cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Agung Prihatmojo
Contact Email
agungprihatmojo89@gmail.com
Phone
+6285126406622
Journal Mail Official
agungprihatmojo89@gmail.com
Editorial Address
Jl. Semangka No. 7 Tejosari, Metro Timur, Kota Metro, Lampung
Location
Kota metro,
Lampung
INDONESIA
Arshaka: Pedagogy and Learning Review
Published by Creative Smart Visionary
ISSN : -     EISSN : 31235794     DOI : -
Core Subject : Education, Social,
Education Environmental Science Other
Arshaka: Pedagogy and Learning Review publishes scholarly works that address a wide range of themes in pedagogy and educational studies. The journal opens opportunities for the dissemination of interdisciplinary, innovative, and evidence-based research that contributes to the development of educational theory and practice. Submissions may take the form of empirical studies, theoretical papers, literature reviews, or methodological discussions relevant to the field. The journal welcomes manuscripts that fall within the following areas of inquiry: Pedagogical Theories and Practices, Learning Processes and Learning Outcomes, Educational Technology and Digital Learning, Educational Psychology and Learner Development, Educational Policy and Learning Management, Ethnopedagogy, Multicultural Education, and Cultural Integration in Learning
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 20 Documents
 1   2 
Integration of technology in differentiated learning to improve student learning outcomes in elementary school Anggraini, Diah Retno; Yahrif, Muhamad; Deani, Amira
Arshaka: Social Sciences and Education Vol 1 No 2 (2025): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/arshaka.v1i2.60

Abstract

This study aims to measure the impact of technology integration in differentiated learning on student learning outcomes in elementary school. Using a quantitative experimental design with a pre-test post-test approach, this study involved 120 students of School 231 Sukaasih who were divided into two groups: an experimental group that used technology in differentiated learning and a control group that used traditional methods. Data was collected through pre-test, post-test, and student engagement questionnaires. Data analysis was conducted using t-tests for group comparison and linear regression to analyze the relationship between student engagement and learning outcomes. The results showed that the experimental group experienced a significant improvement in learning outcomes, with a higher average post-test score than the control group. In addition, higher student engagement in technology-based learning was positively associated with improved learning outcomes. These findings indicate that the use of technology in differentiated learning can improve students' understanding of the material and increase their engagement in the learning process. The implication of this study is the importance of integrating technology in education to improve the quality of learning, but this requires infrastructure support and training for teachers to maximize its benefits.
The effect of problem-based learning on students' critical thinking skills in school Siradjuddin, Suharti; Hasanah, Uswati; Handayani
Arshaka: Social Sciences and Education Vol 1 No 2 (2025): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/arshaka.v1i2.61

Abstract

This study aims to explore the influence of Problem-Based Learning (PBL) on improving students' critical thinking skills in schools. PBL is a learning method that prioritizes solving real-world problems as a means to develop critical thinking skills. This study used a pseudo-experimental design with two groups, namely the experimental group that followed problem-based learning and the control group that followed conventional learning. Data was collected through pre-tests and post-tests to measure changes in critical thinking skills, as well as questionnaires to explore students' perceptions of the learning methods applied. The results showed that the experimental group experienced a significant improvement in critical thinking skills compared to the control group. The implementation of PBL was also responded positively by students, who felt more engaged in learning and more motivated. These findings indicate that PBL is effective in improving students' critical thinking skills, with supporting factors such as student engagement and teacher readiness playing an important role. The implication of this study is the importance of teacher training and the provision of adequate resources to optimize the implementation of PBL in schools in Indonesia.
Implementation of project-based collaborative learning models to improve students' social skills in elementary schools Maria, Enni; Friani, Devi Anggi; Setiati, Athanasia Dian
Arshaka: Social Sciences and Education Vol 1 No 2 (2025): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/arshaka.v1i2.62

