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International Journal of Pedagogy and Learning Community (IJPLC)
Published by Universitas Negeri Padang
ISSN : 30643619     EISSN : -     DOI : https://doi.org/10.24036/
Core Subject : Science, Education, Social,
Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other
nternational Journal of Pedagogy and Learning Community (IJPLC) is an open access, peer-reviewed, scientific journal published by Departemen Non Formal Education Faculty of Education Universitas Negeri Padang . ISSN: (Online-Electronic) 3064-3619 This journal publish (February, May, Agust, November). Focus and scope International Journal of Pedagogy and Learning Community (IJPLC) accept research manuscripts that have never been published in other journals, high-quality articles, and originals in English, resulting mainly from quantitative, qualitative, and mixed research methodologies. The published issues in the journal include policy, practice, and research in the fields of formal, informal, and nonformal Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 40 Documents
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Understanding Nominal Clauses in English: A Corpus-Based and Pedagogical Perspective Nathir Ghafar, Zanyar; Anwar, Ary Bahman; Mohamad, Ayad Hamed; Hassan, Jalal Sa'adullha
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 1 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijplc.v3i1.35

Abstract

Nominal clauses are a fundamental yet often challenging syntactic category in English grammar, functioning as noun phrases within larger sentence structures. Despite their frequent use in academic, formal, and everyday language, learners of English as a foreign language (EFL) frequently struggle to identify, categorize, and accurately produce nominal clauses. This study presents a comprehensive and theoretically grounded account of nominal clauses, focusing on definitions, formal types, syntactic functions, and pedagogical implications. Drawing upon a wide range of major grammatical theories and corpus-based research, the paper synthesizes traditional and contemporary perspectives on nominal clauses and situates their analysis within broader discussions of clause structure and nominalization. The narrative combines descriptive grammar with analytic frameworks, enhanced with illustrative examples and comparisons to other clause types. The paper concludes with pedagogical recommendations to support learners in mastering nominal clauses and a summary of key findings. This research contributes to both linguistic theory and language teaching by clarifying the nature of nominal clauses and highlighting their significance in advanced English proficiency.
Innovating Arabic Language Module Design in Higher Education through a Content-Driven Integrated Model Budiarti, Meliza; Abdul Ghani, Mohammad Taufiq
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 1 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijplc.v3i1.36

Abstract

This study aims to examine the effectiveness of an e-module developed for the Ilm al-Bayan course at UIN Imam Bonjol Padang through a series of systematic empirical evaluations involving experimental and control groups. The development of the e-module was guided by the ADDIE instructional design model, encompassing five structured stages: needs analysis, design, development, implementation, and evaluation. Prior to hypothesis testing, data normality was assessed using the Kolmogorov–Smirnov and Shapiro–Wilk tests, while data homogeneity was examined using Levene’s test. Inferential statistical analyses included Paired Samples t-Tests to evaluate within-group learning improvements and Independent Samples t-Tests to compare post-test performance between groups. The results indicated that the data from both the experimental and control groups were normally distributed and homogeneous, fulfilling the assumptions required for parametric testing. The Paired Samples t-Test revealed statistically significant improvements in learning outcomes for both groups; however, the experimental group demonstrated a higher mean difference (–7.036, p < 0.05) compared to the control group (–4.673, p < 0.05). The study underscores the potential of e-modules as effective, student-centered pedagogical tools that support interactive learning and contribute to the digital transformation of Arabic language education in higher education.
A Systematic Literature Review of Project-Based Learning on Kindergarten Students Motor Development Anisaturrahmi, Anisaturrahmi; Fazilla, Sarah; Sari, Mutia; Imami, Muh Khairul Wajedi
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 1 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijplc.v3i1.37

Abstract

The current research is a systematic literature review examining the impact of project-based learning (PBL) on kindergarten students’ motoric development. The review focuses on the types of projects implemented, targeted motoric aspects, and methodological characteristics of previous studies. An initial search was conducted across three databases—Scopus, ERIC, and Google Scholar—and the selected studies were screened using the PRISMA protocol to ensure validity and relevance. Following the selection process, 30 publications were included for analysis. The findings show that research on this topic first emerged in 2015, with the highest number of publications occurring in 2024 (11 studies), involving a total of 548 kindergarten students. Collage-making was the most frequently implemented project, followed by sewing and origami activities. Most studies emphasized fine motor development, particularly hand–eye coordination, cutting, folding, pasting, grasping, writing, and drawing skills. Quantitative quasi-experimental designs were predominantly employed. Overall, the findings indicate a significant positive impact of PBL on kindergarten students’ motoric development, contributing valuable insights for early childhood education practice and research.
Home Literacy Environment and Domain-Specific Early English Literacy Outcomes in a Multilingual Context Zakaria, Noor Asma Iffah; Md. Nor, Mariani
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 1 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijplc.v3i1.38

