cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Eko Risdianto
Contact Email
eko_risdianto@gomit.id
Phone
+6285267321435
Journal Mail Official
ijopate@gomit.id
Editorial Address
CV Media Inti Teknologi Ijopate Journal Pinang Mas Street Ruko B Bentiring Permai Bengkulu City, Bengkulu Indonesia
Location
Kota bengkulu,
Bengkulu
INDONESIA
Indonesian Journal of Pedagogy and Teacher Education
Published by CV Media Inti Teknologi
ISSN : -     EISSN : 30258359     DOI : https://doi.org/10.58723/ijopate.v2i1.127
Core Subject : Education,
Education
Indonesian Journal of Pedagogy and Teacher Education. It is devoted to the publishing of original research articles and review articles by invited experts and the innovation in pedagogy concept and practice for teacher education as well as teacher professional development program but not limited to the method and practice of teaching devoted to improving the quality of education locally and globally.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 51 Documents
 2   3   4   5   6 
AI in English Language Learning: Balancing Innovation, Opportunity, and Human Connection Siti Annisa Dahlan
Indonesian Journal of Pedagogy and Teacher Education Vol. 4 No. 1 (2026): Indonesian Journal of Pedagogy and Teacher Education
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v4i1.586

Abstract

Background: Artificial Intelligence (AI) has transformed English language learning through personalized instruction and real-time feedback. However, current literature shows a critical gap: studies focus either on technological capabilities or pedagogical problems in isolation, lacking frameworks that balance innovation with humanistic teaching principles. Aims: In order to investigate AI integration in English language learning, this systematic review will: (1) identify opportunities that AI presents; (2) analyze challenges and constraints; (3) develop a conceptual framework that strikes a balance between technological innovation and humanistic pedagogy; and (4) offer evidence-based recommendations for educators and policymakers.Methods: Thirty peer-reviewed publications from Web of Science, Scopus, ERIC, and Google Scholar were systematically reviewed between January 2023 and August 2025 in accordance with PRISMA principles. A modified CASP checklist was utilized for quality assessment. Humanistic Learning Theory and TPACK frameworks served as the basis for the analysis.Results: 73% of studies (n=22) found that accessibility and personalization improved writing accuracy and student motivation. But 50% (n=15) expressed worries about emotional engagement and ethical integrity. Problems included decreased personal connection, especially in collectivist societies (27%, n=8), algorithmic prejudice (17%, n=5), and plagiarism facilitation (30%, n=9). The four guiding concepts of the Innovation-Empathy Balance Model are educational intentionality, professional capacity building, ethical vigilance, and strategic complementarity.Conclusion: AI-enhanced English language instruction has a number of prospects, but it necessitates striking a balance between humanistic pedagogy and technology innovation. The Innovation-Empathy Balance Model emphasizes intentional deployment, teacher preparation, and preserving human connection in education, positioning AI as a strategic supplement to human-centered teaching.
From Skill Acquisition to Professional Agency: Rethinking EFL Teachers’ Professional Development in the Age of AI Hamed Barjesteh; Hossein Isaee; Mehdi Manoochehrzadeh
Indonesian Journal of Pedagogy and Teacher Education Vol. 4 No. 1 (2026): Indonesian Journal of Pedagogy and Teacher Education
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v4i1.598

