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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 28 Documents
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Juxtaposing the global citizenship competencies of senior high school and college students: Input for a contextualized learning plan Salvador-Desnacido, Grace Ann; Pecson, Ryan R.
Indonesian Journal of Education and Pedagogy Vol. 2 No. 2 (2025): August
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v2i2.170

Abstract

Education and globalization, as tools empowering learners to think and act globally, are driving forces for producing the competent and humanized citizens that the world needs today. The present study explores the global citizenship competencies of senior high school (SHS) and college students as the baseline for a contextualized learning plan premised on that. The study employs the descriptive survey design of quantitative research, wherein the needed data are gathered through a questionnaire to select students with leadership positions in various student organizations in their respective institutions. The data gathered are analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Independent Samples t-test). The findings reveal that both SHS and college students show strong agreement in possessing global citizenship competencies across knowledge, skills, values, and attitudes, with college students exhibiting slightly higher levels. College students demonstrate significantly more vital global citizenship competencies in knowledge, values, attitudes, and overall domains than SHS students, while no significant difference is observed in the skills domain. A contextualized learning plan is developed to address the learning needs of SHS and college students, aiming to sustain and enhance their global citizenship competencies in knowledge, values, and attitudes through various tailored activities.
Do action movies enrich vocabulary mastery? Students’ perceptions Maharani, Mega Mulianing; Azizatun Ni'mah; Hartono, Hartono; Ekaningsih, Nur
Indonesian Journal of Education and Pedagogy Vol. 2 No. 2 (2025): August
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v2i2.116

Abstract

The acquisition and understanding of vocabulary play an important role in language learning because they are essential for effective communication. Lack of motivation is a challenge for many students. Using action movies is the solution to build their motivation to enrich their vocabulary. Through this research, researchers explore the students' perceptions regarding the use of action movies to enrich vocabulary. A qualitative descriptive approach is used. The data are collected through semi-structured interviews addressed to 15 students in one of the English Courses. They are selected purposively and asked to share their experiences in using action movies to enrich their vocabulary. The results show that action movies were argued to be able to enrich the students’ motivation and interest in learning vocabulary; show effectiveness in enriching vocabulary mastery, solve challenges in understanding vocabulary through action movies, and show a comparison with other genres.
An analysis of directive speech acts in the text of Jumanji: the next level movie directed by Jake Kasdan Putri Zuliana Zal Zabella; Dias Andris Susanto; Arso Setyaji
Indonesian Journal of Education and Pedagogy Vol. 2 No. 2 (2025): August
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v2i2.183

Abstract

Directive speech acts are crucial in effective communication, particularly in educational and cinematic contexts, where language functions are dynamically expressed. However, limited research still explores directive speech acts in movie scripts as authentic materials for language learning. This study aims to analyze directive speech acts in the movie Jumanji: The Next Level by identifying their types, describing how they are actualized, and explaining the meanings behind their use. Searle’s theory of speech acts served as the theoretical foundation. This research employed a descriptive qualitative method. The data were collected through documentation techniques, carried out in the following steps: (1) downloading the movie, (2) watching and understanding it carefully, (3) focusing on the characters’ dialogues, (4) reading and selecting relevant utterances while numbering them, and (5) identifying and classifying the selected dialogues based on the types of directive speech acts. The results show that there are five types of directive speech acts in the movie. From a total of 506 utterances, the researcher identified the following distribution: 247 questioning utterances (48.8%), 192 commanding utterances (38.0%), 35 forbidding utterances (6.9%), 24 requesting utterances (4.7%), and 8 permitting utterances (1.6%). Among these, questioning is the most dominant type. Moreover, the meaning of directive speech acts in Jumanji: The Next Level is strongly influenced by the situational context. The presence of numerous missions to be completed plays a significant role in the frequent use of questioning speech acts, as these situations require information to be obtained. Throughout the dialogues, characters rely on questioning to guide conversations and solve the problems that arise.
Improving students’ attendance in Values Education classes during Catch-Up Fridays through collaborative game-based learning Barcos, Ivann P.; Libres, Erica V.; Angcay, Jessa L.; Bitos, Maeriel D.; Juaton, Jessel Mae P.; Juanillo, Caryl Kaye B.; Bansale, Jay C.
Indonesian Journal of Education and Pedagogy Vol. 2 No. 2 (2025): August
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v2i2.120

Abstract

This study aimed to improve the attendance of 36 Grade 8 Santan students in Values Education classes during Catch-Up Fridays through Collaborative Game-Based Learning. Using a mixed-method design, the study evaluated attendance trends before and after the intervention. Quantitative data were collected from School Form 2 (SF2) to measure attendance, and a paired sample t-test revealed a significant increase in mean attendance values, from 3.47 to 4.47, with a p-value of less than 0.05, confirming the intervention's effectiveness. Qualitative data were gathered through a focus group discussion (FGD) and a thematic analysis following Braun and Clarke's (2006) framework was used to examine how students find Collaborative Game-Based Learning as an intervention to improve attendance. Students’ responses from the FGD showed that Collaborative Game-Based fosters student engagement, enhances participation, and creates a fun and dynamic learning environment.
Development of pragmatic skills among 3-4 years old preschooler children in rural region of Gurugram District of Haryana: An Exploratory study Sarin, Meghavi; Kumar, Vijay; Raj, Riya; Mathew, Grace Mariam
Indonesian Journal of Education and Pedagogy Vol. 2 No. 2 (2025): August
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v2i2.181

