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SAKAGURU: Journal of Pedagogy and Creative Teacher
Published by WISE Pendidikan Indonesia
ISSN : -     EISSN : 30640113     DOI : https://doi.org/10.70211/sakaguru
Core Subject : Education, Social,
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other
Journal of SAKAGURU: Journal of Pedagogy and Creative Teacher is a double-blind peer-review and open access journal that focuses on various aspects of education. The journal aims to discuss and develop knowledge within the scope of: 1) Social Science Education; 2) Natural Science Education; 3) Mathematics Education; 4) Environmental Education; 5) Language Education; 6) Education Management; 7) Teaching and Learning; 8) Quality Education; 9) Teacher Education; 10) Educational Technology; 11) Educational Innovation; 12) Early Childhood Education; 13) Special Education; 14) Guidance and Counseling; 15) Other educational fields
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 20 Documents
 1   2 
Implementing the "Everyone is a Teacher Here" Strategy with Audio-Visual Media to Enhance Arabic Speaking Skills in Fifth-Grade Students Nur, Robiyah
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 1 No 2 (2024): November 2024 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : Wise Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v1i2.163

Abstract

This study investigates the effectiveness of integrating the "Everyone is a Teacher Here" (ETH) strategy with audio-visual media to enhance Arabic speaking skills (Maharah Kalam) among fifth-grade students at MIS Mathla’ul Anwar, Padang Cermin. Employing Classroom Action Research (CAR) over two cycles, the study involved 20 students as participants. Data were collected through pre-tests, post-tests, structured observations, interviews, and documentation. The findings revealed significant improvements in students' speaking proficiency, with average scores increasing from 61.5 in the pre-test to 67.85 in Cycle 1 and 76.65 in Cycle 2. The passing rate rose from 25% to 95%, indicating substantial progress in fluency, vocabulary usage, and confidence. Observational data highlighted increased student engagement, collaboration, and active participation, while audio-visual media provided contextual and interactive learning experiences. This research aligns with previous studies demonstrating the benefits of cooperative learning and multimedia in language education but offers a novel contribution by integrating these approaches. By situating the intervention in a rural Indonesian context, the study addresses a critical gap in the literature and provides a scalable model for improving language instruction in under-resourced settings. The findings emphasize the transformative potential of combining innovative pedagogical strategies to create inclusive, engaging, and effective learning environments. Future research should explore its application across diverse linguistic and cultural contexts to generalize its efficacy.
Challenges for Coastal Children: Investigating the Causes of School Dropout in the Southern Coastal Area of Bangladesh Hossain, Md. Saddam; Yeasmin, Farhana; Kabir, Md. Shahjahan; Al-Mahde, Abdul Elah
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 2 No 1 (2025): May 2025 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : Wise Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v2i1.184

Abstract

Coastal areas in Bangladesh are highly vulnerable to environmental and socioeconomic issues, leading to significant setbacks in children’s education. In a disaster-prone area like Satkhira, Shyamnagar Upazila, the root causes for high rates of student dropouts in schools are interlinked with the natural calamities of the land. This study aims at identifying the multifaceted challenges tending to school dropouts in the disaster-prone coastal area of Shyamnagar Upazila, Bangladesh. To achieve the aim, this study employs an exploratory qualitative design and purposive sampling, including structured interviews for 34 participants: 10 dropout children (aged between 10–16), 12 parents of dropout children, and 12 teachers from primary and secondary schools. Findings highlight that there are factors, such as natural calamities and scarcity of water, that directly hinder the education process and increase dropout rates. Economic constraints force children to leave schools so that they can work and earn money, alongside sociocultural factors such as child marriage and other gender norms. The study found that people who dropped out of school feel remorse and want to go back to school but get little or no assistance from the stakeholders. Inadequate infrastructure, sociocultural barriers, and psycho-social issues are also contributors to school dropouts.
Revisiting the Sustainable Development Goal 4 “Quality Education”: Insights, Prospects, and Recommendations Gunawan, William Ben
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 2 No 1 (2025): May 2025 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : Wise Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v2i1.202