Abstract

Background: The rapid emergence of artificial intelligence (AI)–assisted tools has begun to reshape English as a Foreign Language (EFL) teaching practices, raising new questions about teachers’ roles, autonomy, and professional growth. While previous research has addressed professional development (PD) needs in traditional and online contexts, limited attention has been given to AI-mediated teaching environments. Aims: This study aims to explore EFL teachers’ perceptions and lived experiences of AI-assisted language teaching, particularly in relation to professional agency, identity, and emerging professional development needs. Methods: This study adopted a qualitative interpretive phenomenological approach. Data were collected through in-depth semi-structured interviews with 10 experienced EFL teachers who had engaged with AI tools in instructional, assessment, or material development practices. The data were analyzed using reflexive thematic analysis. Results: The findings reveal that teachers perceive AI as both a pedagogical support and a source of professional tension. While AI enhances efficiency, feedback provision, and instructional design, it also raises concerns related to loss of control, ethical responsibility, assessment validity, and role ambiguity. Teachers continuously negotiate their professional agency and identity when integrating AI into their practices. Furthermore, traditional PD frameworks are found to be insufficient in addressing these challenges. Conclusion: The study highlights the need to reconceptualize EFL teacher professional development by emphasizing critical AI literacy, ethical awareness, and agency-oriented pedagogical decision-making. Professional development should move beyond technical training to support teachers as reflective and autonomous professionals in AI-mediated educational environments.
Functional Education as a Roadmap to Reducing Unemployment in Developing Countries Odiri E. Onoshakpokaiye; H. E Avwiri
Indonesian Journal of Pedagogy and Teacher Education Vol. 4 No. 1 (2026): Indonesian Journal of Pedagogy and Teacher Education
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v4i1.634

Abstract

Background: This study looks at functional education as a means of lowering unemployment in developing nations. It investigates how functional education might improve employability skills (technical and soft), especially in developing nations. The contribution of functional education to the growth of entrepreneurship how to use Technical and Vocational Education and Training (TVET) as a long-term approach to young unemployment. Aims: The aim of the study is to investigate whether functional education is a roadmap to reducing unemployment in the developing nations.                                                Methods: It is a systematic review approach. Particularly in developing nations, government and policy assistance are crucial for establishing strong educational institutions, encouraging skill development, and generating job opportunities. Functional education faces difficulties in developing nations. Results: This essay examines the main obstacles preventing functional education in developing countries from succeeding and makes reform suggestions. The idea that including functional education in national curricula greatly enhances employability outcomes and lowers unemployment is supported by studies reviewed from a number of emerging nations. The transformative significance of functional education in developing entrepreneurial capacities is affirmed by the empirical data presented in this research. Conclusion: This study illustrates how incorporating TVET into national education systems can close the skills gap and dramatically lower young unemployment using empirical data, policy analysis, and international case studies. The study explore functional education as a means of reducing unemployment in the developing nations. It was done by the authors.
Early Prediction of Student Academic Performance Using Machine Learning Oluwaseun Bukonla Adedeji; Akorede Ayoola Asanre; Ademola Abiodun Omilabu; Godwin Oluseyi Odulaja; Bolanle Lateefat Abimbola; Sulaimon Olawale Nosiru; Odunayo Damilola Osofuye
Indonesian Journal of Pedagogy and Teacher Education Vol. 4 No. 1 (2026): Indonesian Journal of Pedagogy and Teacher Education
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v4i1.625

Abstract

Background:As the database grows, predicting students' academic performance becomes more difficult. Traditional methods often overlook students with exceptional achievements and fail to fully track their progress. Although traditional assessments like exams and assignments provide valuable insights, they may not consider all factors affecting performance, such as socioeconomic status and engagement rates. Aims: This study develops a predictive model aimed at classifying students' academic performance in higher education. Methods: Using a combination of machine learning algorithms. Data collected from the Department of Computer Science and the Department of Mathematics at Tai Solarin University of Education was analyzed through the mutual information method to identify important factors. The model was created and tested using Google CoLaboratory, employing two algorithms: Support Vector Machines (SVM) and Decision Trees (DT). The accuracy of the models was measured using important indicators, including accuracy, precision, and the F-measure. Results:This study shows that machine learning techniques can effectively identify student performance early, with SVM achieving 100% accuracy, enabling quicker involvements and better resource allocation. Conclusion: Additionally, it supports evidence-based decision-making in educational institutions, which helps improve student encounter and enhances learners retention.
Gamification in Public Sector Training: Evidence from Ireland Samuel Ojobo Uwakwe Udeh
Indonesian Journal of Pedagogy and Teacher Education Vol. 4 No. 1 (2026): Indonesian Journal of Pedagogy and Teacher Education
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v4i1.675

