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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 45 Documents
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Democratic teaching learning practices: A research perspective Arnnapurna Dash; Sudarshan Mishra
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.v3i1.300

Abstract

The present paper is based on a review of the literature related to democratic teaching and learning practices. It delves into the relationship between the social, cultural and political influences on education and the impact of education on society. Education is shaped by social life, like family, community and the state. Culture influences education by passing traditions, language and values through schools; state controls education through policies, laws, and funding, deciding what and how students learn. In return, education shapes society by improving knowledge, skills, and awareness among people. It helps people to take part in political decision and also brings social change. Emphasising democracy as a universally respected system, it emphasises the importance of raising awareness and understanding of democratic principles, especially in educational settings. The paper reviews educational theories that advocate for the promotion of democratic values ​​and active participation in democratic processes in schools. Furthermore, the paper emphasises the role of schools in promoting democratic ideals such as equality, freedom, and political participation, thus making individuals responsible citizens. The paper highlighted significant gaps in the existing literature, offering avenues for future research. These gaps include the need for research examining the long-term impact of democratic education, the challenge of implementation, teacher preparation to effectively promote democratic practices, seeking diversity and inclusion in democratic classrooms, and student perspectives on democratic education. Furthermore, comparative research is needed on the different contextual factors that affect the effectiveness of democratic teaching and learning practices.
Data-driven analysis of parental involvement and mathematics achievement via engagement and efficacy Mary Ann L. Nim; Las Johansen B. Caluza
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.v3i1.318

Abstract

This study examined the relationships among parental involvement, learning engagement, self-efficacy, and mathematics achievement to identify actionable factors for improving student performance. A data-driven quantitative design was employed using secondary data from 354 respondents, analyzed through nonparametric methods, mediation modeling, association rule mining, and exploratory predictive modeling with classification and regression trees. Reliability analysis confirmed strong internal consistency for all scales, and descriptive statistics indicated generally high levels of parental involvement, engagement, and self-efficacy among participants. Correlation and mediation analyses revealed that parental involvement significantly influenced mathematics achievement both directly and indirectly through learning engagement and self-efficacy, with combined mediators accounting for more than half of the total effect. Prescriptive analytics highlighted engagement and self-efficacy as multidimensional levers (behavioral, emotional, and cognitive) for improvement, while predictive models demonstrated good classification performance and meaningful reductions in error for continuous achievement scores. These findings underscore the importance of integrated strategies that strengthen family-school partnerships while simultaneously fostering engagement and confidence to optimize mathematics outcomes. The study concludes that parental involvement, learning engagement, and self-efficacy are critical, interrelated factors in mathematics achievement and recommends multilevel interventions while acknowledging limitations of cross-sectional secondary data. Future research should employ longitudinal and experimental designs to establish causality and validate these findings across diverse contexts.
A systematic review of digital technology-enhanced strategies in music education: Implications for South African higher education learning Sakhiseni Joseph Yende
Indonesian Journal of Education and Pedagogy Vol. 3 No. 2 (2026): August
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v3i2.329

Abstract

This article contributes to scholarship on music education and digital pedagogy by providing a systematic synthesis of digital and technology-enhanced teaching strategies in higher education music learning, with a specific focus on the South African context. While existing studies have explored the benefits and limitations of digital learning, this review offers new insights by consolidating fragmented research on technology-mediated music pedagogy and examining how these approaches function within the socio-economic and educational realities of South African universities. By applying PRISMA-guided systematic review methods to literature published between 2015 and 2025, the study identifies emerging pedagogical patterns and highlights the ways in which digital tools reshape both theoretical instruction and practical musicianship in tertiary music education. The originality of this study lies in its contextual emphasis on digital inequality and culturally responsive pedagogy in music education. The review demonstrates how digital platforms such as virtual rehearsal environments, collaborative online spaces, and digital archiving tools can support multilingual engagement and the preservation and dissemination of indigenous musical knowledge. In doing so, the study extends current debates in digital pedagogy by foregrounding the role of technology in sustaining culturally relevant music education practices. Furthermore, the article advances scholarship by linking technological innovation in music education to broader structural challenges in South African higher education. It highlights how disparities in digital infrastructure, institutional resources, and digital literacy shape the implementation of technology-enhanced learning. These findings inform curriculum reform and national policy debates on equitable digital transformation in South African higher education music programmes nationwide.
Barriers to implementation of innovative writing instruction: A mixed-method examination of collaborative and technology-enhanced approaches in Nigerian secondary schools Elizabeth Adedokun; Theophilus Adedokun
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.v3i1.345

Abstract

While collaborative, creative and technology-enhanced approaches show strong research support for writing instruction, few studies examine why these approaches remain underutilised in Nigerian secondary schools. This mixed-method study identified teaching practices, their pedagogical value and implementation barriers. A survey of 167 English teachers (103 public, 64 private schools) measured technique frequency using a four-point Likert scale, supplemented by open-ended responses. Quantitative findings revealed collaborative learning (M = 3.22), digital integration (M = 3.19) and text framework support (M = 3.37) were used significantly less than traditional teacher-directed methods (M = 3.60). Digital tools showed the widest variation (SD = 0.87), indicating inconsistent adoption. Qualitative analysis revealed that teachers implementing these approaches reported substantial benefits for student engagement and writing quality. However, four barriers constrained wider adoption: large class sizes, insufficient technology infrastructure, limited training in contemporary pedagogies, and examination pressures. Culturally sustaining resources, including Nigerian folktales and authentic texts, significantly enhanced engagement. The study reveals a critical paradox: innovative approaches yield pedagogical benefits when implemented, yet systemic constraints prevent widespread use. Findings inform professional development and policy initiatives to expand teachers' instructional capacity and enhance English language education in Nigerian secondary schools.
From local reading to global understanding: Pre-service teachers’ global and multicultural literacy competencies in literary analysis Joy D. Talens; Margie A. Magnaye
Indonesian Journal of Education and Pedagogy Vol. 3 No. 2 (2026): August
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v3i2.414

Abstract

As educational environments become more globally interconnected and culturally diverse, developing global and multicultural literacy has become increasingly important in preparing future teachers to respond effectively to contemporary educational demands. This study explored how pre-service teachers in a higher education institution in the Philippines demonstrate global and multicultural literacy competencies in literary analysis through their written narratives, as these competencies are essential 21st-century skills that teachers are expected to develop and demonstrate before engaging in future teaching practice.  Guided by a qualitative research design grounded in narrative inquiry, the study involved eight pre-service teachers selected through purposive sampling from a teacher education program. Data were gathered through written reflective narratives and analyzed using thematic analysis. The findings revealed that participants demonstrate global literacy competency by connecting literary texts to global and social issues, considering multiple perspectives, and reflecting on cultural identities, including their own. They also show multicultural literacy competence through their ability to support interpretations with evidence, engage respectfully with diverse viewpoints, and remain aware of personal biases. Furthermore, their narratives point to the value of reflective writing and classroom dialogue in shaping more critical and culturally responsive approaches to literary analysis. The study suggests that global and multicultural literacy are closely interconnected and play a meaningful role on how pre-service teachers interpret and respond to texts. These findings highlight the importance of integrating reflective and context-based practices in teacher education to better prepare future educators for diverse and globalized learning environments.

Page 5 of 5 | Total Record : 45

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