Abstract

This paper explores the global challenges and prospects associated with the implementation of the United Nations Sustainable Development Goals (SDGs), with a focused analysis on Goal 4: Quality Education. Drawing on current data, scholarly research, and policy reports, the study identifies disparities in educational access and quality across regions, emphasizing how socio-economic, geographical, political, and digital divides impede equitable learning opportunities. A comparative analysis of four countries—Nigeria, India, Finland, and Japan—illustrates how varying governance structures, economic capacities, and cultural dynamics shape education outcomes. The study further examines the impact of global phenomena such as the COVID-19 pandemic, geopolitical tensions, energy transitions, and economic downturns on educational systems. Through this multi-scalar analysis, the paper identifies structural barriers and systemic weaknesses that hinder progress toward SDG 4, particularly in low-income and conflict-affected regions. The paper concludes by offering actionable recommendations, including intersectoral collaboration, inclusive education policy reforms, investment in digital infrastructure, and capacity building in under-resourced areas. The findings underscore the need for globally coordinated, locally adapted strategies that center equity and resilience to ensure the realization of inclusive and quality education for all by 2030.
Integration of Kaliurang Local Culture into Augmented Reality for Spatial Geometry Learning Media Development Rachman, Kufita; Rasyid, Ilham; Arbiyanti, Ade Puteri; Vesya, Siti Raihani
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 2 No 1 (2025): May 2025 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : Wise Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v2i1.203

Abstract

A new challenge in 21st-century learning processes is the demand for technology integration without neglecting the richness of local culture. This research aims to develop Augmented Reality (AR) learning media integrated with the local culture of Kaliurang that is feasible and practical to use. This research approach uses a quantitative and qualitative approach, also known as a mixed method, with a research and development (R&D) design model 4-D consisting of four stages: define, design, develop, and disseminate. Data collection was conducted through interviews and questionnaires. The selection of subjects was carried out through random sampling with a population of sixth-grade students. The sample used in this study consisted of 25 sixth-grade students from SD Negeri Umbulharjo 2 over 2 months. The analysis of interview data was conducted descriptively, while the questionnaire data used descriptive statistical analysis. The analysis results found the need for the development of learning media, which was subsequently assessed for feasibility with an average score of 3.93 or 98.43%, categorized as "Very Feasible" by subject matter experts, and an average score of 4 or 100%, categorized as "Very Feasible" by media experts. The practicality test received an average score of 3.6 or 90%, classified as "Very Practical" by the students. The findings indicate that Augmented Reality (AR) integrated with the local culture of Kaliurang is well used as a learning medium for spatial geometry with the utilization of technology in the classroom at the elementary school level to support the understanding process of students. This research contributes to the development of innovative learning media integrated with the local culture of Kaliurang, which replicates the improvement of mathematics learning quality. Also, it provides a foundation for further research and practical application in the field of education.
Development of UI/UX Based Microlearning to Prevent Misconception in Physics Learning with Computational Thinking Approach Ayu, Siti Nur; Sari, Asti Aulia; Manaasika, Zidny
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 2 No 1 (2025): May 2025 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : Wise Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v2i1.206