Abstract

Background: Gamification has gained prominence as an instructional strategy to enhance learner engagement in educational technology. However, its effectiveness in producing measurable learning and performance outcomes remains debated, particularly within public sector training environments where traditional approaches often result in low engagement and limited skill transfer. Aims: This study aims to evaluate the effectiveness of a simulation-based gamification approach in improving employee engagement, competency development, and task performance within Irish public sector training, based on an integrated framework proposed by Udeh (2025). Methods: A convergent mixed-methods design was adopted, combining quantitative and qualitative data collected concurrently. The study involved 84 public sector participants who engaged in a gamified simulation intervention. Data collection included engagement surveys, competency assessments, system-generated performance metrics, and semi-structured interviews. Quantitative data were analysed using inferential statistics, while qualitative data were examined through thematic analysis. Results: The findings reveal statistically significant improvements in learner engagement (p < .01), alongside notable gains in task accuracy and efficiency. Competency development, particularly in analytical and decision-making skills, also improved. Qualitative results highlight that contextual alignment, realism of simulation scenarios, and system usability are critical factors influencing learning effectiveness
Fostering Empathy and Positive Character in Elementary School Students Through the School Environment Naura Yuliza Rahayu; Tasya Maulida; Ayu Lestari; Surawan
Indonesian Journal of Pedagogy and Teacher Education Vol. 4 No. 2 (2026): Indonesian Journal of Pedagogy and Teacher Education (Special Issue August 2026
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v4i2.661

Abstract

Background: Empathy is an essential social competence that supports children’s moral development and helps build positive relationships and conflict resolution; however, technological advancements and social changes have reduced direct social interactions among children, potentially weakening their social sensitivity. Therefore, character education in elementary schools plays a strategic role in fostering empathy and positive behavior. Aims: This study aims to analyze the role of the school environment in fostering empathy and positive character in elementary school students. Methods: This study employed a qualitative approach using a library research method. Data were collected from books, peer-reviewed journal articles, and relevant educational documents published between 2015–2025. The data were analyzed using content analysis to identify key themes related to empathy, character education, and school environment Results: The findings reveal that the school environment plays a significant role in developing students’ empathy and positive character. Key factors include teacher role modelling, positive school culture, integration of character values into learning, habituation programs, and collaboration between school and parents. A supportive and inclusive environment enhances students’ social awareness, cooperation, and responsibility. Conclusion: The school environment is a fundamental element in fostering empathy and positive character. Therefore, schools need to implement holistic and sustainable character education strategies to support students’ social and moral development.
Exploring Vocabulary Learning Strategies in EFL: A Case Study of Sudanese University Students Amel Zulfukar Hassan Adlan; Eko Risdianto
Indonesian Journal of Pedagogy and Teacher Education Vol. 4 No. 2 (2026): Indonesian Journal of Pedagogy and Teacher Education (Special Issue August 2026
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v4i2.678

