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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 45 Documents
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The Impact of Student Engagement on Perceived Academic Achievement among Students in China Chen Shuxuan; Nor Hasnida Md-Ghazali; Muh Khairul Wajedi Imami
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 3 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

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Abstract

The purpose of this research is to examine the impact of students' engagement, namely cognitive, emotional and behavioural engagement, on students' academic achievement in China. A quantitative cross-sectional survey was employed on 257 university students in China. Descriptive analysis was used to analyse the level of students' engagement, and multiple regression analysis was used to examine the specific impact of students' engagement on students' academic achievement. The result revealed that behavioural engagement recorded the highest mean score (M = 4.24, SD = 0.607), followed closely by emotional engagement (M = 4.22, SD = 0.591) and cognitive engagement (M = 4.22, SD = 0.579). In terms of the impact, behavioural engagement was a significant positive predictor (β = 0.337, p < .001), indicating that higher levels of behavioural engagement are associated with higher perceived academic achievement. Emotional engagement was also a significant predictor (β = 0.154, p = .026), although its effect was weaker compared to the other variables. Cognitive engagement emerged as the strongest predictor (β = 0.339, p < .001), suggesting that students who are more cognitively engaged tend to report higher levels of academic achievement. As cognitive engagement was found to be the most significant predictor, pedagogical practice is recommended to emphasise more designing tasks requiring deep learning strategies and the comprehension of complex ideas in order to support students' academic achievement in China.
Project-Based Learning in Higher Education for Science and Education Students: A Bibliometric Analysis Using VOSviewer (2022–2026) Dewi Juita; Festiyed Festiyed; Asrizal Asrizal; Yusmaridi M; Wahyuli Lius Zen; Amelia Fega
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 3 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

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Abstract

This study presents a bibliometric analysis of research on project-based learning (PjBL) in higher education, with a specific focus on science and education students, using the Scopus database for the period 2022–2026. Following the PRISMA screening protocol, 16 articles were identified from an initial pool of 1,394 records. The analysis addressed five research questions covering publication trends, productive authors and countries, active journals, keyword co-occurrence patterns, and dominant pedagogical strategies. Results reveal a sharp increase in publications in 2025 (75% of total), with Indonesia as the most prolific contributor (62.5%). Most publications appeared in Q1 and Q2 Scopus-indexed journals (75%). Keyword co-occurrence mapping via VOSviewer identified four thematic clusters: cognitive and higher-order thinking outcomes, collaborative and engagement-oriented learning, character and affective competency development, and disciplinary-specific applications. The findings suggest emerging research frontiers in technology-enhanced PjBL, longitudinal outcome assessment, and cross-cultural project design
Scale Development and Validation of Leadership and Management Practices at Isabela State University Eugelyn R. Felix
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 3 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

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Abstract

This study developed and examined the preliminary validity of the Leadership and Management Practices Scale for Isabela State University. Using a cross-sectional scale-development design, data were collected from 239 full-time faculty members across different colleges and campuses. The initial instrument contained 80 items rated on a five-point Likert scale. Exploratory factor analysis was conducted through principal-axis factoring with Promax rotation, while parallel analysis was used to determine the number of factors. The data were suitable for factor analysis, with a Kaiser–Meyer–Olkin value of 0.912 and a significant Bartlett’s test of sphericity, χ²(3160) = 32,291.21, p < .001. Six factors were retained, explaining 76.51% of the total variance. After applying the criteria for factor loading, cross-loading, and communality, 48 items were retained. The factors were labeled Supportive and Performance-Oriented Management, Strategic Leadership and Faculty Development, Policy Governance and Institutional Support, Participatory and Equitable Administration, Faculty Networking and Role Balance, and Student-Centered Teaching Innovation. Reliability estimates ranged from 0.878 to 0.971. The findings provide initial support for a multidimensional measure of university leadership and management practices. Further item development and confirmatory factor analysis using an independent sample are recommended before the scale is used for high-stakes institutional assessment.
The validation of the Malaysian Basic Psychological Need Satisfaction and Frustration Scale Nurul Fathihah Nor Azhar; Siti Nurulhida Abdul Rahman; Mirala Sathiasheelan; Syed Mohd Hamzah; Nur Jannah Bali Mahomed
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 3 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

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Abstract

This study examined the validity and reliability of the Malaysian version of the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS) for assessing the basic psychological needs of lecturers, administrative personnel, and management staff in Malaysian educational institutions. The original instrument was developed by (Chen et al., 2019) and was culturally adapted for the Malaysian context. Content validity was evaluated through expert review involving five subject-matter experts. The evaluation focused on the minimum, maximum, and mean scores assigned to each item. Internal consistency reliability was assessed using Cronbach’s alpha coefficient. Overall, the experts agreed that the instrument items were relevant and appropriate for measuring the intended constructs. Nevertheless, minor revisions were recommended to improve sentence clarity, wording, and the distinction between behavioural action statements and belief-based statements. The instrument achieved an overall mean content validity score of 8.83, indicating excellent content validity. Furthermore, the reliability analysis yielded a Cronbach’s alpha coefficient of 0.80, demonstrating good internal consistency. These findings suggest that the Malaysian version of the BPNSFS is a valid and reliable instrument for measuring the satisfaction and frustration of basic psychological needs among educational personnel in Malaysia. The instrument is therefore suitable for use in future research and psychological assessment within Malaysian educational settings.
DigiMath Laro: Effects of Digital Game-Based Instruction on Grade 9 Students’ Mathematics Achievement, Problem-Solving Skills, and Attitudes Bernadette N. Canceran; Januard D. Dagdag
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 3 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

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Abstract

Persistent difficulties in mathematics learning highlight the need for more engaging and effective instructional approaches. This study examined the effects of DigiMath Laro, a teacher-facilitated digital game-based instructional approach, on Grade 9 students’ mathematics achievement, problem-solving skills, and attitudes toward mathematics. A quantitative-dominant mixed-methods, quasi-experimental pretest–posttest design was employed involving 40 students from two intact classes. Twenty-two students received Digital Game-Based Instruction, while 18 received Regular Classroom Teaching for four weeks. Data were gathered using mathematics achievement and problem-solving tests, attitude scales, and student interviews. Results showed that the digital game-based instruction group significantly improved in mathematics achievement, problem-solving skills, and attitudes toward mathematics, with large effect sizes. Although the regular instruction group also improved in mathematics achievement, no significant gains were observed in problem-solving skills or attitudes. After controlling for pretest scores, the digital game-based instruction group achieved significantly higher posttest scores across all outcomes. Student interviews revealed increased engagement and enjoyment, improved understanding and retention, interactive learning experiences, and preference for digital game-based instruction. The findings suggest that DigiMath Laro can enhance cognitive and affective mathematics outcomes when aligned with curriculum competencies and supported by purposeful teacher facilitation.

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