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Journal of Pedagogical Content Knowledge
Published by Universitas Lampung
ISSN : 30908639     EISSN : 30908639     DOI : https://doi.org/10.23960/jpck
Core Subject : Education, Social,
Education Mathematics Social Sciences Other
The Journal of Pedagogical Content Knowledge (JPCK) is a peer-reviewed, international, multidisciplinary open access journal. It is dedicated to advancing knowledge, theory and methodology in the fields of learning, teaching and development. JPCK welcomes article submissions from around the world that contribute to scholarly discourse and address the diverse complexities of educational contexts and practices. The journal encourages critical dialogue and innovation in educational research, reflecting the evolving challenges and opportunities in the global educational landscape. JPCK will publish research covering the following topics, but not limited to: 1.Education of Children with Special Needs: Discusses effective learning strategies, curricula, and assessments for children with special needs, as well as issues related to inclusion and accessibility. 2.Computer and Instructional Technology: Features research on the use of technology in learning, development of educational applications, and integration of technology in the curriculum. 3.Early Childhood Education: Discusses early childhood development, appropriate learning approaches, curriculum development, and the role of parents in early childhood education. 4.Geography Education: Features research on geography teaching, development of learning materials, and innovative learning approaches in geography education. 5.Counseling Education: Discusses the role of school counselors, counseling strategies, and issues related to student mental health and well-being. 6.History Education: Features research on history teaching, development of learning materials, and engaging learning approaches in history education. 7.Civic Education: Discusses the development of civic values, effective learning strategies, and issues related to civic education. 8.Language Education: Discusses language teaching, development of learning materials, and effective learning strategies in language education. 9.Mathematics Education: Features research on mathematics teaching, development of learning materials, and innovative learning approaches in mathematics education. 10.Social Studies Education: Discusses social studies teaching, development of learning materials, and interesting learning approaches in social studies education. 11.Music Education: Features research on music teaching, development of learning materials, and creative learning approaches in music education. 12.Philosophy Education: Discusses the concepts of philosophy of education, development of learning materials, and critical learning approaches in philosophy education. 13.Physical Education and Sports: Features research on sports teaching, development of learning materials, and innovative learning approaches in physical education and sports. 14.Science Education: Discusses science teaching, development of learning materials, and engaging learning approaches in science education. 15.Technology and Design Education: Features research on technology and design teaching, learning material development, and innovative learning approaches in technology and design education. 16.Educational Psychology: Discusses theories and concepts in educational psychology, and their implications in the learning process and student development.
Arjuna Subject : Umum - Umum
Articles 30 Documents
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EDUCATORS' STRATEGIES IN IMPLEMENTING TOLERANCE VALUES TO ANTICIPATE NEGATIVE BEHAVIOR AT THE ELEMENTARY SCHOOL LEVEL Annisya Anggreiny; M. Daffa Diyah Ulhaq; Neng Sarah Aprilia; Yurma Vadelta
Journal of Pedagogical Content Knowledge Vol. 2 No. 2 (2026): Journal of Pedagogical Content Knowldege (June)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpck.v2i2.1888

