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Journal of Research in Education and Pedagogy
Published by Scientia Publica Media
ISSN : 30476410     EISSN : 30477131     DOI : https://doi.org/10.70232/jrep.v1i2
Core Subject : Education, Social,
Education Social Sciences
The Journal of Research in Education and Pedagogy (JREP) is an international, double-blind peer-reviewed, open-access journal published by Scientia Publica Media. The journal is published four times a year in February, May, August, and November. It publishes original papers, reviews, and case studies that reflect the latest research and developments in both theoretical and practical aspects of education and pedagogy. JREP covers all levels of education, from early childhood to higher and vocational education, as well as formal, informal, and non-formal education. The journal also publishes refereed research papers that include quantitative, qualitative, and mixed analyses. It strives to encourage and provide international publications for the benefit of researchers, academics, institutions, educators, and students with good professional practices. JREP serves as an invaluable resource for educators, supervisors, curriculum planners, counselors, administrators, and educational researchers, offering insights to inform the design of future curricula.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 67 Documents
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Implementation of Islamic Religious Education Learning in Inclusive Schools in Indonesia Iman, Nurul; Basri, Mokmin; Tajab, Muh.; Saputro, Anip Dwi; Erwahyudin, Devid Dwi; Syah, Muhammad Dzikky Firman
Journal of Research in Education and Pedagogy Vol. 2 No. 1 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i1.24

Abstract

The basic principles of inclusive education that values differences and promotes equality are very much in line with Islamic values that encourage respect for humanity, patience, and compassion for others. However, in practice, teaching Islamic Religious Education (PAI) in inclusive schools requires significant adjustments, both in curriculum preparation and in material delivery. Teachers are not only required to understand religious teachings in depth, but also need to have adaptive pedagogical skills, so that they can convey religious concepts, such as the pillars of faith, the pillars of Islam, or the stories of the prophets, in a way that can be understood by students with various limitations. Islamic Religious Education learning in the context of inclusive schools presents its own challenges for teachers, especially in dealing with students with special needs who have diverse abilities and learning styles. This study explores various strategies used by teachers in teaching Islamic Religious Education in an inclusive environment, including differentiation methods, curriculum adaptation, and collaboration between teachers, parents, and support staff. The results show that the success of Islamic Religious Education learning in inclusive schools is highly dependent on the ability of teachers to adapt learning methods to the needs of each student, as well as support from the school and family environment. The findings highlight the need for continuous professional development programs to enhance teachers’ adaptive pedagogical skills in inclusive education settings. It is recommended that schools strengthen collaboration with families and support staff to create a more inclusive learning environment for Islamic Religious Education.
Influences, Learning Styles and Learning Preferences of Learners in Special Program in Foreign Language in Korean Abellana, El Chamberlain; Abellana, Losel Mae
Journal of Research in Education and Pedagogy Vol. 2 No. 1 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i1.25

Abstract

The study explored the dominant learning styles, influential factors, and preferred learning activities and media of Grade 7 students enrolled in the Korean language program, aiming to enhance instructional material design and teaching strategies. Adopting a one-group descriptive research design, the study involved a total population of 80 students. A purposive sampling procedure was used in selecting the respondents. The study covered the scope within the second semester of the school year 2021-2022. Data collection employed two main instruments: Fleming’s VARK model, which identifies learning styles (Visual, Auditory, Read/Write, and Kinesthetic), and a 20-item questionnaire adapted from Ancho (2019) to identify learning preferences. Results were analyzed using frequency, percentage, and mean. The findings reveal that the majority of respondents were visual learners, favoring activities that included reading and writing dialogues as well as the use of comic strips. These preferences suggest that visually engaging and text-rich materials are particularly effective in facilitating language acquisition. Additionally, factors such as cultural interest and relevance of Korean pop culture emerged as significant motivators for learning the language. The study underscores the importance of tailoring instructional materials to align with students’ dominant learning styles and preferences. By incorporating visually stimulating and interactive media, educators can enhance engagement and improve learning outcomes. These insights provide valuable input for curriculum development, particularly in designing activity sheets and pedagogical approaches that resonate with learners’ needs and interests.
The Quality of Science Education: Viewpoints of Secondary School Science Teachers Calo, Jhovel Roy; De Vera, Mercy
Journal of Research in Education and Pedagogy Vol. 2 No. 1 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i1.26

