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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 83 Documents
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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.

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