Abstract

This study aims to analyze the phenomenon of bullying among elementary school students, including its forms, contributing factors, impacts, and prevention strategies that can be implemented in the school environment. Bullying is a significant issue in elementary education because it can negatively affect students’ psychological well-being, social relationships, participation in learning, and academic development. Bullying may occur in various forms, including physical, verbal, relational, and social behaviors, such as hitting, mocking, threatening, excluding, humiliating, or deliberately isolating peers. Several factors may contribute to the occurrence of bullying, including inadequate supervision from parents and teachers, unfavorable family environments, lack of empathy and social awareness, peer influence, and the normalization of aggressive behavior within the surrounding environment. The consequences experienced by victims may include reduced self-confidence, fear, anxiety, social withdrawal, decreased motivation to learn, and difficulties in maintaining healthy relationships with peers. In more serious and prolonged cases, bullying may have lasting effects on students’ psychological and social development. Therefore, schools have an important responsibility to establish comprehensive and sustainable bullying prevention programs. Preventive efforts can include strengthening character education, developing students’ empathy and social skills, establishing clear anti-bullying policies, improving teacher supervision, providing safe channels for reporting incidents, and conducting guidance and counseling activities. Parental involvement is also essential to ensure consistency between education at school and support at home. The study concludes that effective bullying prevention requires collaboration among schools, teachers, parents, students, and the wider community. Through a safe, inclusive, and supportive educational environment, schools can reduce bullying behavior and support the optimal social, emotional, and academic development of elementary school students.
MULTICULTURAL EDUCATION BUILDS TOLERANCE IN ELEMENTARY SCHOOLS Andini Putri Endria; Mery Nurkhaliza; Sherli Chaca Oktavia; Yakub Simamora
Journal of Pedagogical Content Knowledge Vol. 2 No. 2 (2026): Journal of Pedagogical Content Knowldege (June)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpck.v2i2.1889

Abstract

Multicultural education is an important educational approach for preparing students to understand, appreciate, and respond positively to diversity within society. This study examines the role of multicultural education in fostering tolerant attitudes and strengthening students’ character at the elementary school level. In a culturally, ethnically, religiously, and socially diverse country such as Indonesia, the development of tolerance from an early age is essential for preventing prejudice, discrimination, and social conflict. Through multicultural education, students are encouraged to recognize and respect differences in ethnicity, religion, culture, language, traditions, and social backgrounds while developing an understanding of equality and mutual respect. Teachers play a significant role in implementing these values by creating an inclusive, democratic, safe, and supportive learning environment in which every student has equal opportunities to participate and express their perspectives. The implementation of multicultural values can be integrated into curriculum content, classroom activities, cooperative learning, school traditions, and students’ daily interactions. This study also identifies several factors that support and hinder the development of tolerant attitudes among elementary school students. Supporting factors include curriculum integration, teacher commitment and competence, inclusive school culture, learning resources, and family involvement. Meanwhile, limited teacher understanding, inadequate learning resources, differences in family backgrounds, and the persistence of stereotypes and prejudice may become challenges in implementation. The study concludes that effective multicultural education can contribute to the development of students who demonstrate tolerance, empathy, respect, openness, and responsibility toward others. Therefore, strengthening multicultural education at the elementary school level is essential for developing a generation capable of living harmoniously and constructively within a diverse society.
ANALYSIS OF MULTICULTURAL EDUCATION IN SHAPING THE CHARACTER OF PARTICIPANTS EDUCATE THROUGH CULTURAL DIVERSITY IN ELEMENTARY SCHOOLS Ni Wayan Deliani; Ninda Putriayu; Rahmadani; Suherli Evarianti
Journal of Pedagogical Content Knowledge Vol. 2 No. 2 (2026): Journal of Pedagogical Content Knowldege (June)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpck.v2i2.1890

Abstract

In the context of Indonesia’s rich cultural, ethnic, religious, linguistic, and social diversity, multicultural education is highly relevant to promoting social harmony, tolerance, and national unity. Elementary school education plays a strategic role in this process because this stage represents an important period of character formation, during which students develop values, attitudes, social identities, and patterns of interaction with others. This study aims to analyze the concept, importance, and implementation of multicultural education in elementary schools, particularly its contribution to character building through curriculum development and an inclusive school culture. This study employs a literature review method with a descriptive qualitative approach. Relevant literature concerning multicultural education, character education, cultural diversity, curriculum development, and school culture was analyzed to identify key concepts, implementation strategies, and educational implications. The findings indicate that multicultural education contributes to character development by integrating values such as tolerance, respect, empathy, equality, cooperation, and appreciation of cultural differences into learning and school activities. The implementation of multicultural education should not be limited to delivering knowledge about cultural diversity but should also be reflected in classroom interactions, learning materials, extracurricular activities, school traditions, and teachers’ exemplary behavior. An inclusive school culture provides students with opportunities to interact, collaborate, express their identities, and respect different perspectives. The study concludes that integrating multicultural education into curriculum development and school culture can strengthen students’ character and foster an inclusive, tolerant, respectful, and socially responsible generation. This approach is also relevant to strengthening national unity and realizing the principle of Bhinneka Tunggal Ika in Indonesian elementary education.
BUILDING DIVERSITY WITH MULTICULTURAL EDUCATION TO PREVENT BULLYING IN ELEMENTARY SCHOOLS Arcilia Intan Permadani; Ratih Kurniasih; Rendo Fahestama
Journal of Pedagogical Content Knowledge Vol. 2 No. 2 (2026): Journal of Pedagogical Content Knowldege (June)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpck.v2i2.1891

