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Indonesian Journal of Education and Pedagogy
Published by CV. Yudhistt Fateeh
ISSN : -     EISSN : 30475619     DOI : https://doi.org/10.61251/ijoep
Core Subject : Education,
Education
Indonesian Journal of Education and Pedagogy (IJOEP) is a peer-reviewed journal which has a commitment to disseminating research findings relevant to scholars, researchers, and those involved in facilitating the communication of educational-pedagogical research findings to policy makers and practitioners across all formal and informal educational phases. IJOEP makes research understandable for readers in the educational sector who might not be familiar with the specific area of expertise or background of the authors. The target audience includes educators, researchers, policy makers, and a wide range of other people with an interest in education. IJOEP publishes quantitative and qualitative research papers, literature reviews, book reviews, and theoretical discussion pieces related to critical inquiry in and of education and pedagogy. Its purposefully broad scope allows it to cover a wide range of topics. This extensive coverage makes it possible to examine current topical issues and policies that have an impact on pedagogy, education, and educational institutions across the globe.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2026): April" : 5 Documents clear
Reassessing the Grammar Translation Method: Evidence from teaching the simple past tense in Islamic higher education Muharror, Mil'ul Hana; Rosiana, Rosiana; Riyono, Ahdi; Kurniati, Diah
Indonesian Journal of Education and Pedagogy Vol. 3 No. 1 (2026): April
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v3i1.205

Abstract

This study examined the efficiency of the Grammar Translation Method (GTM) in improving the understanding of university students regarding the Simple Past Tense. It employed one-group pre-test and post-test experimental design with 24 first-semester students of the Department of Islamic Education, Faculty of Tarbiyah and Teaching Sciences, IAI Khozinatul Ulum Blora. The students completed a pre-test to determine their prior knowledge, followed by three teaching sessions involving each of the GTM components with explicit grammar explanation, translation practice, and sentence-pattern drills. Post-test was then employed to measure learning gain quantitatively. Data analysis involved Shapiro–Wilk normality test, descriptive statistics, and paired-sample t-test to assess the significance of variations in scores. Findings indicated that the pre-test mean score of 61.25 improved to 70.83 in the post-test, and the paired-sample t-test indicated a statistically significant difference (t = -8.536, df = 23, p = 0.000). Thus, the null hypothesis was rejected, supporting the fact that the Grammar Translation Method significantly improved students' command of the Simple Past Tense. These results suggest that GTM remains an effective and useful way to teach grammar, particularly for low-exposure students.
The analysis of lexical cohesion in students’ narrative writing Azhari, Dinda Tri; Susilawati, Susilawati; Winarto, Eline Rozaliya
Indonesian Journal of Education and Pedagogy Vol. 3 No. 1 (2026): April
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v3i1.212

Abstract

Cohesion is a fundamental aspect that contributes to the coherence and clarity of a text. Among its types, lexical cohesion plays a key role in creating semantic connections through words that are related in meaning. Despite its importance, many EFL learners still lack awareness of how lexical cohesion operates in writing, particularly in narrative texts. This study aims to conduct a deeper analysis of the types and functions of lexical cohesion used by eighth-grade students in their narrative writing, highlighting how their use reflects their language proficiency. Employing a descriptive qualitative approach, this research analyzed eight narrative texts written by students at a private Islamic junior high school in Cirebon. The data were examined using Halliday and Hasan’s (1976) framework, covering six categories of lexical cohesion: repetition, synonymy, antonymy, hyponymy, meronymy, and collocation. The findings revealed 131 occurrences of lexical cohesion, with repetition being the most dominant (105 instances), followed by collocation (8), synonymy (6), hyponymy (6), antonymy (4), and meronymy (2). The results further indicate that students with high achievement students showed a tendency toward a more balanced use of cohesive devices, while low achievement students relied heavily on repetition. These results suggest that the variation and appropriate distribution of lexical cohesion contribute significantly to the overall quality of students’ writing. The study implies that teachers should emphasize the teaching of lexical cohesion to help students develop more coherent, cohesive, and contextually appropriate writing. Future studies are encouraged to include a larger sample and explore other text genres to gain a deeper understanding of students’ lexical cohesion use.
Micro-scaffolded peer consultation in hybrid literature classes: Enhancing analytical skills through the Seed–Pollinate–Synthesize (SPS) cycle Quileste, Ronald M.; Calib-og, Norman C.; Abalde, Judha Mae E.; Caayupan, Irish Vine S.; Kiseo, Marvic Niña L.; Salarda, Melce Mae L.; Tamiok, Jessa Joyce I.
Indonesian Journal of Education and Pedagogy Vol. 3 No. 1 (2026): April
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v3i1.283

