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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 53 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.
Writing anxiety among ESL learners in the Philippines: A scoping review Juliet Cabus Ogana; Las Johansen B. Caluza
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.v3i2.319

Abstract

Writing anxiety is a persistent affective barrier that undermines the writing performance and academic achievement of English as a Second Language (ESL) learners. While numerous studies have examined this phenomenon in the Philippine context, findings remain dispersed across educational levels and research settings. This scoping review sought to consolidate the existing literature on writing anxiety among Filipino ESL learners published between 2013 and 2025 by identifying the educational levels most frequently studied, the dominant dimensions of writing anxiety, methodological patterns, contributing and mitigating factors, and research gaps. Guided by the Arksey and O’Malley (2005) framework and reported in line with PRISMA-ScR guidelines, the review systematically searched Google Scholar, ERIC, ResearchGate, Philippine E-Journals, and other open-access databases. Of the 67 records identified, 10 empirical studies met the inclusion criteria and were analyzed. Results showed that research has concentrated on senior high school students (50%), followed by tertiary (30%) and junior high school learners (20%). Cognitive anxiety—marked by fear of failure, negative evaluation, and concern over writing performance—emerged as the most prevalent dimension, while somatic anxiety and avoidance behaviors appeared less frequently. Most studies employed quantitative descriptive-correlational designs and utilized Cheng’s Second Language Writing Anxiety Inventory (SLWAI) as the primary instrument. The review further highlighted linguistic challenges, fear of evaluation, classroom pressure, and socioeconomic status as major contributors to writing anxiety, whereas explicit writing instruction, supportive teacher communication, writing self-efficacy, and collaborative learning strategies were found to reduce anxiety. Despite the expanding body of literature, notable gaps persist, particularly the limited focus on junior high school learners, the scarcity of longitudinal and intervention-based studies, and the reliance on cross-sectional quantitative methods. These findings provide a comprehensive synthesis of current evidence and offer valuable implications for ESL pedagogy, curriculum development, language policy, and future research aimed at fostering supportive learning environments that alleviate writing anxiety and strengthen learners’ writing competence.
Students’ perception of British accent uses in English speaking Ahmad Tahlis Annur; Elok Widiyati
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.v3i2.326

Abstract

This study addresses the value of a well-learned accent in helping foreign language learners become more proficient speakers in formal situation. Many students imitate a particular accent while speaking through receptive materials without any sufficient knowledge about it. Unfortunately, there are not sufficient studies looking at students' opinions about a particular accent acquired in learning, particularly speaking. This study aims to describe the students’ perception of British accent accommodating their speaking skill and elements. The population of this research was the eleventh-grade students. A convenience sampling technique used to select 68 respondents. The descriptive quantitative design used with a close-ended questionnaire as the research instrument. The study revealed that the students’ agreement reached 72.3% in speaking skill and showed 65% in language element. In conclusion, most of the students thought that British accent had unique, elegant, and formal characteristics.
Perceptions of artificial intelligence tools in scientific research among Omani AOU postgraduate students Sami Khatar Mahkoom Al Mazruii; Muna Mubarak Saleh Al Qasmi; Hamed Hilal Nasser ALYahmadi; Mohammed Mubarak Saleh Al Qasmi; Hajar Mohammed Ahmed Al-Hosni
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.v3i2.358

Abstract

The intersection of artificial intelligence and academic writing has become increasingly pronounced, with each contributing to the advancement of the other.This study aimed to explore the students’ views at the Arab Open University (AOU) in Oman towards  the use of  artificial intelligence (AI) tools to conduct scientific research, as well as to identify difficulties associated with their integration. It analyzed the actual level of AI tool usage and the associated challenges. A questionnaire is used; applying a descriptive method, containing 32 items distributed over two dimensions: the reality of AI utilization in enhancing students' research skills, and the obstacles encountered by postgraduate students when utilizing AI. The results indicated a high level of AI tool utilization in developing research skills. The most common uses were for literature search, title suggestion, academic translation, and scientific writing enhancement. However, the study revealed several challenges, including limited institutional and technical support, lack of training, low awareness of usage mechanisms, high costs of some tools, and ethical concerns related to academic integrity. No statistically significant differences were detected depending on gender, indicating a shared awareness among male and female students regarding AI usage in research. Based on the results, recommendations included offering specialized preparation programs focusing on AI tool utilization across research stages, enhancing digital infrastructure at the university, and integrating AI concepts into research-based courses. It also emphasized promoting ethical awareness to ensure responsible and conscious usage.
Modernised and technological teaching freedom in South African public township schools Ayanda Mzimela; Thokozani Isaac Mtshali
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.v3i2.370

Abstract

Pedagogical freedom without the integration of educational technologies is obsolete in this constantly evolving educational landscape. This 21st century requires for teachers to adapt to technology-enhanced teaching and demonstrate the freedom of using the technologies for instruction and overall curriculum delivery. This study investigated how teachers employ technology enhanced teaching in selected township public schools in South Africa. This study followed a quantitative research approach and utilised the questionnaire to collect data. Descriptive statistics were used for quantitative data analysis. Purposive and convenience sampling was used to select 27 schoolteachers in selected public township schools. The results of the study show that there is a great gap between available Information and Communication Technology tools and their effective use in township schools. As a result, the study concluded that teachers were unable to fully utilize technological resources in their teaching practices. Therefore, this study recommended four strategic practices for effective integration of Information and Communication Technology in teaching and learning. This study provides valuable insights that will assist teachers, principals, and policymakers to innovate and improve school education.
Professional identity of final-year trainee teachers in Ghanaian colleges of education Kassim File Dangor; Edward Bonnituo Kankpog
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.v3i2.427

Abstract

The National Teacher Education Curriculum Framework (NTECF) of Ghana seeks to nurture positive teacher identity among trainee teachers. However, since its inception in 2018, it appears studies have not evaluated this benchmark. Therefore, this study sought to assess the professional identity of final-year trainee teachers in Ghanaian colleges of education. Using a convenience sample of 1,560 final-year trainee teachers recruited via WhatsApp, the study investigated the perceived professional identity of trainees by collecting data using a Likert scale questionnaire. Data were analysed using descriptive statistics and t-test. Findings of the study show that respondents perceived themselves to have a high professional teacher identity (M = 4.33, SD = 0.46). Also, the study found a statistically significant difference in the professional self-efficacy of trainee teachers in favour of males t(1558) = 2.97, p = 0.003. However, there was no statistically significant differences in trainee teachers perceived professional knowledge, and professional commitment based on sex. The study concluded that final year trainee teachers in colleges of education perceive themselves to possess a high professional teacher identity which aligns with the expectations of the standards set for training of teachers where trainees are expected to demonstrate positive teacher identity.

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