Abstract

This study investigates on the pragmatic skills development in preschoolers of rural region. A total of 67 participants were the preschoolers of rural region school. Based on the school records, children of nursery grade level in the age groups of 3 to 4 years were considered. Pragmatic parameters using PPT assessment tools check for speech acts, presuppositions, conversational interactions, and non-verbal signals. The results have shown component wise responses on pragmatic profile test: communication functions, response to communication, interaction and conversations, and contextual variations. Children with in naturalistic contexts learn more accurate representations of their pragmatic abilities. Future research should explore these dynamics of pragmatic development, considering the influence of environment and familiarity on children's social communication skills. Teacher in schools also tries to provides more language advancing input and are usually more supportive to language learning for like preschool children.
Enhancing the teaching of science practicals in Tanzanian public secondary schools: A mixed-methods assessment of challenges Sanjito, Baraka Peter; Hyams-Ssekasi, Denis
Indonesian Journal of Education and Pedagogy Vol. 2 No. 2 (2025): August
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v2i2.195

Abstract

Laboratory work is essential for increasing students’ knowledge of science and improving their hand skills. However, in many secondary schools in Tanzania, especially in the Nyamagana District, teachers find it challenging to apply the curriculum's emphasis on conducting experiments in class. This study aimed to determine the challenges that prevent the effective use of science practicals in secondary education. In this study, questionnaires were administered to 64 science teachers, interviews were conducted with eight school heads, and lessons and laboratory areas were directly observed. Data analysis was done using descriptive statistics and thematic analysis. The difficulty in teaching science appears to have increased due to limited equipment, a shortage of materials, large student groups, high workloads, inadequate professional development, and a lack of laboratory technicians. To date, most institutions have not utilized virtual labs or other digital tools. For this reason, many educators teach students mainly through theory, making lessons diverge from the curriculum's goals. According to the study, three key factors are necessary for meaningful progress: upgrading infrastructure, providing staff with better training, and updating the curriculum to reflect reality and utilize technology more effectively. This research offers valuable insights applicable to Tanzania and other resource-constrained areas in the region.
Krishna as the archetypal guru: A theoretical framework of divine pedagogy in the Bhagavad Gita Sapkota, Hari Prasad
Indonesian Journal of Education and Pedagogy Vol. 2 No. 3 (2025): December
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v2i3.267

Abstract

This theoretical article explores the pedagogical qualities of Lord Krishna, considering his role as the ideal guru in Hinduism and his practice within the holistic approach to transformational pedagogy in contemporary educational institutions. Despite extensive study, a gap remains in systematically applying Krishna’s classical pedagogical principles to modern classrooms, including holistic teaching, crisis-responsive strategies, and transformational learning approaches. It employs qualitative analysis focused primarily on the Bhagavad Gita to analyze the higher-order pedagogical processes through which Krishna taught, the guru-disciple relationship, and its profound transformative impact on student development. This study explores Lord Krishna’s exemplary pedagogy, emphasizing individualized diagnostic assessment and adaptive multi-modal communication as foundational strategies. Further, Krishna’s crisis-responsive teaching and systematic consciousness transformation demonstrate adaptive and transformational excellence, fostering ethical empowerment. These principles transcend cultural boundaries and hold practical implications for modern education, leadership development, and therapeutic practice, offering a holistic framework that bridges classical wisdom and contemporary educational challenges. Additionally, the study highlights the importance of intercultural dialogue, moral resilience, and social-emotional and holistic growth on a global scale.  Future research is recommended to empirically validate these frameworks and develop assessment tools and training programs, integrating Krishna’s pedagogical principles with contemporary educational and leadership practices.
Parents’ awareness and practice of COVID-19 health protocols: Basis for glocalized IEC material development Nagal, Raphael Kevin; Ningal, Mary June; Invina, Joanna Grace
Indonesian Journal of Education and Pedagogy Vol. 2 No. 3 (2025): December
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v2i3.278

Abstract

The COVID-19 pandemic emphasized the critical role of parents in ensuring accurate health information and consistent preventive practices at home. This study assessed parents’ awareness of key COVID-19 facts and the extent to which they adhered to recommended health protocols, serving as the basis for developing a glocalized information, education, and communication (IEC) material. Using a design research approach guided by Stanford University’s Design Thinking Model, the study surveyed 1,200 parents in Aklan, Philippines, and consulted experts in IEC development. Results showed that parents were generally aware of COVID-19 health facts (M=3.03) and exhibited a moderate level of protocol adherence (M=3.15). Awareness was lowest for vaccination-related information, influenced by past vaccine controversies and inconsistent public communication. A strong positive correlation (r=0.807, p<0.001) indicated that higher awareness was associated with better adherence. Based on these findings, a culturally contextualized trifold pamphlet integrating local language, familiar visuals, and community-relevant guidelines was developed and evaluated. Parents and experts rated the material as highly acceptable (M=3.71), citing its clarity, cultural fit, and practical usefulness. While the IEC resource shows promise for supporting community health education, further studies are needed to determine its long-term influence on behavior and pandemic preparedness.

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