cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Z. Arifin
Contact Email
apga@tecnoscientifica.com
Phone
+6281807751582
Journal Mail Official
apga@tecnoscientifica.com
Editorial Address
Editorial Office - Acta Pedagogia Asiana Jalan Asem Baris Raya, Tebet, Jakarta Selatan Jakarta 12830, Indonesia
Location
Kota adm. jakarta selatan,
Dki jakarta
INDONESIA
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 19 Documents
 1   2 
Search results for , issue "volume 5 - issue 2 - 2026" : 19 Documents clear
Promoting Experiential Learning through Extended Reality Technology Aidrina Sofiadin
Acta Pedagogia Asiana Volume 5 - Issue 2 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i2.1175

Abstract

The rapid advancements in technology have transformed the educational landscape, leading to new initiatives for innovative learning. Extended reality (XR), such as virtual reality, augmented reality, and mixed reality, has the potential to redefine teaching and learning methods. Experiential learning is an effective teaching and learning strategy that improves learners' understanding of real-life experiences. This paper aims to discover the ability of XR to promote experiential learning. Thus, a mixed-methods study was conducted with 54 undergraduate students who shared their views on the use of XR in promoting experiential learning. Students were optimistic about the use of virtual tours and a mixed reality (MR) post-it notes application in their learning. Findings from the survey and discussion have highlighted the potential of XR applications in fostering experiential learning among students.
Comparative Analysis on post-Covid Digital Competency Frameworks and Digital Skill Gap Studies Myat Min Thu; Thanatip Chankong
Acta Pedagogia Asiana Volume 5 - Issue 2 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i2.1178

Abstract

As regarded as the age of Industry 4.0, digital skills have emerged as a more significant aspect of daily life. Equipping oneself with adequate digital skills has become increasingly essential across domains such as employment, education, and business. Especially in the wake of the COVID-19 pandemic, the need for digital skills stands out as an even more prominent asset, as remote work and online learning have become the new norm. Various entities such as governments, non-governmental organizations, academic institutions, and corporations are adapting to this advancing era by conducting new studies and designing new frameworks for digital literacy to address existing skill gaps. This paper conducts a comparative analysis of these frameworks and studies to identify commonalities and differences between them. This review also explores best practices, advantages, challenges, and limitations of existing studies and frameworks to propose potential improvements or new approaches to tackle digital skill gap issues and address evolving digital skill requirements more efficiently in a post-COVID-19 world.
Catalyst of Innovation: How CA Elevates Education at Curtin University Rachel Sheffield; Sherry Bawa; Dale Pinto; Fu Ee Tang; Janie Brown; Stephanie Bruce; Ben Milbourn; Natalie Gasson; Lisa Tee
Acta Pedagogia Asiana Volume 5 - Issue 2 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i2.1180

Abstract

The CA(CA) is an integral part of the Curtin University community, established to enhance learning and teaching quality by recognising and rewarding teaching excellence. In recent years, universities have faced significant challenges in maintaining high standards of learning and teaching, particularly with the rise of online education and the need for innovative teaching practices that support student engagement. The CA addresses these challenges by fostering a culture of excellence and innovation in education, including by involving students as partners and adopting other collaborative learning practices. CA aligns with Curtin University's strategic goals of people, planet and partnership. CA champions global educational trends, focusing on promoting innovative and inclusive teaching practices and research-informed teaching. This approach aligns with the university's goal of maintaining high educational standards, excellence, sustainability and social responsibility through programmes like the New Colombo Plan and Mentoring Circle. To ensure continued success and address challenges for the future, Curtin Academy’s strategies at local, national and international levels are proposed.
Enhancing Student Learning and Engagement Through AI-Enhanced Instructional Materials: A Study on Personalized Education and Interactivity S. H. M. Phua; Choo. W. R. Chiong; W. H. D. Chai
Acta Pedagogia Asiana Volume 5 - Issue 2 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i2.1182