Abstract

This study aims to analyze the application of Project-Based Collaborative Learning (PjBL) in improving students' social skills at Tanjung Waras State Elementary School. Using a quantitative descriptive method, this study involved 25 grade 5 students as a sample, who were tested for social skills through pre-tests and post-tests before and after the implementation of PjBL. Data were collected using questionnaires that measured five aspects of social skills, namely the ability to work together, communicate, solve problems, take initiative, and empathy, as well as observation during project-based learning. The results showed a significant improvement in all aspects of students' social skills, especially in the ability to work together in a team (75%) and communicate effectively (57.7%). This improvement reflects the effectiveness of PjBL in increasing students' social interaction and supporting the development of social skills through collaboration in groups. These findings suggest that PjBL can strengthen students' social abilities beyond their academic abilities, which is important for their future lives. The implication of this study is the importance of integrating PjBL in the elementary school curriculum to support the development of students' social skills, which are essential for their success in society.
Implementation of strengthening character education in Indonesian elementary schools: systematic literature review Andi Jusmiana; Herianto Herianto; Marina Gusnia Ruchiyat
Arshaka: Social Sciences and Education Vol 2 No 1 (2026): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/arshaka.v2i1.84

Abstract

This study examines the implementation of Strengthening Character Education (PPK) in Indonesian elementary schools through a systematic approach. The study analyzed 18 relevant studies to understand implementation strategies, character values developed, and challenges and opportunities in character education. The results showed that PPK was implemented through curriculum integration, extracurricular activities, collaboration between teachers, parents, and the community, as well as the use of media and technology. The most prominent character values include mutual cooperation, religiosity, integrity, independence, and nationalism. The main obstacles include a dense curriculum, limited teacher training, and suboptimal communication. Nevertheless, cross-stakeholder collaboration and government program support provide opportunities to strengthen character education in a sustainable manner. This research provides an empirical basis for the development of character education strategies that are effective, contextual, and adaptive to local culture.
Mapping two decades of entrepreneurship research in higher education: a bibliometric analysis of trends, collaboration, and emerging themes Muthia Rahma Hasanah; Mohamed Iyas Valarthodi
Arshaka: Social Sciences and Education Vol 2 No 1 (2026): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/arshaka.v2i1.85

Abstract

This bibliometric analysis provides comprehensive insights into the development and trends of research on entrepreneurship in higher education from 2004 to 2023. By examining 882 documents sourced from 415 different journals, books, and other publications, the study reveals significant growth in academic interest, with an average annual growth rate of 23.48%. The analysis highlights key contributors, with Maritz A leading in research output, followed by Ahmed U, Fischer BB, Guerrero M, and others. The collaborative nature of this research field is evident, with an average of 2.84 authors per document and 19.5% of publications involving international collaboration. The study also identifies diverse research themes through keyword cluster analysis, emphasizing foundational aspects like entrepreneurial culture and education, as well as emerging areas such as sustainable entrepreneurship and social entrepreneurship. Network visualizations further illustrate the interconnectedness and influence of prominent authors within the research community. This analysis underscores the dynamic and evolving nature of entrepreneurship research in higher education, providing valuable insights for researchers, educators, and policymakers aiming to foster a robust entrepreneurial ecosystem within academic institutions.
The effect of integrating multicultural values into social studies materials on elementary students’ patriotic attitudes Athanasia Dian Setiati; Devi Anggi Friani; Agus Martins
Arshaka: Social Sciences and Education Vol 2 No 1 (2026): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/arshaka.v2i1.86

Abstract

This study examined the effect of integrating multicultural values into social studies (IPS) materials on elementary students’ patriotic attitudes. A quasi-experimental design with a Nonequivalent Control Group was applied, involving 56 fifth-grade students from a public elementary school in Kupang, Indonesia, divided into an experimental group (n = 28) and a control group (n = 28). The experimental group received IPS learning integrated with multicultural values, while the control group received conventional IPS learning. Data were collected using a validated questionnaire measuring patriotic attitudes, supported by classroom observations. Descriptive results showed greater improvement in the experimental group, with pretest mean 58.2 increasing to 74.8 posttest (N-gain = 0.39), compared to 57.9 → 63.5 (N-gain = 0.10) in the control group. Paired and independent t-tests indicated significant improvement in the experimental group, and Cohen’s d = 1.85 reflected a large effect size. These findings suggest that integrating multicultural values into IPS materials effectively enhances students’ understanding of cultural diversity and strengthens patriotic attitudes.The study provides practical implications for educators and curriculum developers to design inclusive, culturally responsive IPS learning that fosters civic awareness and character development in elementary students..
Puzzle-assisted scramble model to improve elementary school students' science and social sciences learning outcomes Rosmiati Rosmiati; Irman Syarif; Misran Misran
Arshaka: Social Sciences and Education Vol 2 No 1 (2026): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/arshaka.v2i1.87

