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Acta Pedagogia Asiana
Published by Tecno Scientifica
ISSN : -     EISSN : 29636442     DOI : https://doi.org/10.53623/apga
Core Subject : Education,
Education Other
The journal welcomes submissions regardless of methodological approach, we expect all manuscripts to include a nuanced consideration and rich discussion of results in relation to the research and broader context of teaching and learning. Though we prioritize empirical work, purely theoretical manuscripts will also be considered. Topics: Higher education Continuing Professional Development Adult Education and Lifelong Learning Teachers & Teacher Education Teaching & Learning Science Education (Math, Chemistry, Biology, Physic) Social Science Education (Economic, Literature, Literature) Language Education (English and other languages) Classroom Practice Sociolinguistic Pragmatics
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Volume 3 - Issue 2 - 2024" : 5 Documents clear
The Jigsaw Learning Model to Promote Engagement in the English Language Classroom: A Teacher’s Reflection Suwartono, Tono; Romdona, Yaomal
Acta Pedagogia Asiana Volume 3 - Issue 2 - 2024
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v3i2.401

Abstract

Learning activities employing the lecture model have induced boredom among students and resulted in poor participation in the classroom, including in the English as a foreign language class. Low student participation in classrooms may impede the development of their skills. The jigsaw cooperative learning model provides an opportunity for students to collaborate and actively participate. This collaborative action research aims to assist students in addressing engagement issues in English lessons through the jigsaw cooperative learning model. The collaborative action research involved a cohort of 36 primary school students, comprising 20 females and 16 males, in the city of Purwokerto, Indonesia. Data was collected through observation, and the observational data obtained were then analyzed using descriptive statistics. After three cycles, student engagement increased from 56% (baseline) to 65.56%, 75.56%, and 79.44%, respectively. The desired criteria for intervention success (75%) were met in cycle 2, leading to the conclusion of the investigation in cycle 3. Based on the results, it can be inferred that the adoption of the jigsaw learning model has effectively enhanced student engagement in the English language class. Practical implications of the study are then presented.
Implications of Artificial Intelligence for Teaching and Learning Tang, Kuok Ho Daniel
Acta Pedagogia Asiana Volume 3 - Issue 2 - 2024
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v3i2.404

Abstract

Artificial Intelligence (AI) has significantly transformed teaching and learning, facilitating a shift from teacher-centered to student-centered education. This review outlines the broad implications of AI for education and synthesizes both the opportunities and challenges associated with its implementation. Examining over 55 papers related to the impacts of AI on education, the review encompasses various educational contexts, avoiding a singular focus on specific types of education or the teaching of AI alone. According to the review, AI introduces new opportunities for creating intelligent content that enhances learning experiences, fostering interactivity and a student-centered approach. Smart content enables instructors to integrate multimedia, interactive tools, AI-related wearables, and information technologies, diversifying learning modes and engaging students more effectively. The creation of smart content aligns with smart education frameworks to ensure efficient content development. AI also contributes to the development of intelligent tutoring systems, which simulate human tutors to deliver personalized and adaptive educational experiences. These systems can host smart content, enabling independent learning. Additionally, AI improves virtual learning environments by analyzing student data to tailor content and delivery methods based on individual needs. It automates tasks such as grading and feedback, allowing teachers to concentrate on other essential responsibilities. While AI brings significant benefits, it is not without limitations. Challenges include infrastructure requirements, considerations of inclusion and equity, teacher readiness and preparation, data quality and inclusivity, profit orientation, data privacy and ethical concerns, and the potential for unequal access. Addressing these limitations is crucial for maximizing the positive impacts of AI in the realm of education.
The The Effect of Social Media on Students' School Life in Indonesia Nafisah, Ainun; Ahmed, Nasheeta Shareen; Balamurugan, Tharani; Gimka, Kushalini; Wijaya, Lourelyn Clarecya
Acta Pedagogia Asiana Volume 3 - Issue 2 - 2024
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v3i2.426

Abstract

Social media has emerged as a ubiquitous force in today's society, facilitating global interactions and information exchange across virtual networks. Numerous studies have been conducted to uncover both the positive and negative effects of social media on students and education. This article explores the pervasive influence of social media on students' school lives, focusing on four key factors: motivating students in academic achievement, utilization for academic discussions, accessibility of study materials through social media, and the potential distraction of school assignments. We investigate the effect of students' screen time on social media on these aspects of their educational experience using a quantitative approach. A survey methodology was employed, with data gathered from 67 students in Indonesia. Preliminary results indicate that social media may not have a significant effect on students' school lives. Additionally, students reported experiencing both negative and positive impacts of social media on their academic endeavors.
Culturally Responsive Teaching: Navigating Models and Implementing Effective Strategies Abdalla, Hassan; Moussa, Ahmat
Acta Pedagogia Asiana Volume 3 - Issue 2 - 2024
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v3i2.432

Abstract

Culturally Responsive Teaching (CRT) stands as a beacon of equity and inclusivity within the realm of education, advocating for instructional practices that honor and affirm students' diverse cultural backgrounds, experiences, and perspectives. It bridges the cultural divide between educators and students, recognizing that cultural identities significantly shape learning experiences and outcomes. The aim of this review is to thoroughly analyze CRT, delving into its diverse models, strategies, and practical implications. CRT emphasizes cultural competence among educators, the integration of culturally relevant content into the curriculum, and fostering positive teacher-student relationships. Models developed by scholars such as James A. Banks, Geneva Gay, and Gloria Ladson-Billings provide practical frameworks for CRT implementation, promoting culturally inclusive teaching methods and nurturing positive intercultural interactions. Implementing CRT involves creating inclusive curriculum, cultivating cultural competence among educators, and fostering positive teacher-student relationships. However, challenges such as implicit bias, structural barriers, and language diversity must be addressed to create supportive learning environments. Moving forward, enhancing teacher education programs, providing ongoing professional development, and advocating for policies that support equity and inclusion are essential steps to advance culturally responsive practices in education. Collaborative efforts among educators, researchers, policymakers, and community stakeholders are vital for promoting equity, fostering collaboration, and improving outcomes for all students in culturally diverse educational settings.
The Importance of Social-Emotional Learning in Schools Martinez, Maria Eugenia; Gomez, Valeria
Acta Pedagogia Asiana Volume 3 - Issue 2 - 2024
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v3i2.468

Abstract

In recent years, the importance of addressing students' social and emotional development alongside their academic needs has gained increasing recognition. Traditional education systems have predominantly emphasized cognitive skills and academic achievement, often neglecting the emotional and social aspects of student growth. This oversight can lead to significant consequences, such as heightened rates of anxiety, depression, and behavioral issues among students. The lack of social-emotional learning (SEL) integration in school curricula results in many students being ill-prepared to manage their emotions, establish healthy relationships, and make responsible decisions. Modern life's pressures and complexities exacerbate this problem, demanding greater emotional resilience and interpersonal skills from young people. Integrating SEL into school curricula can substantially enhance students' overall well-being, academic performance, and future success. By equipping students with the tools to understand and manage their emotions, develop empathy, and build strong interpersonal relationships, SEL creates a more supportive and effective learning environment. This holistic educational approach addresses the immediate emotional and social needs of students and contributes to their long-term personal and professional development. The objective of this article is to explore the importance of SEL in schools and highlight its benefits for students, educators, and the broader educational community. SEL, as an educational framework, aims to develop students' emotional intelligence, social skills, and overall well-being. By integrating SEL into school curricula, we can foster a supportive and emotionally healthy learning environment that prepares students to navigate the complexities of life, ensuring they are well-equipped for future challenges and opportunities.

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