Abstract

In today’s world, the success of a society is increasingly tied to its ability to cultivate a scientifically literate population. Yet, many nations struggle to provide a solid foundation in science education, especially in under-privileged regions. Science education plays a crucial role in shaping the future of societies by fostering critical thinking, innovation, and scientific literacy among students (DepEd, 2020). This qualitative research study explores the perceptions of secondary school science teachers regarding the current state of science education in the Philippines, specifically focusing on the province of Bukidnon. The primary objectives of the study are to understand teachers’ viewpoints on science education, identify significant barriers that hinder quality instruction, and propose actionable solutions to these challenges. The thematic analysis of the data reveals a notable increase in student interest and engagement, driven by factors such as rising enrollment in STEM programs and active participation in science fairs. Despite these positive trends, ongoing concerns about teacher quality, inadequate resources, and outdated curricula continue to impede effective science instruction in the classroom. Key barriers identified include insufficient teacher preparation, foundational gaps in student comprehension, and constraints on resources, such as limited access to laboratory activities and essential equipment. The findings emphasize the pressing need for program restructuring, the early introduction of science concepts, and the integration of prerequisite courses designed to enhance the overall effectiveness of science education programs. These recommendations aim to better equip future science educators and foster a more conducive learning environment. Ultimately, this research contributes valuable insights to ongoing efforts aimed at improving science education in the Philippines, underscoring the necessity of addressing systemic issues to promote a more effective, equitable, and enriching educational experience for all students.
Does the Embodied Cognition Paradigm Have Implications for Learning? Re, Anna
Journal of Research in Education and Pedagogy Vol. 2 No. 1 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i1.29

Abstract

Cartesian dualism, distinguishing mind from body, has significantly shaped our understanding of cognitive functions, often leading to the perception that these processes exist independently of our physical and bodily experiences. This rigid division has also influenced our approach to educational practices, which tend to be based on a theoretical understanding of cognition. However, emerging theories of embodied cognition are challenging this view by highlighting the fundamental connection between cognitive processes and bodily experiences as well as our physical interactions with the environment. These theories are increasingly supported by neuroscientific research, which recognizes the body as a crucial component of the learning process. Indeed, numerous studies indicate that incorporating bodily experiences into educational settings not only enhances learning, but also makes it more meaningful. When students participate in activities that involve movement and direct engagement with their surroundings, their ability to process and retain information improves, enabling them to translate abstract concepts into tangible forms and internalize them more effectively. This article aims to support a shift in our understanding of cognition away from the rigid dualistic paradigm toward a more holistic perspective of the educational process.
Burnout and Sources of Stress among Primary and Secondary Teachers in the Republic of North Macedonia Nalevska, Gorica Popovska; Kuzmanovska, Marina; Jovanovska, Sonja Rizoska
Journal of Research in Education and Pedagogy Vol. 2 No. 1 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i1.30