Abstract

Background: Sudanese University students face significant challenges in English proficiency due to historical Arabicization policies and outdated pedagogical frameworks. While vocabulary is a primary predictor of linguistic success, a systemic gap exists between strategy awareness and long-term lexical retention. Aims: This study investigated the relationship between Vocabulary Learning Strategies (VLS), institutional support, and actual proficiency (receptive and productive) among Sudanese undergraduates. Methods: Using s triangulated quantitative and documentary design ($N=240$), the study utilized the Vocabulary Levels Test (VLT), Lex30, a Likert-scale VLS questionnaire, and a systematic analysis of university syllabi. Data were analyzed using Structural Equation Modelling (SEM) and psychometric validation. Results: Psychometric tools demonstrated strong internal validity ($\text{VLT } \alpha = 0.86$; Lex30 $M = 14.2/30$). Latent profile analysis revealed a severe "Knowledge-Application Gap": 64% of students possess theoretical awareness of exploratory strategies, yet 30% of the total sample occupy an "Overlap Group" experiencing persistent lexical acquisition failures. SEM confirmed that while discovery strategies predict receptive ($\beta = 0.35$) and productive ($\beta = 0.29$) outcomes, consolidation strategies are the strongest predictors of productive mastery ($\beta = 0.41$). Crucially, institutional support moderates strategy effectiveness by 18% ($\beta = 0.18$). Documentary analysis revealed that 83% of syllabi ignore explicit strategy instruction entirely, and 0% feature systematic spaced-retrieval tasks. Conclusion: The findings demonstrate that individual learner strategic awareness is heavily suppressed by a systemic instructional vacuum. Sudanese university curricula are overwhelmingly biased toward passive word recognition, failing to provide the structured consolidation routines required to transition vocabulary from short-term memory into active communicative competence. Rectifying this deep-seated proficiency gap requires immediate curriculum reform, institutionalized strategy modeling, and the integration of low-bandwidth, offline-capable digital learning tools.  
The Role of Spiritual Intelligence in EFL Teachers’ Pedagogical Success: An Explanatory Sequential Mixed-Methods Study in a Technology-Rich Context Hossein Isaee
Indonesian Journal of Pedagogy and Teacher Education Vol. 4 No. 2 (2026): Indonesian Journal of Pedagogy and Teacher Education (Special Issue August 2026
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v4i2.730

Abstract

Background: Growing digitalization in education has renewed interest in human-centered capacities that support effective teaching in increasingly technology-rich learning environments. Among these, spiritual intelligence (SI) has attracted attention as a multidimensional construct associated with meaning-making, self-awareness, ethical sensitivity, and emotional regulation. However, limited empirical evidence exists regarding its relationship with pedagogical success among English as a Foreign Language (EFL) teachers. Aims: This study aimed to investigate the relationship between EFL teachers’ spiritual intelligence and pedagogical success, examine the predictive contribution of SI dimensions, and explore how spiritual intelligence is reflected in teachers’ professional practice. Methods: A mixed-methods design was employed. Quantitative data were collected from 120 EFL teachers using validated measures of SI and pedagogical success and analyzed through descriptive statistics, correlation, and multiple regression analyses. Qualitative data were obtained through interviews, classroom observations, and syllabus analysis. Results: The findings revealed a strong positive relationship between overall SI and pedagogical success. Transcendent self-realization emerged as the strongest predictor, followed by patience and spiritual experience. Qualitative findings indicated that teachers with higher levels of SI demonstrated stronger interpersonal relationships, greater emotional resilience, enhanced self-awareness, a stronger sense of purpose, and higher levels of professional commitment. Conclusion: SI appears to be meaningfully associated with effective teaching and may represent an important personal resource for EFL educators. The study contributes to discussions of teacher effectiveness and holistic professional development while highlighting the continuing importance of human-centered capacities in contemporary educational environments.
Reclaiming Meaning in the Age of Intelligent Machines: Spiritual Intelligence and Human-Centered AI in English Language Teaching Hossein Isaee; Hamehnaz Gholipour; Hamed Barjesteh; Shaghayegh Shirzad
Indonesian Journal of Pedagogy and Teacher Education Vol. 4 No. 2 (2026): Indonesian Journal of Pedagogy and Teacher Education (Special Issue August 2026
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v4i2.745

