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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 48 Documents
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The Correlation of Students’ Communication and Collaboration Skills to Work Ethics through Project-Based Learning Lianto, Lianto; Rohayati, Yulista Trias; Lestari, Sri Rahayu
Acta Pedagogia Asiana Volume 5 - Issue 1 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i1.805

Abstract

Effective communication and collaboration were vital competencies that students needed to master to enhance their work ethic in the 21st century. This study sought to investigate the relationship between communication, teamwork, and work ethic qualities in the context of Project-Based Learning (PBL). The sample for this study comprised students enrolled in an introductory immunology course at the Faculty of Biology, Malang State University, Indonesia. Data were analyzed using multiple regression and correlation analysis. The findings indicated a correlation among communication, collaboration, and work ethic skills. Communication and teamwork contributed 61.5% to students' work ethic skills in project-based learning. The project-based learning style was crucial for enhancing students' communication and collaboration abilities. Project-based learning also influenced students' work ethic. It was strongly recommended to implement the project-based learning approach in higher education institutions to enhance students' 21st-century competencies.
Prevalence of Mental Health Issues Among Secondary School Students in Surabaya, Indonesia, Using the Strengths and Difficulties Questionnaire Nafisah, Ainun; Tharani Balamurugan
Acta Pedagogia Asiana Volume 5 - Issue 1 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i1.832

Abstract

Adolescent mental health is a growing concern worldwide, yet evidence from Indonesia remains limited. This study examined the prevalence of mental health issues among secondary school students in Surabaya using the Strengths and Difficulties Questionnaire (SDQ). A cross-sectional survey was conducted across four schools, involving 167 junior and senior high school students. Participants self-reported emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship difficulties, and prosocial behavior. Data were analyzed using descriptive statistics and non-parametric tests to explore differences across gender, age, school type, and school level. Findings revealed that 24.6% of students were at substantial risk of mental health difficulties. In contrast, 70.7% of students were unlikely to experience clinically significant problems, and only 1.8% were at risk of low prosocial behavior. Female students reported higher total difficulty scores but also demonstrated greater prosocial behavior compared to males. Additionally, students in public schools showed higher levels of prosocial behavior than those in private schools.
Educational Service Strategy in Increasing Public Interest in Madrasahs and Integrated Islamic Schools Fauzi, Anis; Misbayani, Misbayani; Rohmiyati, Yuli
Acta Pedagogia Asiana Volume 5 - Issue 1 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i1.836

Abstract

Public interest in integrated Islamic madrasahs and schools is growing, yet challenges remain in delivering comprehensive and effective educational services. This study aimed to explore the forms of educational services developed in madrasahs and integrated Islamic schools, as well as the involvement of teachers, educational personnel, and parents in enhancing service quality. A qualitative descriptive approach was employed, using in-depth interviews, observations, and documentation at four research sites in Serang City, Indonesia. Participants included school principals, teachers, administrative staff, and parents. The results indicated that suitable educational services in madrasahs comprised core subject learning, extracurricular activities, talent development, and library services. Additional facilities included science laboratories, counseling rooms, places of worship, school cooperatives, canteens, and multimedia rooms. In integrated Islamic junior high schools, services also involved dormitory management, health programs, and auxiliary services such as laundry and sewing. Teacher councils and educational personnel actively supported these services, while parental involvement further enhanced service quality. Limitations included restricted land for sports facilities and the need for improved public awareness of new services. In conclusion, integrated Islamic schools that implement comprehensive educational strategies attract greater public interest and foster holistic student development. Future research should investigate the long-term impact of these services on academic performance, character formation, and community engagement, as well as strategies to optimize limited resources and expand access to high-quality educational services.  
AI am Motivated: Leveraging Self-Determination Theory in Chatbots Sims, Craig; Moursounidis, Jack; Sheffield, Rachel; Thompson, Nik; Singh, Abhijeet; Bunn, Anna; Sha, Li
Acta Pedagogia Asiana Volume 5 - Issue 1 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i1.950

Abstract

Artificial intelligence (AI)-powered chatbots promised to streamline administrative tasks and offer just-in-time support within higher education institutions. However, many existing chatbots prioritised simple information delivery over the cultivation of deeper student engagement and intrinsic motivation. This paper argued that Self-Determination Theory (SDT), a prominent framework for understanding motivation, offered a robust model for designing chatbots that went beyond passive answering to become active facilitators of student agency. SDT emphasised three core psychological needs: autonomy, competence, and relatedness. This paper explored how the intentional integration of these needs into chatbot design could transform administrative support interactions into opportunities to empower students as self-directed learners.
University Lecturers’ and Students’ Perceptions and Use of Genai Technologies Zheng, Chen; Leo, Kee Chye; Sheffield, Rachel; Fairhurst, Nicole
Acta Pedagogia Asiana Volume 5 - Issue 1 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i1.955