Abstract

This paper explored the potential of AI-enhanced instructional materials to improve student learning outcomes and engagement, aligning with the principles of Education 4.0 and the Malaysian Higher Education Blueprint. The integration of AI into educational content enables personalized learning experiences, addressing individual gaps in understanding while catering to diverse learning styles and paces. AI’s capability to analyze data and adapt content dynamically supports the goals of Education 4.0, which emphasizes personalized and technology-driven learning experiences. By incorporating interactive ele-ments such as quizzes and real-time feedback, AI platforms pro-mote active student participation and reflection, which are crucial for knowledge retention and critical thinking. The study employs a mixed-methods approach by incorporating both quantitative and qualitative analyses to assess the impact of AI integration. Quantitative data was gathered through assessments and surveys, measuring improvements in learning outcomes and student engagement. Qualitative insights were obtained from focus group discussions and interviews, providing deeper understanding of student experiences and perceptions. The findings suggest that AI can help educators shift from traditional, didactic teaching methods to more responsive, student-centered approaches. This transition prepares students with the necessary skills and com-petencies for the 21st century. The advancement of educational technology through AI offers significant benefits in equipping students for the digital age, fostering critical thinking, creativity, and lifelong learning.
The Role of Authentic Assessment in Improving Learning Outcomes: A Review of Formative and Summative Assessment Practices Phoebe Kate V. Jacob
Acta Pedagogia Asiana Volume 5 - Issue 2 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i2.1187

Abstract

Authentic assessment has emerged as an important educational approach that promoted meaningful learning by engaging students in real-world and performance-based tasks. This study reviewed existing literature on the role of authentic assessment in improving learning outcomes, with emphasis on formative and summative assessment practices. A systematic literature review design was employed using studies retrieved from academic databases such as Google Scholar, ERIC, Scopus, and ScienceDirect. Relevant studies published between 2015 and 2025 were screened and analyzed through thematic analysis. The findings revealed that authentic assessment significantly enhanced students’ critical thinking, problem-solving abilities, and application of knowledge in real-life contexts. Formative assessment was found to support continuous learning through timely feedback, progress monitoring, and reflective practices, while summative assessment effectively evaluated overall student achievement through performance tasks, project-based activities, and portfolio assessment. The review also highlighted the importance of rubrics and scoring guides in ensuring transparent and consistent evaluation, as well as the value of student-centered evaluation in promoting active participation, self-reflection, and ownership of learning. Overall, the literature suggested that authentic assessment contributed to deeper understanding and improved learning outcomes across educational settings. The study recommended the integration of authentic assessment strategies into classroom instruction and encouraged further research on digital and discipline-based applications of authentic assessment practices.
The Role of Teacher Leadership in Coaching, Mentoring, and Collaborative Improvement Phobelyn C. Zamudio
Acta Pedagogia Asiana Volume 5 - Issue 2 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i2.1189

Abstract

This literature review examined the role of teacher leadership in enhancing instructional quality, professional growth, and school improvement, with a focus on coaching, mentoring, and collaborative practices in both international and Philippine contexts. Drawing on recent studies (2020–2025), the review highlighted how teacher leadership strengthened instructional capacity and fostered leadership identity at the teacher level, while improving school culture, collaboration, and instructional alignment at the institutional level. Coaching and mentoring were identified as key mechanisms that operationalized leadership practices, while collaborative structures such as professional learning communities and Learning Action Cells amplified their impact. Comparative analysis revealed similarities in collaborative emphasis across contexts; however, Philippine schools faced challenges related to structural support, policy maturity, and resource constraints. The findings reinforced theoretical frameworks, including Distributed Leadership Theory and collective efficacy, underscoring teacher leadership as a form of organizational capital. Practical implications included the need for formalized coaching, leadership training, institutionalized mentoring programs, and policy support. Identified research gaps pointed to the need for longitudinal, quantitative, and mixed-method studies, particularly in rural school settings. Overall, teacher leadership emerged as central to sustainable school improvement and needed to be systematically institutionalized rather than treated as incidental.
Reconceptualizing Classroom Inclusivity: A Literature Review on Universal Design for Learning and Differentiated Instruction Susan L. Abao; Mauricio S. Adlaon
Acta Pedagogia Asiana Volume 5 - Issue 2 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i2.1191

Abstract

Inclusive education required pedagogical approaches that addressed the diverse learning needs of all students. This literature review examined Universal Design for Learning (UDL) and Differentiated Instruction (DI) as complementary frameworks for fostering inclusivity. Although extensive research had been conducted on each approach individually, limited exploration existed regarding their integrated application in classrooms, representing a significant gap in the literature. A systematic review of peer-reviewed studies, books, and policy reports published between 2010 and 2025 was conducted, focusing on inclusive practices, curriculum adaptation, and differentiated strategies. The findings indicated that UDL promoted flexible learning environments through multiple means of engagement, representation, and expression, while DI allowed instruction to be tailored according to students’ readiness, interests, and learning profiles. Combined, these approaches enhanced student engagement, academic outcomes, and accessibility for learners with diverse needs. The challenges identified included limited teacher training, resource constraints, and rigid curriculum structures. The review concluded that integrating UDL and DI offered a practical and theoretical pathway to equitable education. The recommendations emphasized professional development for educators, adaptive curriculum design, and further research on the joint impact of these frameworks in diverse classroom settings.
The Interplay of Classroom Climate, Social-Emotional Learning, and Engagement in Learning Environment Management Floreeliz G. Penaso
Acta Pedagogia Asiana Volume 5 - Issue 2 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i2.1194

