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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 35 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.

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