Abstract

Pembelajaran fisika sering kali dihadapkan pada tantangan kompleksitas konsep yang bersifat abstrak, sehingga berpotensi menimbulkan miskonsepsi pada peserta didik. Penelitian ini bertujuan mengembangkan media pembelajaran microlearning berbasis User Interface (UI) dan User Experience (UX) untuk mencegah miskonsepsi dalam materi termodinamika, dengan pendekatan computational thinking (CT). Penelitian ini menggunakan metode Research and Development (R&D) yang mengadaptasi model Borg and Gall, namun dibatasi hingga tahap desain produk. Media dikembangkan melalui tahapan identifikasi potensi dan masalah, kajian literatur, serta perancangan prototipe menggunakan platform Figma. Hasil pengembangan menunjukkan bahwa microlearning berbasis UI/UX dapat menyajikan materi secara ringkas, interaktif, dan adaptif sesuai dengan karakteristik belajar generasi digital, serta mendukung pembentukan pola pikir algoritmik melalui dekomposisi dan visualisasi konsep. Meskipun penelitian ini belum melibatkan uji efektivitas secara empiris, rancangan media menunjukkan potensi signifikan dalam meningkatkan pemahaman konsep dan mencegah miskonsepsi. Penelitian lanjutan disarankan untuk melengkapi tahapan R&D hingga pengujian dampak terhadap hasil belajar fisika secara menyeluruh.
Local Wisdom Based Procedure Text Materials for Grade VII Students at SMP Negeri 12 Magelang Alhafidz, Zidan; Alhumairo, Devi Iqlima; Lestari, Siti Anggita Puji; Widyaningsih, Arum Cahya; Sari, Halim Bi Nuri Syamsika
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 2 No 1 (2025): May 2025 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : Wise Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v2i1.207

Abstract

Abstract Indonesian language learning at the junior high school level should ideally not only focus on linguistic aspects, but also be a means to instil local cultural values that are relevant to the lives of students. Unfortunately, Indonesian textbooks provided by the Ministry of Education and Culture have not fully accommodated the local content, especially in learning procedure texts. Based on observations and interviews conducted at SMP Negeri 12 Magelang, it was found that teachers and learners need teaching materials for procedure texts that are integrated with local wisdom. This study aims to: (1) describe the need for developing teaching materials based on local wisdom; (2) explain the stages of developing teaching materials; and (3) evaluate the feasibility of the products developed. This research uses the Research and Development (R&D) method of the Borg and Gall model, but only up to the product validation stage. Data collection techniques include observation, interviews, and distributing questionnaires to respondents, and analysed descriptively. The results of validation by media experts obtained a score of 96.25%, linguists 85.00%, and material experts 75.00%. Based on these results, teaching materials for procedure texts based on local wisdom are declared very feasible to use in learning Indonesian language in grade VII SMP.
Implementation and Constraints of Diagnostic Assessment in the Independent Curriculum Towards Deep Learning-Based Biology Learning in High Schools Haka, Nukhbatul Bidayati; Masya, Hardiyansyah; Rakhmawati, Ismi; Puspita, Laila; Jamaludin, Didi Nur; Oktafiani, Raicha
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 2 No 2 (2025): November 2025 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : Wise Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v2i2.270

Abstract

The implementation of diagnostic assessments in the Independent Curriculum is a crucial step in mapping students' initial abilities and designing appropriate learning strategies. This study aims to identify obstacles to the implementation of diagnostic assessments in deep learning-based biology learning in public senior high schools in Bandar Lampung City, encompassing the planning, implementation, and follow-up stages. The study used a descriptive qualitative approach with a purposive sampling technique. The sample consisted of three public senior high schools, four biology teachers, and 69 tenth-grade students studying Biodiversity. Data were obtained through interviews, observations, questionnaires, and documentation. Data were analyzed through data reduction, data presentation, and conclusion drawing. The results showed that the implementation of diagnostic assessments was not optimal. Only two schools had implemented cognitive and non-cognitive diagnostic assessments, while one school had not implemented them at all. The main obstacles lay in limited school facilities and the low level of socialization regarding the Independent Curriculum, particularly the implementation of diagnostic assessments in innovative, deep learning-oriented biology learning. However, limited understanding and institutional support remained a significant obstacle. This study recommends improving teacher training, providing supporting facilities, and implementing more systematic assessment follow-up policies
Mapping the Landscape of AI-Enhanced Collaborative Learning: Evolution and Constraints Juan Luis Cabanillas-García
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 2 No 2 (2025): November 2025 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : Wise Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v2i2.280