Abstract

This paper reports findings from one component of a larger research project examining ecological influences on early English literacy development among Malaysian preschool children. Grounded in Bronfenbrenner’s bioecological theory and Ajzen’s theory of planned behaviour, the study investigates how multiple dimensions of the home literacy environment (HLE): parents’ literacy beliefs, parents’ literacy habits, parent–child literacy interactions, and frequency of English use at home, are associated with children’s early English literacy outcomes. Participants comprised 207 preschool children aged five to six years, their parents from registered preschools in urban districts of Selangor, Malaysia. Data were collected using a parent-report HLE survey and a standardized early English literacy assessment battery measuring English decoding skills and expressive English vocabulary. Findings revealed hierarchical and domain-specific relationships among the constructs. Parent–child literacy interaction and frequency of English use at home were directly associated with children’s English vocabulary knowledge, while parents’ literacy beliefs and literacy habits exerted significant indirect effects through literacy interactions. No direct association was found between HLE variables and children’s English decoding skills. English vocabulary, however, was strongly associated with decoding, suggesting interrelated but distinct developmental pathways. The findings extend existing HLE models by explicating belief–practice–outcome mechanisms in a multilingual English as a second language (ESL) context and by highlighting the differential roles of home influences in early English literacy development.
Psychometric Evaluation of the Learning Agility Scale–Short (LAS-S) for Indonesian Teachers Hafnidar, Hafnidar; Ulya, Fakhria; Vanissa, Ulfina
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 1 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijplc.v3i1.39

Abstract

Rapid changes in educational systems require teachers to continuously learn and adapt to evolving professional demands. Learning agility has therefore emerged as a critical psychological capacity supporting teacher effectiveness. This study aimed to evaluate the psychometric properties of the Indonesian version of the Learning Agility Scale–Short (LAS-S) adapted for teachers. A quantitative psychometric approach was employed involving 150 Indonesian teachers selected through random sampling. The adapted instrument consisted of 25 items representing four dimensions of learning agility: mental agility, people agility, change agility, and result agility. Data were analyzed using item discrimination analysis and internal consistency reliability testing. The results indicated that all items demonstrated acceptable to high discrimination indices, and the scale showed excellent internal consistency, with a Cronbach’s alpha coefficient of .94. These findings suggest that the Indonesian LAS-S is a reliable instrument for assessing learning agility among teachers. The availability of this measure provides a foundation for research and policy initiatives aimed at strengthening teachers’ adaptive learning capacities.
Motivations and Challenges in Learning Hiragana Among Filipino University Students: An Explanatory Sequential Mixed-Methods Study Jhon Mark S. Martinez; Miguel L. Aquino
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 2 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijplc.v3i2.40

Abstract

Foreign language learning in higher education has become increasingly important as universities respond to internationalization, global labor mobility, and the need to prepare students for intercultural engagement. In the Philippine context, Japanese language instruction has gained relevance, yet limited research has examined how Filipino students experience early Japanese script learning, particularly Hiragana, through reflective narratives. This study explored the motivations and challenges of college students learning Hiragana in a foreign language course at Isabela State University–Angadanan Campus during the first semester of School Year 2025–2026. Guided by the description phase of Gibbs’ Reflective Cycle, the study employed an explanatory sequential mixed-methods design. Quantitative data were collected from 75 students using a validated motivation questionnaire, while qualitative data were drawn from students’ reflection papers and analyzed thematically. Findings showed high overall motivation, with the strongest dimensions being the desire to become a global citizen and career and economic enhancement. Motivation did not significantly differ by sex or academic program, although ethnicity influenced career-related and global motivations. Qualitative results revealed motivations linked to employment, migration, cultural curiosity, media exposure, academic obligation, and personal growth. Students also faced challenges in memorization, character similarity, writing fatigue, time pressure, and self-comparison, but persistence, teacher support, and peer assistance supported their progress. The study highlights Hiragana learning as both a meaningful and demanding process, underscoring the value of reflective and well-scaffolded approaches in Japanese language instruction.
Trends and Developments in Research on the Transition from Preschool to Primary School: A Bibliometric Analysis Anisaturrahmi Anisaturrahmi; Mohd Syaubari Othman; Rosmiati Rosmiati; Mutia Sari; Muh Khairul Wajedi Imami
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 2 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijplc.v3i2.41