Abstract

The study focuses on professional burnout and its sources of workplace stress among teachers. Burnout, as a complex psychological phenomenon, is characterized by emotional exhaustion, depersonalization and reduced professional efficiency. Teachers play a crucial role in the development of our future generations and their well-being is central to their ability to effectively fulfil this role. The general aim of the research is to measure burnout levels and sources of stress among primary and secondary teachers who are working in public schools in the Republic of North Macedonia, by examining the degree of emotional exhaustion, depersonalization and personal accomplishment. The research sample is randomly chosen and consists of 320 teachers. To collect data, a personal information form and Maslach Burnout Inventory were used to measure burnout levels of teachers. The obtained results found that primary and secondary teachers in public school in Republic of North Macedonia experienced a high level of emotional exhaustion and an average level of depersonalization and personal accomplishment dimension. Emotional exhaustion represents a critical warning sign of burnout, signaling the need for individual and organizational interventions to restore balance and resilience. The research detects nine significant factors that cause stress and professional burnout among teachers. The present study has contributed to the field by providing new insights into the stress and burnout experienced by primary and secondary teachers and should encourage education policies makers, national and local education authorities in developing a healthy, safe and productive environment for the growth and development of all involved in. Instead of looking at teacher burnout as an individual problem, leaders in education must shift their focus to assess the problem as a systemic, institutional, or policy-based issue.
Effect of Improvised Instructional Materials on Students’ Academic Achievement in Mathematics in Bayelsa State, Nigeria Diri, Erepamowei Ayibakuro; Udo, Elisha Abel
Journal of Research in Education and Pedagogy Vol. 2 No. 1 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i1.34

Abstract

This study examined the effect of improvised instructional materials on students’ academic achievement in mathematics. The purpose of this study geared towards determining the impact of improvised instructional materials on students’ academic achievement in mathematics. The study was directed by two research questions and two hypotheses. Determining the effect of improvised instructional materials on junior secondary school (JSS) students’ academic achievement in mathematics and investigate the effect of improvised instructional materials on the academic achievement of students in mathematics to gender. Quasi-experimental design was employed in this study. The population included 1,546 JSS II students from 34 public secondary schools in Ogbia Local Government Area, Bayelsa State, with a sample of 80 students selected through simple random sampling from two schools, one serving as the experimental group and the other as the control group. Each group consisted of 40 students (22 males and 18 females). The Mathematics Achievement Test (MAT), developed by the researcher, was used as the research instrument, and a test-retest procedure established its reliability at 0.77 using Pearson Product Moment Correlation Coefficient (PPMCC). Mean and standard deviation were used to answer the research questions and t-test analysis applied to test the null hypotheses at a 0.05 significance level. The findings indicated a significant difference in the academic achievement of mathematics students, suggesting that improvised instructional materials were a more effective learning method in contrast to the traditional method. This implies that improvised instructional material plays a vital role in improving mathematics students’ academic achievement. Therefore, it was recommended that mathematics teachers incorporate improvised materials in their teaching and that the government provide funding to support this initiative.
Role of Technology Integration in the Development of 21st-Century Skills STEM University in Zimbabwe Chasokela, Doris
Journal of Research in Education and Pedagogy Vol. 2 No. 1 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i1.36

Abstract

Technology use is crucial and fundamentally alters how universities teach and learn in the twenty-first century. The influx of various technologies supports the development of three key 21st-century skills: life and career skills, learning and innovation skills, and information, media, and technology skills. Social constructivism theory serves as the study’s theoretical foundation, emphasizing the importance of collaborative learning environments where students construct knowledge through social interaction. A case study design and a qualitative methodology were employed in the investigation to gain deep insights into the experiences of participants. Those involved in the study included STEM lecturers, faculty technicians, and both first- and final-year undergraduate students; they were chosen using a purposeful sampling procedure to ensure a rich variety of perspectives. Data were collected through in-depth interviews, which provided valuable qualitative insights. The paper explores the 21st-century skills essential for STEM learning, focusing on the implications, competencies, and perceptions of various stakeholders. The study established a pressing need for training in technology integration among faculty. Additionally, there was minimal support from administration and technicians, as well as a lack of adequate resources. Participants expressed the need for ample time to prepare for lessons, highlighting the challenges educators face. Consequently, it is recommended that the implementation of technologies should begin with strong support from administrators and technicians in sourcing necessary resources. Lecturers play a crucial role in preparing students for the modern workplace, and they require continuous training and support from technicians. Furthermore, administrators should foster collaboration with other STEM-offering universities to stay current with rapidly evolving technologies, ensuring a comprehensive approach to education in the digital age. This collaboration can significantly enhance the educational quality and effectiveness of STEM programs.

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