Abstract

ChatGPT, Bard, and other generative artificial intelligence (GenAI) technologies, also known as conversational AI or chatbots, were trained to be informative and comprehensive. This definition described the capacity of GenAI to answer, create, and complete tasks, such as writing essay responses using user-generated prompts. Universities were often unsure of how to incorporate this technology into the teaching and learning process in a consistent and ethical manner. There was debate about the positive and negative aspects of GenAI within universities, such as prompt feedback and resource development, versus breaches of academic integrity. The inconsistencies in messaging and debates led both academics and students to feel anxious, confused, and concerned. This project explored the expertise, confidence, and subsequent experiences of university students and academics with the use of GenAI technologies in their teaching, learning, and assessment. It employed a mixed-methods approach, combining a quantitative survey with qualitative interviews conducted across international campuses of a large public university, with a sample of 132 students and 38 staff. GenAI had the potential to enhance productivity and efficiency in education; however, further support and clarification were needed to foster the development of critical skills for evaluating information output and the ethical use of these technologies.
Enhancing Student Engagement and Motivation in Virtual English as a Second Language Classrooms During the COVID-19 Pandemic: Challenges and Strategies Van, Le Ha
Acta Pedagogia Asiana Volume 5 - Issue 1 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i1.965

Abstract

The COVID-19 pandemic catalyzed a paradigm shift in education, accelerating the transition from traditional face-to-face instruction to virtual learning environments. This shift presented unique challenges for English as a Second Language (ESL) instruction, primarily due to reduced direct interaction and limited engagement between instructors and students. The inherent difficulties of ESL learning were further intensified in virtual settings, potentially leading to decreased student interest, motivation, and participation, particularly among learners accustomed to conventional classroom dynamics. A lack of social interaction in online environments often resulted in feelings of isolation and diminished motivation among ESL students. Nevertheless, when effectively designed, virtual learning environments enhanced teaching methodologies, enriched learning materials, and fostered students’ analytical skills, curiosity, creativity, and motivation. This study explored the strategies employed by three ESL lecturers to enhance and sustain student motivation in virtual learning contexts. The findings provided practical insights for universities adapting to online learning during the COVID-19 pandemic and offered valuable implications for managing future educational disruptions.
Exploration of the Practice of Curriculum Reform in Chinese Vocational Education Zhang, Lianlong; Cai, Cheng; Xu, Shifang
Acta Pedagogia Asiana Volume 5 - Issue 1 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i1.971

Abstract

In secondary vocational education, the coherence and connection of curriculum content are crucial for students’ holistic development. This study focused on the logistics major in vocational schools and applied Pearson correlation coefficients to analyze learning transfer effects between courses, providing data-based support for curriculum design and integration. The results showed that among the three basic courses of language arts, mathematics, and English, mathematics demonstrated the strongest internal coherence. The high correlation among specialized courses indicated that their arrangement was more conducive to systematic and in-depth knowledge acquisition. Variations in correlation coefficients over time provided a basis for optimizing early course planning, strengthening academic early warning mechanisms in vocational schools, preventing academic difficulties, and ensuring a smooth and effective learning process for students.
Fostering Diversity, Equity and Inclusion in Learning and Teaching of Digital Business and Management Education Adeyinka-Ojo, Samuel; Lew , Tek Yew
Acta Pedagogia Asiana Volume 5 - Issue 1 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i1.981

Abstract

This paper aimed to explore the importance, benefits, and challenges of the diversity, equity, and inclusion (DEI) framework in learning and teaching (LT) within digital business and management education (DBME). DEI components were found to be indispensable for crafting sustainable, effective, and socially responsible learning and teaching spaces in business schools across major academic disciplines, including digital business, marketing, entrepreneurship, human resources, tourism, hospitality, public relations, events management, accounting, finance, international business, and general management education. A notable gap existed among academics, practitioners, and policymakers regarding the integration of DEI principles into learning and teaching environments. Specifically, the extant literature had underreported and failed to comprehensively identify the benefits of DEI in the learning and teaching of digital business and management education, as well as the challenges associated with implementing DEI within volatile, uncertain, complex, ambiguous, disruptive, and diverse (VUCAD²) learning and teaching environments. The research method adopted was the Logic of Aggressive Synthesis (LAS). The findings demonstrated both the benefits and the potential perils of implementing a DEI framework in learning and teaching within digital business and management education. Implications and directions for future research were also discussed.

Page 5 of 5 | Total Record : 48

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