Abstract

The transition from preschool to primary school is a critical time for students, as they must adjust from the play-based learning approach in preschool to the more structured and curriculum-focused education of primary school. However, bibliometric analysis in this topic is scare. Therefore, the current bibliometric analysis investigates the evolution of research on the school transition from preschool to primary school, focussing on significant findings on author contributions, country-based production, and institutional engagement. According to the study, Petriwskyj has the most publications in the field, and author collaboration networks are organised into various groups. Research output varies over time, with some authors making constant contributions and achieving higher citation impact, while others have intermittent or limited scholarly effect. The United States leads in research output, followed by Finland, Turkey, and Australia, with rising contributors such as China and Greece gaining traction. Citation impact is particularly high in the United States and Finland, indicating differences in research contributions between countries. According to affiliation analysis, the University of Jyväskylä is the highest-rated institution, followed by Queensland University of Technology and the University of North Carolina. The production trends show that the National Council for Curriculum and Assessment (NCCA) will increase its research activities significantly beginning in 2021, while other leading universities such as the University of Jyväskylä and the University of Kentucky continue to increase their research output. This study gives a comprehensive overview of the changing landscape of research on preschool-to-primary school transition, emphasising the academic field's dynamic and collaborative nature.
Validation of Self-Esteem Instrument in Drug Use Prevention among Secondary School Students in Malaysia Ahmad Jazimin Jusoh; Suzaily Wahab; Siti Zobidah Omar; Nazre Abdul Rashid
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 2 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijplc.v3i2.42

Abstract

There is an exact instrument that measures global self-esteem. However, there is no instrument that relates self-esteem with drug abuse tendencies. Therefore, this paper presented the validation of self-esteem in drug use instruments among secondary school students in Malaysia. This research was a survey-design by using quantitative technique for data analysis. The survey questionnaire was distributed to several schools by targeting secondary school students. In the end, 220 students from Johor, Selangor and Kuala Lumpur participated in the research. Factorial analysis, namely exploratory factor analysis (EFA) and Confirmatory factor analysis (CFA) conducted. The analysis was complemented with parallel analysis and Minimum Average Partial (MAP). The original and revised MAP tests confirm three factors for the instrument: peer self-esteem, home self-esteem, and school self-esteem. CFA was used to validate the structure and inspect the construct validity. The result showed that the instrument gains the acceptable value in several goodness indices such as GFI, AGFI, CFI, TLI, NFI, RMSEA, and CMIN.
Instructional Leadership, Teacher Commitment, and Motivation as Predictors of Holistic Child Development in TABIKA KEMAS Nor Maizatul Akmal Mohd Zubir; Mazni Muhammad; Adi Bandono
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 2 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijplc.v3i2.43

Abstract

This study examines the influence of instructional leadership, teacher commitment, and teacher motivation on the holistic development of TABIKA KEMAS children in Northern Malaysia. A quantitative survey design was employed involving 313 TABIKA KEMAS teachers from Kedah, Perak, and Penang. Data were analysed using SPSS through descriptive statistics, Pearson correlation, and multiple regression analyses. The findings revealed that instructional leadership (M = 4.04), teacher commitment (M = 4.10), teacher motivation (M = 3.84), and holistic child development (M = 3.81) were all at high levels. Pearson correlation analysis indicated that teacher motivation had a strong and significant positive relationship with holistic child development (r = 0.694, p < .001), whereas instructional leadership showed no significant relationship. Multiple regression analysis further demonstrated that teacher motivation was the strongest predictor of holistic child development (β = 0.835, p < .001), explaining 81.7% of the total variance (R² = 0.817). The findings highlight the importance of strengthening teacher motivation in improving preschool educational quality and enhancing children’s holistic developmental outcomes within TABIKA KEMAS institutions.
Self-Advocacy of Students with Disabilities in Higher Education: A Bibliometric Analysis Fitri Dwi Arini; Widiawati Widiawati
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 2 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijplc.v3i2.45

Abstract

This study examines publication trends and research developments in the field of self-advocacy among students with disabilities in higher education using bibliometric analysis. Specifically, it addresses three key questions: (RQ1) What strategies, programs, and interventions have been implemented to promote self-advocacy among students with disabilities in higher education? (RQ2) How do self-advocacy practices influence academic, social, and career outcomes for students with disabilities in higher education? (RQ3) What barriers and facilitators affect the development and practice of self-advocacy among students with disabilities in higher education? Data were retrieved from Scopus (1993–mid-2025) and screened using the PRISMA method, yielding 81 relevant records analyzed through R Studio’s Bibliometrix package.The findings show a steady growth in publications, averaging 5.16%n annually, reflecting increasing recognition of the importance of advocacy in higher education. Keyword co-occurence analysis identified four thematic clusters (1) psychological and institutional strategies for fostering advocacy, (2) curriculum and support systems, (3) outcomes such as academic persistence and career readiness, and (4) barriers including stigma and facilitation of accomodations and accessibility. Overall, the results highlight a maturing yet fragmented research domain, emphasizing the need for integrated institutional, pedagogical, and policy approaches to strengthen advocacy and equity in higher education.

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