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 83 Documents
 5   6   7   8   9 
Evaluating the Technology Acceptance of Wikipura: Insights from Balinese Hindus on the Bilingual Encyclopedia for Bali's Hindu Temples I Made Bagus Andi Purnomo; I Ketut Trika Adi Ana; I Putu Mardika; I Komang Agus Darmayoga Kantina
Acta Pedagogia Asiana Volume 5 - Issue SI - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5iSI.1121

Abstract

Bali is known as the Island of the Gods because it has thousands of Hindu temples. However, not all Balinese people, especially those in the younger generation, are familiar with the gods and goddesses worshipped in each temple. Therefore, the researchers developed Wikipura, an online bilingual encyclopedia for Hindu temples in Bali. Specifically, this study aimed to examine male and female respondents’ acceptance of Wikipura and to identify the factors influencing their acceptance. This study employed a survey research design. The researchers collected data using a questionnaire developed based on the Technology Acceptance Model (TAM). The research sample consisted of 300 Generation Z Balinese Hindus, including 150 male respondents and 150 female respondents. The participants were selected using quota sampling. The collected data were analyzed quantitatively using descriptive statistics and multiple regression analysis. The findings revealed that both male and female respondents showed a high level of acceptance of Wikipura, and there was no significant difference between the acceptance levels of male and female respondents. The high level of acceptance of Wikipura indicates that digital tools can effectively introduce cultural and religious heritage to young people. It also demonstrates that integrating technology into educational frameworks can be a powerful strategy for preserving and disseminating cultural knowledge.
Interactive Nutrition Education Courseware for Children's Health Awareness in Malaysia Muhamad Hariz Muhamad Adnan; Hafizul Fahri Hanafi; Maya Nafisya Mohd Nasir; Nasyairi Mat Nasir; Nor Masharah Husain; Nurul Akhmal Mohd Zulkefli
Acta Pedagogia Asiana Volume 5 - Issue SI - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5iSI.1122

Abstract

This study presents the development and evaluation of an interactive courseware designed for children’s nutrition education in Malaysia. The courseware aims to enhance the awareness of parents, guardians, and kindergarten teachers regarding the nutritional needs of children under six years old. This research employed the ADDIE model to develop a comprehensive, user-friendly, and engaging courseware as a learning tool. Data were collected through a quantitative method using online questionnaires distributed to 20 respondents consisting of parents, guardians, and kindergarten teachers. The findings indicated positive responses, with 85% of respondents agreeing that the courseware is attractive, easy to use, and informative. These results suggest that such courseware has the potential to effectively facilitate understanding and increase knowledge about children’s nutritional needs.
Short Stories as a Pathway from Reading to Writing: Students’ Perceptions of English Language Improvement Srirevathi , Sevaraj Dhanalakshmi; Aravind, Banumathi Rajamanickam
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.v5i2.1029

Abstract

Short stories were a successful teaching and learning strategy for second languages. This study aimed to find out how students felt about using short stories and how well they read and wrote English. The study intended to determine the advantages that students experienced from using short stories, as well as the difficulties they faced and how they overcame them. The study population consisted of secondary school students in Grade IX at a government tribal school in Tiruchirappalli District, who received instruction in Tamil (the regional language). A total of 40 students were selected using a sampling method. Constructivist theory provided the theoretical support for this investigation. The study employed a descriptive methodology, utilising focus group interviews and a questionnaire to gather data. While the focus group interviews produced qualitative data, the questionnaire generated quantitative data. The findings showed that the two English language skills, reading and writing, were developed among students through the use of short stories. The results also indicated that students’ vocabulary improved as a result of reading short stories. However, the findings revealed that students lacked confidence in sharing their experiences in front of their peers and struggled to understand messages due to limited resources, restricted vocabulary, spelling issues, and insufficient understanding of English tenses. Nevertheless, by learning new words and supporting one another’s learning, they were able to overcome these challenges. The study concluded that short stories were useful in enhancing language resources and could be proposed as effective materials for facilitating the acquisition of a foreign language.
AI-Augmented Student-Centered Learning: Personalization and Agency Tang, Kuok Ho Daniel
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.v5i2.1107