Abstract

Multicultural education provides students with the knowledge, attitudes, and social skills necessary to become responsible and respectful citizens in a diverse society. In the context of Indonesia, which is characterized by extensive ethnic, cultural, religious, linguistic, and social diversity, multicultural education is highly relevant to students’ everyday lives. Differences are an integral part of Indonesian society; therefore, education needs to prepare students to understand, appreciate, and respond positively to diversity. At the elementary school level, multicultural education plays an important role because childhood is a critical period for developing character, social attitudes, and patterns of interaction with others. The implementation of multicultural education can serve as an educational strategy for preventing potential social conflict by introducing values such as tolerance, empathy, equality, nationalism, cooperation, and mutual respect from an early age. These values can be integrated into classroom learning, curriculum content, school activities, and daily interactions within the school environment. Through meaningful multicultural learning experiences, students can develop an awareness that cultural and social differences should not become reasons for discrimination, prejudice, or conflict. Instead, diversity can be viewed as a valuable resource for strengthening social cohesion and national unity. Multicultural education can also create an inclusive learning environment in which students from different backgrounds have equal opportunities to participate, communicate, collaborate, and express their identities. Therefore, the implementation of multicultural education in elementary schools is an important effort to develop students who are tolerant, empathetic, inclusive, and committed to maintaining harmony within Indonesia’s diverse society.
ANALYSIS OF THE DISCOVERY LEARNING MODEL WITH A SCIENTIFIC APPROACH TO IMPROVE THE LEARNING OUTCOMES OF STUDENTS IN SOCIAL SCIENCES CLASS VI ELEMENTARY SCHOOL Arif Rahman Hakim Arif; Indra Ulfayani Indra; Meyin Syabira Meyin
Journal of Pedagogical Content Knowledge Vol. 2 No. 2 (2026): Journal of Pedagogical Content Knowldege (June)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpck.v2i2.1933

Abstract

This study aims to analyze the effectiveness of the Discovery Learning model integrated with a scientific approach in improving student learning outcomes in Social Sciences (IPS) for sixth-grade elementary school students. Discovery Learning emphasizes students’ active involvement in discovering concepts and principles independently through activities such as observation, problem identification, information gathering, data analysis, and conclusion drawing. This learning model provides students with opportunities to construct knowledge through direct learning experiences, thereby strengthening conceptual understanding while developing critical thinking, analytical reasoning, and problem-solving skills. The integration of the scientific approach provides a systematic learning framework through the stages of observing, questioning, collecting information, associating, and communicating. These stages encourage students to actively investigate learning materials, connect information with relevant concepts, and communicate the results of their learning. This study employs a literature review method with a qualitative descriptive approach. Data were obtained from relevant scientific literature, including journal articles, books, research reports, and scholarly publications discussing Discovery Learning, scientific approaches, Social Sciences education, and elementary school learning outcomes. The literature selection process considered the relevance, credibility, and contribution of each source to the research objectives. The collected literature was analyzed through identification, classification, comparison, interpretation, and synthesis of findings. The results of the literature analysis indicate that the integration of Discovery Learning and a scientific approach has considerable potential to improve students’ Social Sciences learning outcomes. The approach promotes active participation, conceptual understanding, critical thinking, problem-solving, and students’ ability to communicate learning results. Therefore, Discovery Learning supported by a scientific approach can serve as an effective alternative for improving the quality of Social Sciences learning at the elementary school level.
ANALYSIS OF THE IMPACT OF SMARTPHONE USE ON STUDENTS’ LEARNING ACTIVITIES DURING THE COVID-19 PANDEMIC Ema Nofita Sari1 Ema; Ida Wahyuni Ida
Journal of Pedagogical Content Knowledge Vol. 2 No. 1 (2026): Journal of Pedagogical Content Knowldege (March)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpck.v2i1.1940