Abstract

This study examined the interplay among classroom climate, social-emotional learning (SEL), and student engagement within the framework of learning environment management. With growing global and Philippine recognition of holistic education, effective classroom management extended beyond discipline to fostering supportive climates, SEL integration, and strategies that sustained engagement. The review synthesized empirical evidence from international and local studies, employing a systematic narrative approach that included peer-reviewed research published between 2010 and 2025, spanning K–12 and higher education contexts. Findings revealed that a positive classroom climate promoted SEL, SEL enhanced behavioral, emotional, and cognitive engagement, and engagement, in turn, reinforced a constructive climate. Integrated models, including ecological systems theory, self-determination theory, and whole-school approaches, underscored the dynamic and reciprocal relationships among these constructs. Philippine studies demonstrated alignment with international findings, yet gaps remained, particularly in longitudinal research, multivariate modeling, and culturally responsive frameworks. The review highlighted practical implications for teacher professional development, policy formulation, classroom routines, and engagement-focused instructional design. It also emphasized the need for localized SEL initiatives, strengthened teacher preparation programs, and climate-based evaluation systems. In conclusion, learning environment management was best understood as an interconnected system, requiring culturally relevant, integrative strategies to optimize student outcomes. Future research should prioritize longitudinal, mixed-method, and cross-cultural studies to further validate and refine these models.
Development of a Unified Experiment-Based Exploration Sheet in General Physics 1 – Kinematics for Grade 12 Students of Surigao City National High School, Philippines Dyvie Calunsag Flores; Mauricio S. Adlaon
Acta Pedagogia Asiana Volume 5 - Issue 2 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i2.1214

Abstract

This study aimed to develop and evaluate the effectiveness of a Unified Experiment-Based Exploration Sheet for Grade 12 General Physics 1, focusing on the topic of kinematics. Studies have consistently shown that students experience misconceptions regarding motion, velocity, and acceleration, often interpreting velocity as synonymous with acceleration and struggling to distinguish scalar and vector quantities. The study was conducted in response to the persistent low performance of Filipino students in science, as evidenced by the Philippines’ below-average performance in the PISA 2022 assessment, and the continuing difficulty of students in understanding abstract physics concepts and problem-solving ability due to limited laboratory resources and traditional teaching approaches. Unlike existing inquiry-based activity sheets, the developed Unified Experiment-Based Exploration Sheet integrates standardized experimental procedures, locally available materials, and MELC-aligned inquiry activities into a single instructional resource designed specifically for Grade 12 Kinematics. Using a research and development design based on the 4D model (Define, Design, Develop, and Disseminate), the Exploration Sheet was developed and validated by four experts providing qualitative evaluation and feedback. Fifty (50) Grade 12 STEM students from Surigao City National High School using stratified random sampling participated in the implementation phase. A 40-item multiple-choice test on kinematics was administered as a pre-test and post-test to measure learning gains. Descriptive statistics and a paired-samples t-test were used for data analysis. Results revealed that students’ mean pre-test score was 28.6 (SD = 5.37), which increased to a mean post-test score of 37.3 (SD = 4.64), yielding a mean gain score of 8.68 (SD = 6.61). The paired-samples t-test indicated a highly significant difference between pre-test and post-test scores (p < .001), confirming the effectiveness of the developed material. These findings suggest that the Unified Experiment-Based Exploration Sheet is an effective instructional material that can significantly improve students’ understanding of kinematics through structured, inquiry-based, and context-appropriate learning activities.

Page 2 of 2 | Total Record : 19

 1   2 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Volume 5 - Issue 2 - 2026 Volume 5 - Issue 1 - 2026 Volume 5 - Issue SI - 2026 Volume 4 - Issue 2 - 2025 Volume 4 - Issue 1 - 2025 Volume 3 - Issue 2 - 2024 Volume 3 - Issue 1 - 2024 Volume 2 - Issue 2 - 2023 Volume 2 - Issue 1 - 2023 Vol. 1 Iss. 1 (2022)