Abstract

Artificial intelligence (AI) is increasingly integrated into educational environments and is widely recognized as a transformative technology for advancing Student-Centered Learning (SCL). By enabling adaptive instruction, real-time feedback, and learning analytics, AI systems can personalize learning experiences and address diverse learners’ needs. This review synthesizes current research on how AI contributes to key dimensions of SCL, including adaptive content delivery, data-driven feedback, learner agency, and human–AI collaboration. The literature indicates that AI-powered educational technologies can enhance engagement, facilitate individualized learning pathways, and support self-regulated learning by providing timely insights into performance, progress, and learning strategies. Learning analytics and intelligent tutoring systems further allow instructors to better understand learners’ behavior and tailor instructional support, strengthening alignment between teaching practices and students’ needs. However, integrating AI into SCL environments also presents several challenges. Concerns have emerged regarding cognitive offloading and overreliance on AI systems, which may reduce learners’ active problem-solving and critical thinking if not carefully managed. Issues related to algorithmic transparency, data privacy, and equitable access also remain important considerations as educational institutions increasingly depend on data-driven technologies. Moreover, educators continue to play a critical role in guiding the effective use of AI and ensuring that technology enhances rather than replaces meaningful learning processes. By and large, AI has substantial potential to strengthen SCL when implemented as a transparent, supportive pedagogical tool. Effective integration requires balancing algorithmic guidance with learner autonomy and maintaining strong human oversight. Future research should examine long-term impacts on learner agency and self-regulation and develop pedagogical frameworks that support responsible human–AI collaboration in student-centered education.
Optimized QR Code-Based Authentication System for Attendance Management Rama Abirami K; Santhana Rohann
Acta Pedagogia Asiana Volume 5 - Issue SI - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5iSI.1124

Abstract

In the modern technological era, various innovations have been developed to simplify and automate tasks that were previously difficult or time-consuming. Institutions such as gymnasiums, universities, and corporate offices have widely adopted automated systems to manage memberships, maintain student records, and monitor employee working hours. As automation became increasingly integrated into everyday operations, attendance monitoring systems in educational institutions also evolved significantly. In the past, attendance was typically recorded manually using paper-based methods. However, recent technological advancements have introduced alternative solutions such as biometric systems, Radio Frequency Identification (RFID), barcodes, and Quick Response (QR) codes to track attendance in large academic institutions. Despite these technological developments, several challenges remained in ensuring that attendance records were accurate, secure, and fair. Some systems involved high implementation costs, while others were vulnerable to misuse, such as students sharing attendance cards or forwarding attendance links to peers. These limitations reduced the reliability of attendance monitoring systems. Therefore, this study proposed an optimized QR code-based authentication system designed to improve the accuracy and reliability of attendance monitoring in academic institutions. The proposed approach aimed to enhance authentication mechanisms, thereby reducing fraudulent attendance practices and improving the efficiency of attendance management.
Global Futures, Global Citizens and Enhancing the Student Experience: A Curtin Model Farida Fozdar
Acta Pedagogia Asiana Volume 5 - Issue SI - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5iSI.1125

Abstract

This paper explores a number of initiatives of Curtin University’s Faculty of Humanities designed to respond to the changing tertiary environment, new opportunities for improving the student experience, and a growing recognition of the need to graduate globally competent citizens. It describes two initiatives: a new graduate degree aimed at producing globally-aware, interdisciplinarily competent, real-world-ready graduates; and a pilot project implementing challenge-based learning focused on topics relevant to sustainability, indigenous knowledge, learning, and global futures. In 2022, the Faculty introduced four capability platforms with the goal of breaking down disciplinary silos. These platforms are designed to experiment with new methods of learning and to enhance engagement and research opportunities. In a related move, the Faculty introduced a new Master of Global Engagement in 2024, which employs an innovative stacked structure combining a new Graduate Certificate in Global Engagement with existing Graduate Certificates to provide greater disciplinary flexibility and more global perspectives. Each initiative incorporates digital integration in multidisciplinary curriculum design, along with a range of other pedagogical innovations. This paper outlines the initiatives, the rationale and impetus driving these innovations, and initial reflections on their success.
Determinants of Chinese Language Learning Demand: Evidence from North Central Vietnam Nguyen Ngoc Anh; Bui Thi Van Nga
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.v5i2.1183

Abstract

: In the context of increasing economic integration, Chinese language proficiency has become an important asset for workforce competitiveness in Vietnam. This study investigates the factors influencing the demand for learning Chinese in the North Central region of Vietnam. Based on the theoretical foundations of foreign language learning motivation, the Theory of Planned Behavior, and Self-Determination Theory, a research model was developed and empirically tested using survey data from 489 respondents aged 15–35. The results of the SEM analysis indicate that the model achieves a good fit (χ²/df = 1.70, CFI = 0.967, TLI = 0.959, RMSEA = 0.054). Among the examined factors, employment opportunities (β = 0.537, p < 0.001) and information technology (β = 0.486, p < 0.001) have significant positive effects on learning demand, with employment opportunities exerting the strongest influence. In contrast, learning attitude and gender differences are not statistically significant (p > 0.05). These findings highlight the dominant role of practical and contextual factors over individual psychological traits in shaping language learning demand. The study contributes to the literature by providing empirical evidence from a less-explored regional context and offers practical implications for aligning language training programs with labor market needs and enhancing technology-supported learning environments.
Data-Informed Teaching and Action Research in Improving Evidence-Based Instruction Alvin F. Consistente
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.v5i2.1078