Abstract

The COVID-19 pandemic has transformed the learning process from face-to-face instruction to distance learning, making smartphones one of the primary learning media used by students. This study aims to analyze the use of smartphones in supporting students' learning activities during the COVID-19 pandemic and to identify their positive impacts, limitations, and implementation challenges. The research employed a qualitative phenomenological approach to explore students' learning experiences in using smartphones during distance learning. Data were analyzed descriptively by examining participants' experiences, behaviors, and perceptions regarding smartphone use in educational activities. The findings indicate that smartphones play an important role in facilitating access to learning resources, communication between teachers and students, and the implementation of online learning. However, smartphone use also presents several challenges, including decreased learning concentration, excessive use for non-academic purposes, internet connectivity constraints, and unequal access to digital devices. Therefore, the effective use of smartphones requires appropriate technology-based learning strategies and active supervision from teachers and parents to optimize learning outcomes. The study concludes that smartphones can serve as effective learning media when supported by proper instructional design and responsible digital learning practices.
TOWARD AN INCLUSIVE INDONESIA: SOLUTIONS FOR IMPLEMENTING MULTICULTURAL EDUCATION Khairunnisa Nissa; Maira Amelia Maira; Marsya Yarasyimah Marsya; Syifa Nabila Syifa
Journal of Pedagogical Content Knowledge Vol. 2 No. 1 (2026): Journal of Pedagogical Content Knowldege (March)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpck.v2i1.1943

Abstract

Indonesia, a country with rich cultural diversity, has great potential to serve as a model for the implementation of multicultural education. The diversity of ethnicity, religion, race, and intergroup relations (SARA) is a national treasure, but it also poses a potential for conflict if not managed properly. Multicultural education offers a solution to address this potential conflict and build a more harmonious and inclusive Indonesian society. The research method used in this study to identify solutions for implementing multicultural education is descriptive qualitative research, specifically in the context of a literature review. A literature review is the initial stage of research that involves investigating and evaluating previous studies relevant to the current research topic. Its primary objectives are to provide a theoretical framework, define the scope of the research, and identify research gaps that need to be addressed. Solutions for enhancing multicultural education include integrating multicultural educational content into all subjects, providing training for educators, fostering a multicultural culture within schools, encouraging community participation, and utilizing interactive teaching methods. Indonesia, as a country with rich cultural diversity, has great potential to serve as a model for the implementation of multicultural education. The implementation of multicultural education in Indonesian schools faces a number of fairly complex challenges. Promoting Intercultural Dialogue: Teachers can create a classroom environment that promotes dialogue and intercultural exchange.
MULTICULTURAL EDUCATION AS A PROACTIVE STRATEGY TO ADDRESS THE ISSUE OF NATIONAL DISINTEGRATION Fitri Nanda Shafira Fitri; Arda Ami Guspina; Fany Primandari; Rafly Izza Pramudia
Journal of Pedagogical Content Knowledge Vol. 2 No. 1 (2026): Journal of Pedagogical Content Knowldege (March)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpck.v2i1.1944