Abstract

This study maps the scientific evolution of AI-enhanced collaborative learning over the past decade (2014–2024) through a comprehensive bibliometric analysis using the Bibliometrix R-package. A total of 660 documents retrieved from the Scopus database were analyzed to identify publication trends, key authors, thematic clusters, and research collaborations. Results indicate exponential growth since 2021, coinciding with the democratization of generative and machine-learning technologies. The field is marked by strong interdisciplinarity—bridging computer science, education, and engineering—and by geographic concentration in the United States and China. Thematic mapping reveals three consolidated lines of inquiry: technological innovation, pedagogical applications, and ethical-social challenges, with a clear transition toward advanced topics such as federated and adversarial learning. Despite this progress, regional inequality and limited empirical validation persist. The study contributes a structured overview of the field, highlighting both conceptual consolidation and critical gaps, and proposes future directions for developing inclusive, context-aware, and ethically responsible frameworks for AI-mediated collaborative education.
The Future of Learning: Pedagogical Paradigms in the Age of Artificial Intelligence through the Advent of ChatGPT as an Innovative Digital Tool in the Era of Technology Rasha Abdulraheem
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 2 No 2 (2025): November 2025 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : Wise Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v2i2.281

Abstract

The rapid emergence of Generative Artificial Intelligence (AI) tools, particularly ChatGPT, has reshaped contemporary education by addressing the growing demands of the 21st century, where traditional teaching methodologies are no longer sufficient to meet learners’ evolving needs. This study aims to examine the pedagogical and ethical implications of integrating ChatGPT into English as a Second Language (ESL) instruction, situating the analysis within UNESCO’s Sustainable Development Goal 4 on quality education. Employing a qualitative, literature-based design, this paper synthesizes recent empirical and conceptual research published between 2018 and 2025 to evaluate both the opportunities and limitations of AI-enhanced pedagogy. The findings reveal that ChatGPT supports language acquisition by enhancing interaction, scaffolding productive and receptive skills, and fostering learner autonomy and creativity. However, issues related to ethics, digital equity, and responsible use remain significant challenges. The study concludes that successful integration of ChatGPT requires evidence-based pedagogical frameworks and unified AI policies to ensure ethical, inclusive, and sustainable educational transformation.
Artificial Intelligence: Implications for English Language Teaching Abdul-Malik Saif Thabet Al-Selwi
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 2 No 2 (2025): November 2025 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : Wise Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v2i2.282

Abstract

Artificial intelligence (AI) has made significant changes in several fields. It covers many applications and is still a rather multidisciplinary and emerging field. English Language Teaching (ELT), which is a branch of applied linguistics, is one of those fields that has received a huge impact from advanced AI empowerment technologies and applications, such as chatbots and tutoring systems. This study, therefore, examines the impact of AI on ELT, and the various ways that AI influences ELT. It explores the new future roles of teachers and learners in English classrooms, which will be AI-driven. The study is qualitative in nature, which explores emerging trends and themes in AI and ELT and examines potential developments. Through qualitative analysis of recent scholarly publications, the research identified key and emerging techniques for integrating AI in ELT classrooms. It employed thematic analysis to examine the data collected, focusing on experts' perspectives regarding future opportunities, trends, and prospects in AI and ELT. AI technologies and applications provide innovative techniques that cater to each 21st century learner’s needs, autonomy, and engagement with different proficiency levels, and give effective feedback to English teachers. They also foster language acquisition, can help identify the strengths and weaknesses of learners, and offer English teachers opportunities to customize lessons and enhance their teaching strategies. All these make the English learning process operative, more appealing, and tailored. This paper, therefore, provides valuable implications and insights for practitioners, learners, applied linguists, and higher educational institutions in developing relevant teaching materials and training programs for teachers.

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