Abstract

This explored the role of data-informed teaching and classroom action research in strengthening evidence-based instruction and improving student learning outcomes. The problem addressed centered on the persistent gap between the availability of educational data and its effective use in classroom decision-making, often resulting in less responsive and less effective teaching practices. The review aimed to synthesize existing literature on how teacher data literacy, action research, and continuous improvement models contributed to more systematic and evidence-driven instruction. It was hypothesized that integrating data-informed practices with iterative inquiry processes enhanced instructional quality and student achievement. Using a systematic review approach, relevant studies were analysed to identify key themes and relationships among data use, instructional strategies, and professional collaboration. The findings indicated that teacher data literacy was a critical foundation, enabling educators to interpret and apply data meaningfully. Classroom action research, particularly when conducted within Professional Learning Communities (PLCs), supported reflective practice and collaborative problem-solving. Evidence-based strategies such as explicit instruction, formative assessment, cooperative learning, metacognitive techniques, and timely feedback, were shown to be more effective when guided by data-driven insights. Furthermore, continuous improvement frameworks, especially the Plan-Do-Study-Act (PDSA) cycle, provided a structured process for refining instruction. The review concluded that the integration of data-informed teaching and action research fostered a culture of continuous improvement, professional growth, and accountability. Future studies should focus on the longitudinal impacts of these approaches, their scalability across diverse educational contexts, and the development of targeted interventions to strengthen teachers’ data literacy skills.
Comparative Perspective on Curriculum Design: The Philippines and Global Educational Systems Merianne D. Gucor; 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.v5i2.1091

Abstract

Curriculum design shapes national education systems and prepares learners to address global challenges. The Philippine K–12 curriculum, implemented in 2013, aligns with international standards but faces constraints related to flexibility, teacher autonomy, and interdisciplinary learning. This study systematically reviewed and compared Philippine curriculum frameworks with those of Finland, Singapore, the United States, and Japan to identify shared principles, distinctive features, and best practices. Peer-reviewed journal articles, national curriculum documents, and international education reports published between 2000 and 2025 were analyzed through thematic synthesis and comparative evaluation. The findings show that Philippine and global curricula share standards-based, competency-driven frameworks that emphasize 21st-century skills; however, they differ in governance, flexibility, teacher autonomy, and the integration of interdisciplinary learning. While the Philippines excels in contextualization and localization, other systems demonstrate greater adaptability, phenomenon-based learning, and technology-supported instruction. A re-conceptualized curriculum model is proposed that integrates global best practices while preserving local relevance. These insights highlight opportunities to enhance flexibility, empower teachers, promote interdisciplinary approaches, and integrate digital tools, thereby supporting evidence-based reforms and future research toward a globally aligned Philippine education system.
Innovations in Digital Education: A Literature Review of Artificial Intelligence, Online Collaboration, and Digital Content Creation in Blended Learning Rey L. Mapalad
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.v5i2.1099

Abstract

Digital transformation in education has accelerated the use of technologies such as artificial intelligence (AI), online collaboration tools, and digital content creation in teaching and learning. Blended learning, which combines face-to-face and online instruction, provides an effective framework for these innovations. This literature review synthesizes research on artificial intelligence applications, online collaboration platforms, and digital content creation, and examines their integration within blended learning environments. A systematic review of peer-reviewed studies published between 2015 and 2025 was conducted using Google Scholar, Education Resources Information Center, Scopus, ScienceDirect, and JSTOR. Sixty articles were selected and analyzed thematically under four themes: artificial intelligence in education, online collaboration, digital content creation, and their integration within blended learning. The findings show that artificial intelligence enhances personalized learning, online collaboration fosters interaction and teamwork, and digital content creation supports engagement and knowledge retention. When combined within blended learning, these innovations improve flexibility, accessibility, and overall learning outcomes. However, challenges such as the digital divide, teacher readiness, infrastructure limitations, and data privacy concerns remain significant. The integration of artificial intelligence, collaboration tools, and digital content creation offers substantial potential to advance student-centered education. Strategic investments in teacher training, infrastructure, and supportive policies are essential to fully leverage digital transformation and develop future-ready education systems.

Page 7 of 9 | Total Record : 83

 5   6   7   8   9 

Filter by Year

2022 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)