Abstract

Indonesia, as a country with a diversity of ethnic groups, religions, races, cultures, and languages, faces challenges in maintaining national unity amid the potential for national disintegration. One approach that can be applied to strengthen social integration is through multicultural education. This study aims to analyze the role of multicultural education as a proactive strategy in preventing national disintegration. The study employs a qualitative approach using a literature review method, involving the collection and analysis of various relevant scholarly sources, including journal articles, books, and other academic documents. Data analysis was conducted using a descriptive-analytical approach by identifying concepts, findings, and practices of multicultural education that support the strengthening of unity. The results of the study indicate that multicultural education contributes to instilling values of tolerance, mutual respect, inclusivity, justice, and respect for diversity, thereby shaping students’ character to foster national consciousness and a commitment to unity. Nevertheless, its implementation still faces various challenges, including limited teacher competencies, suboptimal integration of multicultural values into the curriculum, and the influence of social polarization in the digital age. Therefore, the strengthening of multicultural education must be carried out continuously through synergy among schools, families, communities, and the government as a preventive measure to maintain the integrity of the Unitary State of the Republic of Indonesia.
THE IMPLEMENTATION OF SCIENTIFIC MULTILITERACIES EDUCATION IN ENHANCING STUDENTS’ CRITICAL THINKING SKILLS IN SOCIAL STUDIES IN ELEMENTARY SCHOOL: A SYSTEMATIC LITERATURE REVIEW Eva Nesa Lia Eva; Efi Yulyana; Ahmad Sheca Rahmadi
Journal of Pedagogical Content Knowledge Vol. 2 No. 1 (2026): Journal of Pedagogical Content Knowldege (March)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpck.v2i1.1953

Abstract

This study aims to analyze the implementation of scientific multiliteracy learning in enhancing students’ critical thinking skills in social studies at the elementary school level. The research method used was a systematic literature review, examining various relevant previous studies. The data sources for this study were national and international journal articles published between 2018 and 2024. The results of the study indicate that the implementation of scientific multiliteracies instruction has a positive effect on improving the critical thinking skills of elementary school students in social studies. This is evidenced by improvements in students’ ability to analyze information, solve problems, and make evidence-based decisions. The scientific multiliteracies approach also helps students develop the digital literacy, visual literacy, and information literacy skills necessary in the digital age.
THE IMPACT OF MULTICULTURAL-BASED CURRICULUM DEVELOPMENT IN INDONESIA: PHILOSOPHICAL AND PSYCHOLOGICAL FOUNDATIONS Dea Marlinda Dea; Dila Septiani Dila; Elsa Nur Pareza Elsa; Keyla Nabela Larasati Keyla
Journal of Pedagogical Content Knowledge Vol. 2 No. 1 (2026): Journal of Pedagogical Content Knowldege (March)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpck.v2i1.1954

Abstract

This study was motivated by the need to implement a multicultural-based curriculum in Indonesia, with the aim of understanding how philosophical and psychological foundations influence curriculum development. The primary objective of this study is to determine the extent to which the development of a multicultural-based curriculum has been implemented, as well as how philosophical and psychological foundations play a role in shaping students’ character to be tolerant and understanding of the cultural differences around them. The philosophical aspect is grounded in Pancasila, which prioritizes unity in diversity, serving as the primary foundation for this curriculum development. Meanwhile, the psychological aspectwhich takes into account students’ cognitive and emotional developmental stagesis also a key consideration, ensuring that learning materials related to multicultural education are well-received and understood in accordance with students’ ages and developmental levels. This study employs a literature review using a descriptive qualitative approach, involving the analysis of various books, journals, and other literature sources. The emphasis on the descriptive qualitative approach enables this study to provide a comprehensive overview of multicultural education concepts and their relevance within the context of Indonesian education. This study was conducted to answer the question of how philosophical and psychological foundations influence the development of a multicultural-based curriculum. The results of this study are expected to make a significant contribution to curriculum development so that it better meets the needs of a diverse society and fosters the creation of citizens who are tolerant and respectful of differences.

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