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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 39 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.
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.

Page 4 of 4 | Total Record : 39

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