Abstract

Background: The rapid expansion of artificial intelligence (AI) in English language teaching (ELT) has increased opportunities for personalized learning, automated feedback, and instructional efficiency. However, growing reliance on AI raises concerns regarding meaning-making, ethical-responsibility, human-agency, and the preservation of educational purpose. Although research on AI-mediated ELT and spiritual intelligence (SI) has expanded, the relationship between these domains remains underexplored. Aims: This conceptual paper aims to 1) examine major theories of SI and their educational relevance, 2) analyze the ethical and human limitations of AI in ELT, and 3) propose a human-centered framework for spiritually intelligent AI-mediated language teaching. Methods: The study adopts a conceptual–integrative methodology drawing on interdisciplinary scholarship from SI, AI ethics, psychology, educational technology, and language education. Relevant literature was analyzed through concept extraction, thematic synthesis, and cross-disciplinary comparison to identify convergent themes and theoretical tensions. Results: The synthesis suggests that SI provides a valuable lens for understanding meaning-making, ethical sensitivity, self-awareness, reflective judgment, and learner agency in AI-supported learning environments. It indicates that while AI can simulate communication, it operates without subjective consciousness, lived experience, or autonomous moral accountability. The paper proposes a conceptual framework in which SI mediates the integration of AI into ELT through reflective pedagogy, ethical communication, teacher agency, and learner sense-making. Conclusion: The proposed framework highlights the importance of preserving human-centered values in AI-mediated language education. By connecting SI with AI-supported ELT, the study contributes a novel conceptual perspective for promoting responsible, ethical, and meaning-oriented uses of AI in educational contexts.
Master of all subjects? Examining the Educational Consequences of the One-Class-Per-Teacher Model in Primary Schools Lazarus Obed Livingstone Banda; Denis Khasu; Maxwell Kachere
Indonesian Journal of Pedagogy and Teacher Education Vol. 4 No. 2 (2026): Indonesian Journal of Pedagogy and Teacher Education (Special Issue August 2026
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v4i2.819

Abstract

Background: Teacher deployment remains a challenge in resource-constrained education systems, yet evidence on the educational consequences of the One-Class-Per-Teacher (OCPT) model remains limited. Aims: This study examined Malawian primary teachers’ perceptions of OCPT, focusing on its pedagogical benefits, workload, professional confidence, motivation, instructional effectiveness, and preferred reforms. Methods: A convergent mixed-methods design was employed. Quantitative data were collected from 451 teachers using structured questionnaires and analyzed through descriptive statistics, exploratory factor analysis, t-tests, analysis of variance, correlations, and multiple regression. Qualitative data from seven semi-structured interviews were analyzed thematically and integrated with the survey findings. Results: Teachers acknowledged that OCPT strengthened learner familiarity, instructional continuity, and monitoring of learner progress. However, perceived challenges were very high (M = 4.27, SD = 0.64), while perceived benefits were moderate (M = 2.88, SD = 0.87). Moreover, 79.2% reported negative effects on motivation and job satisfaction, and perceived challenges were the strongest predictor of negative evaluations (β = .374, p < .001). Participants strongly supported team teaching, subject sharing, and partial specialization. Conclusion: The findings indicate that substantial professional costs outweigh OCPT’s relational benefits. Context-sensitive hybrid deployment models, supported by continuous professional development, are recommended to improve teacher well-being, instructional quality, and workforce sustainability

Page 5 of 6 | Total Record : 51

 2   3   4   5   6 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 2 (2026): Indonesian Journal of Pedagogy and Teacher Education (Special Issue August 2026 Vol. 4 No. 1 (2026): Indonesian Journal of Pedagogy and Teacher Education Vol. 3 No. 3 (2025): Indonesian Journal of Pedagogy and Teacher Education Vol. 3 No. 2 (2025): Indonesian Journal of Pedagogy and Teacher Education Vol. 3 No. 1 (2025): Indonesian Journal of Pedagogy and Teacher Education Vol. 2 No. 3 (2024): Indonesian Journal of Pedagogy and Teacher Education Vol. 2 No. 2 (2024): Indonesian Journal of Pedagogy and Teacher Education Vol. 2 No. 1 (2024): Indonesian Journal of Pedagogy and Teacher Education Vol. 1 No. 2 (2023): Indonesian Journal of Pedagogy and Teacher Education Vol. 1 No. 1 (2023): Indonesian Journal of Pedagogy and Teacher Education