Abstract

This explanatory sequential mixed-methods action research investigated student disengagement in literary analysis within a hybrid Grade 12 Humanities and Social Sciences classroom in the Philippines. A total of 28 students from two Grade 12 HUMSS sections at Xavier University Senior High School participated, selected through convenience sampling from enrolled students who provided informed consent. A 20-minute micro-scaffolded intervention—the Seed–Pollinate–Synthesize (SPS) cycle—was implemented asynchronously through Microsoft Teams. Students collaborated in fixed groups: first annotating a figurative device individually, then cross-questioning peers in a shared document, and finally co-authoring one justified textual insight. Pre-intervention diagnostics revealed an advanced baseline with limited evaluative depth. Post-intervention results, collected via identical pre- and post-tests and analyzed using the Wilcoxon Signed-Rank test, showed significant improvement with a large effect size (r = .68). Thematic coding of chat transcripts and teacher reflection logs through the Cognitive–Social–Metacognitive (CSM) framework identified cognitive discourse as the driver of evidence use, social exchanges as the anchor of inclusion, and metacognitive prompts as the regulator of synthesis. The SPS cycle introduces a replicable, low-resource protocol that transforms passive hybrid reading into active peer consultation. Digital traces provide transparent evidence of scaffolding within the Zone of Proximal Development, while teacher reflections confirm feasibility amid real-world connectivity constraints. Limitations include its single-module scope, absence of a control group, and strand-specific sampling. Future research will extend implementation across modules, strands, and time frames to test durability and transferability. Overall, the SPS cycle supports scalable critical literacy aligned with global quality education goals, offering teachers a practical framework to elevate analytical discourse in resource-constrained hybrid environments.
Empowering creativity: Exploring teacher agency in creative arts education Alhassan, Hamza; Kyeremeh, Fred; Issah Seini, Mohammed
Indonesian Journal of Education and Pedagogy Vol. 3 No. 1 (2026): April
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v3i1.296

Abstract

This study examines the vital role of teacher agency in creative arts education, focusing on how autonomy, identity, and reflective practice contribute to pedagogical innovation. In creative disciplines, agency enables educators to build expressive, student-centred learning environments, even when constrained by rigid curricula, time limitations, and limited institutional support. Drawing on global literature, the paper highlights how teachers navigate these challenges by designing adaptable curricula, co-creating knowledge with students, and integrating culturally relevant, experimental methods. Emerging trends in the field are also explored, including transdisciplinary approaches that bridge the arts with science, humanities, and social justice. Arts-based professional development is emphasized as a means to foster long-term creative growth, alongside a growing awareness of the role of AI in education. While digital tools offer potential to enhance creativity, their impact on teacher voice and autonomy depends greatly on how they are implemented. Using a quantitative descriptive survey design, data were gathered from 387 creative arts educators to understand their perceptions of agency in areas such as curriculum adaptability, instructional decision-making, and institutional participation. The findings reveal that teacher agency is supported by ongoing reflection, collaboration, and active engagement with aesthetic practices, though it remains uneven across institutional levels. The study contributes to policy and professional development discourse by advocating for reforms that centre teacher voice, creativity, and well-being. It calls for systemic support structures that empower educators not only in the classroom but within broader educational decision-making processes.
Sentiment analysis of pre-service teachers’ issues and concerns during internship Bansale, Jay C.; Caluza, Las Johansen B.
Indonesian Journal of Education and Pedagogy Vol. 3 No. 1 (2026): April
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v3i1.312

Abstract

Student internship is a crucial component of pre-service teachers’ preparation; however, it is often accompanied by challenges that influence both their professional development and well-being. In response to these realities, this study examined the issues, concerns, and emotional responses of pre-service teachers from the Faculty of Teacher Education of Visayas State University during their internship, employing a qualitative research design integrated with sentiment analysis. Reflection narratives were collected from 208 practice teachers enrolled during the first semester of Academic Year 2025-2026.  Data were analyzed using Microsoft Excel with Copilot for thematic extraction and Orange 3 data mining software for sentiment classification. The analysis was guided by Plutchik’s Wheel of Emotions to identify dominant emotional patterns. Findings revealed seven major themes of concern: school facilities and learning environments, mentorship and supervisory relationships, academic workload, calamities and external disruptions, financial and logistical challenges, personal and emotional well-being, and self-fulfillment. Conversely, the sentiment analysis showed that while a considerable number of pre-service teachers demonstrated a neutral disposition reflecting their efforts to adapt professionally, negative emotions, especially fear, anger, and sadness, remained evident. These emotions were primarily associated with unsafe learning environments, heavy workload, unclear or inconsistent supervisory feedback, and uncertainties brought about by natural calamities. Although less dominant, positive emotions emerged through experiences of supportive mentoring that reinforce motivation. The findings underscore the importance of recognizing the emotional dimensions of pre-service teachers’ internship experiences. Addressing both structural and emotional challenges is essential for strengthening teacher education programs, enhancing mentoring practices, and fostering supportive learning environments that promote professional competence and well-being.

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