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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 46 Documents
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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 Pendidikan Indonesia

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 Pendidikan Indonesia

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 Pendidikan Indonesia

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.
The Effect of Project Based Learning Model on Creative Thinking Ability and Emotional Intelligence of Grade X Students in Biology Raicha Oktafiani; Dea Fernandilla; Aulia Novitasari; Aryani Dwi Kesumawardani; Meita Dwi Solviana
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 3 No 1 (2026): May 2026 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v3i1.648

Abstract

Creative thinking and emotional intelligence are essential competencies for students facing the demands of twenty-first-century biology learning. Preliminary data at SMA Negeri 12 Bandar Lampung showed that Grade X students' creative thinking ability was still in the less creative category (average 36%), while emotional intelligence was categorized as poor (average 40%). This study examined the effect of the Project Based Learning (PjBL) model on students' creative thinking ability and emotional intelligence in Grade X Biology, particularly on the topic of environmental pollution. A quantitative quasi-experimental method with a pretest-posttest control group design was employed. The population comprised all Grade X students in the even semester of the 2024/2025 academic year (N = 337). Through cluster random sampling, Class X.4 (n = 34) was assigned as the experimental group and Class X.1 (n = 34) as the control group. Data were collected using a validated creative thinking essay test, an emotional intelligence questionnaire, and observation sheets. Instrument reliability was very high for both the creative thinking test (Cronbach's alpha = 0.821) and the emotional intelligence questionnaire (Cronbach's alpha = 0.877). Data were analyzed using descriptive statistics, N-gain, prerequisite testing, and independent samples t-tests through SPSS version 25. The findings showed significant differences between experimental and control groups in creative thinking ability, t(66) = 13.844, p < 0.05, and emotional intelligence, t(66) = 15.440, p < 0.05. The experimental group achieved N-gain scores of 80.91% for creative thinking and 80.51% for emotional intelligence, both in the excellent category, whereas the control group obtained 35.18% and 45.23%, respectively. Visualized indicator-level data further showed that all creative thinking indicators and all emotional intelligence indicators reached very high categories in the experimental group. These results indicate that PjBL is more effective than direct instruction in strengthening creative thinking and emotional intelligence in biology learning. The study contributes empirical evidence for integrating authentic environmental projects into secondary biology instruction.
Understanding Learning Concepts in Grade 10 Students During Classroom Practices: Case Study BBC Senior High School in Medan Bunga Santi Br. Ritonga; Cindy Syahputri; Elina Rewinata Pangaribuan; M. Ihsan Maulana
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 3 No 1 (2026): May 2026 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v3i1.649

Abstract

Students’ conceptions of learning influence how they interpret academic demands, regulate motivation, select learning strategies, and evaluate educational success; however, limited qualitative evidence explains how these dimensions are interconnected among Indonesian senior high school students. This study aimed to explore Grade 10 students’ understanding of learning, identify the internal and external factors influencing their learning, examine the strategies they employed, and determine the indicators through which they evaluated learning success. A descriptive qualitative case-study design was employed at SMA BBC Medan, involving six purposively selected Grade 10 students representing different genders and levels of academic achievement. Data were collected through individual semi-structured interviews guided by eight open-ended questions and analyzed using the interactive model of data condensation, data display, and conclusion drawing. Member checking and cross-participant comparison were conducted to strengthen the credibility of the findings. The results revealed that students predominantly conceptualized learning as the acquisition of knowledge and experience, while affective, behavioral, and psychomotor dimensions were less frequently recognized. Motivation and personal willingness emerged as the most influential internal factors, whereas family support, conducive learning environments, and engaging teaching practices constituted important external influences. Students relied mainly on conventional strategies, including reading, note-taking, discussion, repeated practice, scheduling, and reviewing materials, but rarely reported metacognitive practices such as goal setting, self-monitoring, reflection, or strategy evaluation. Learning success was primarily associated with improved grades, although some students also identified conceptual understanding, problem-solving ability, confidence, motivation, and behavioral change. The study concludes that students possess a foundational but transitional understanding of learning that remains strongly cognitive, instrumental, and achievement-oriented. These findings imply that teachers and school counselors should collaboratively develop learning guidance that broadens students’ conceptions of learning, strengthens autonomous motivation, and explicitly cultivates metacognitive and self-regulated learning skills.
KIVAEMO: A Creative Social Studies Module for Emotion Management and Anti-Bullying Wiwin Asriningrum
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 3 No 1 (2026): May 2026 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v3i1.660

Abstract

Verbal bullying and social exclusion remain significant challenges in junior high schools, affecting students’ emotional well-being, social relationships, and learning engagement. Social Studies learning has substantial potential to foster empathy and positive social behavior; however, classroom practices often emphasize cognitive achievement while providing limited opportunities for social-emotional development. This study aimed to develop and evaluate the effectiveness of KIVAEMO, a creative Social Studies module integrating emotional literacy and anti-bullying education into classroom learning. The research employed a Research and Development (R&D) approach adapted from the Sukmadinata model, consisting of needs analysis, product design, module development, expert validation, revision, limited trials, and effectiveness testing. The effectiveness test used a quasi-experimental non-equivalent control group design involving 64 seventh-grade students at SMP Negeri 1 Sanggau, West Kalimantan, Indonesia. Data were collected through emotion regulation questionnaires, anti-bullying attitude scales, expert validation sheets, and classroom observation forms. The validation results indicated that the module was highly feasible in terms of content (91%), language (90%), and instructional design (88%). Statistical analysis revealed significant differences between the experimental and control groups in emotion regulation and anti-bullying attitudes (p < 0.05), with a strong effect size (d = 0.76). Classroom observations also showed increased empathy, greater participation in discussions, and reduced verbal bullying behavior. These findings demonstrate that KIVAEMO is an effective instructional innovation that promotes emotional regulation, empathy, and positive social interaction while supporting bullying prevention efforts in junior high schools. Future studies are recommended to examine its long-term impact across broader educational contexts.

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