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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 34 Documents
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Leveling up English: The impact of digital gamified learning on tertiary EFL students’ motivation and performance Ayiz, Abdul; Suryo Priyatmojo, Arif; Aulia, Widya
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.v2i3.243

Abstract

The integration of digital gamified learning has emerged as a transformative pedagogical innovation in higher education, particularly in English as a Foreign Language (EFL) instruction. This study examined the effect of gamified learning platforms, specifically Quizizz, on tertiary-level EFL students’ motivation and academic performance. Employing a quasi-experimental design, 80 undergraduate students were assigned to either an experimental group (n = 40), which received instruction through gamified activities, or a control group (n = 40), which engaged in conventional learning methods. Data were obtained through pre- and post-tests alongside a standardized motivation scale. Independent samples t-tests demonstrated that the experimental group significantly outperformed the control group in both motivation (t(78) = 4.52, p < .001) and performance (t(78) = 5.11, p < .001). The results indicated a substantial improvement in the experimental group’s post-test scores (M = 85.47, SD = 4.62) compared to the control group (M = 78.15, SD = 5.08). Similarly, motivational levels increased markedly, with higher mean ratings reported by the experimental cohort. These findings underscore the efficacy of digital gamification as a pedagogical tool to enhance learner engagement and achievement in EFL contexts. The study not only reinforces the relevance of integrating gamified approaches in tertiary language education but also provides empirical evidence for their role in sustaining motivation and improving performance.
Integrated digital technology to enhance student teacher’s 4Cs through photovoice dialogue: From camera to classroom Srieng, Kimsron; Sam, Chanphirun; Mustafa, Zainun
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.v2i3.260

Abstract

Integrating digital technology into classroom has modernized the ways of teaching, providing new chances for the students’ efficiency engagement and reflective learning with critical thinking skills. This study aims to investigate student teacher’s experience and 4Cs from implementing photovoice dialogue. The study employed a quantitative research design, one-group posttest experimental approach, with 198 student teachers who joined a field trip performing photovoice dialogue activities. Throughout the research, the student teachers applied digital photography to document and shared different educational topics, navigated by classroom discussions which fostered deeper analysis of main concepts. The data were collected; using a 4-point Likert scale assessment measuring the student teachers' learning experiences and satisfaction reflection of photovoice dialogue implementation. The data were then analyzed using SPSS software with descriptive statistics such as mean, standard deviation. The results showed that the student teachers have good experience with photovoice dialogue such personal growth and useful learning activities. They also improve critical thinking, creativities, communication and collaboration skill throughout practicing this approach. It braces teachers in pre-service program to turn into not only greater confident teachers but also introspective practitioners qualified of enhancing critical thinking and community involvement in their future classes.
Enhancing cognitive engagement through movement: Investigating the impact of kinaesthetic learning activities on learners with intellectual disabilities in Lagos State Kuku, Olaotan Oladele
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.v2i3.264

Abstract

Education remains the right of every child. However, learners with intellectual disabilities regularly encounter noteworthy challenges in accessing and benefiting from learning in conventional classroom settings. As a result, this study seeks to examine the impact of kinaesthetic learning activities on the cognitive engagement of students with intellectual disabilities in special needs schools across Lagos State, Nigeria. The study employed a quasi-experimental pre-test/post-test control group research design. The study involved 60 learners selected from two special schools in Lagos state using simple random and purposive sampling. An Observation Checklist was used to collect data on cognitive engagement. The data collected were analysed using descriptive statistics (such as mean, standard deviation, mean difference) and inferential statistics (analysis of covariance). The hypotheses were tested at 0.05 level of significance. The study revealed that learners who were engaged with kinaesthetic learning activities showed significantly higher levels of cognitive engagement compared to their counterpart taught with the conventional method. In addition, gender was observed to have no significant impact on the cognitive engagement of learners. Based on the findings, one of the recommendations given was that special need schools in Lagos State should incorporate kinaesthetic learning activities to enhance engagement and skill acquisition among students with intellectual disabilities.
Digital transformation of grades-related technologies at Dr. Jose P. Rizal Senior High School (2020–2024): A case study on usability and impact Casas, Paul Enrique C.; Barrameda, Maria Lalaine M.; Elarmo, Jessa Mae C.; Rodriguez, Danielle Jana Roe P.; Prestado, Jessa Mae D.
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.v2i3.265

Abstract

This participatory case study examines the digital transformation of grades-related enabling technologies at Dr. Jose P. Rizal Senior High School from 2020 to 2024. Grounded in principles of sociotechnical theory and the Technology Acceptance Model (TAM), the study defines enabling technologies as digital solutions that enhance educational processes. It traces the institution's transition from manual procedures to a macro-enabled MS Excel eTool, and finally to the centralized Students Enrollment and Records Management System (SERMS). Using a mixed-methods approach that integrated historical document analysis, stakeholder feedback, and usability assessments, the research documented a four-phase progression from individual initiatives to institution-wide adoption. Findings indicate that strategic leadership, stakeholder collaboration, and user-centered design were pivotal to successful integration. Usability evaluation, based on the System Usability Scale and qualitative feedback from 31 faculty members, showed a statistically significant improvement from "Marginal" for the eTool to "Good" for SERMS, confirming strong user acceptance and improved administrative efficiency. Key success factors included sustained leadership and structured training, while primary challenges involved connectivity and interface navigation. This study contributes to understanding technology adoption patterns within the Southeast Asian public school context, offering a replicable framework for similar educational institutions pursuing digital transformation.

Page 4 of 4 | Total Record : 34

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