagement, and skill development. The study involved 60 English major students from a public university in Indonesia, divided into experimental and control groups. Quantitative data were collected through pre- and post-assessment writing tests, while qualitative data were gathered through interviews, focus group discussions, and reflective journals. Results indicated significant improvements in academic writing skills among students who participated in digital storytelling activities compared to those receiving traditional instruction. The findings revealed enhanced narrative competence, improved technological literacy, and increased student motivation and engagement. This research contributes to the growing literature on innovative pedagogical approaches in language education. It provides practical implications for educators seeking to integrate technology-enhanced learning in academic writing instruction.
The Role of Physical Education in Building Students’ Soft Skills: A Literature Study Insanistyo, Bayu; Pujianto, Dian; Hussein, Ali Radhi Abdul
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): 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.001151

Abstract

Physical Education has a strategic role in developing students' physical fitness and building non-technical skills (soft skills) that are very much needed in the 21st century. The purpose of this study is to systematically examine the contribution of Physical Education in developing students' soft skills through literature studies. The research method uses the Systematic Literature Review (SLR) approach with PRISMA guidance. Data were collected from the Google Scholar and Scopus databases using the keywords "Physical Education", "Soft Skills", and "Students" for publications in 2013–2023. Of the 126 articles found, 15 met the inclusion criteria for further analysis. This literature study indicates that Physical Education plays an important role in building students' soft skills, such as leadership, teamwork, communication, self-control, and problem-solving. Various learning models such as Sport Education, Cooperative Learning, traditional games, and adaptive Physical Education have proven effective in developing these skills. However, developing soft skills through Physical Education still faces obstacles, including limited teacher competence, inadequate facilities and infrastructure, and limited learning time. In addition, there is still a research gap related to using technology-based models and longitudinal studies to see the long-term impact. Physical Education can potentially strengthen students' soft skills if it is supported by learning innovation, teacher capacity building, and a curriculum responsive to students' character development needs.
Assessing the Effectiveness of Traffic Education Programs on Driving Practices in Ghana Sakyi-Yeboah, Emmanuel; Fosu, Gabriel Obed; Aninwaa, Matilda; Lawer, Emmanuel Kofi
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): 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.001168

Abstract

Traffic education is crucial in enhancing driver skills, improving road safety, and reducing traffic-related accidents. This study investigates the impact of traffic education on driver behavior, focusing on differences between private and commercial drivers and the influence of driving experience across key content areas, including Traffic Laws and Regulations, Basic Driving Skills, Hazard Awareness, and Road Courtesy. The study employed descriptive and inferential statistical analyses to assess participation rates and the effectiveness of traffic education programs. The results show that Basic Driving Skills emerged as the most frequently engaged and effective content area, while Road Courtesy and Impaired Driving training received little attention. Significant disparities were observed in participation, with private drivers engaging more consistently in structured educational programs than their commercial counterparts. The analysis also indicates that drivers with fewer years of experience report higher impacts from traffic education, underscoring the importance of early and continuous engagement in training programs. Notably, the study found no significant difference in the effects of traffic education based on years of driving experience, highlighting the need for a comprehensive revision of traffic education programs to address these gaps and improve road safety outcomes.

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