Abstract

This research aims to improve student learning outcomes through the application of the Scramble learning model assisted by puzzle media. This study uses the Classroom Action Research approach with the Kemmis and McTaggart models which is carried out in two cycles, including the stages of planning, implementation of actions, observation, and reflection. The research subjects were 18 students in class V of MI Muhammadiyah Kalosi. The data collection technique uses learning outcome tests, observation of teacher and student activities, and documentation. The data was analyzed using quantitative descriptive techniques. The results showed that the application of the Scramble learning model assisted by puzzle media was able to gradually increase students' learning outcomes in each cycle, with the percentage of learning completeness increasing from 33.33% in pre-action to 72.22% in Cycle I, and reaching 100% in Cycle II. The practical implications of this study show that the learning model can be used by teachers to increase involvement, motivation, collaboration, and understanding of science concepts as a whole, as well as become an effective strategy in designing more interactive and engaging learning in elementary schools.
The effect of place value board learning media on the learning outcomes of third-grade elementary school students Adhwaul Mumtazah; Dya Ayu Agustiana Putri; Fera Dwidarti
Arshaka: Social Sciences and Education Vol 2 No 1 (2026): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/arshaka.v2i1.88

Abstract

Mathematics learning in elementary schools still faces the problem of low student learning outcomes, especially in the material of place value of numbers, due to learning that tends to be abstract and minimal use of concrete learning media. This study aims to determine the effect of using the Place Value Board learning media on the mathematics learning outcomes of third-grade elementary school students. This study uses a quantitative approach with a quasi-experimental method through a nonequivalent control group design. The research subjects consisted of two classes, namely the experimental class given treatment using the Place Value Board media and the control class using conventional learning. Data were collected through learning outcome tests in the form of pretests and posttests that have been tested for validity and reliability. Data analysis was carried out using an independent sample t-test. The results showed that there was no significant difference between the two groups in the pretest, but there was a significant difference in the posttest with a significance value of p <0.001. This indicates that the use of the Place Value Board media has a significant effect in improving students' mathematics learning outcomes. Thus, the Place Value Board media is effective for helping students understand the concept of place value concretely. The implications of this study indicate that teachers are advised to utilize concrete learning media to improve the quality of mathematics learning in elementary schools.
The effectiveness of the flipped classroom on mathematical higher order thinking skills: a meta-analysis Julham Hukom; Said Sudi Khassim
Arshaka: Social Sciences and Education Vol 2 No 1 (2026): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/arshaka.v2i1.90

Abstract

Higher order thinking skills (HOTS) are a core competency in 21st-century mathematics education, yet they remain difficult to achieve through conventional instruction. The flipped classroom has been proposed as an alternative that reverses the allocation of learning time so that higher order thinking activities can be facilitated more intensively in class. This study quantitatively synthesized the magnitude of the flipped classroom effect on mathematical HOTS through a meta-analysis. Eleven effect sizes drawn from experimental and quasi-experimental studies with a total of 1,091 participants were analyzed using a random-effects model with Hedges g as the effect size index. The pooled effect size was g = 0.82 (95% CI [0.59, 1.05]; p < 0.001), which is large, with moderate to substantial heterogeneity (I-squared = 67.6%). Publication bias tests indicated robust findings. Moderator analysis showed that education level, country, and flipped classroom variant acted as significant moderators, whereas the HOTS domain did not. These findings strengthen the evidence that the flipped classroom is effective for developing mathematical HOTS across contexts.
Teachers and student character development: a literature review Nining Andriani; Kusuma Dewi Nur Aini; Fulusia Nurmawati; Sri Nurul Walidain
Arshaka: Social Sciences and Education Vol 2 No 1 (2026): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/arshaka.v2i1.91

Abstract

This research aims to comprehensively examine the role of teachers in developing students' character, identify applied character values, analyze the obstacles faced by teachers, and formulate effective strategies to support the formation of students' character. The method used is a systematic literature review with descriptive qualitative analysis. The literature was collected from 52 scientific articles published between 2018–2025 through the Google Scholar, Garuda, Sinta, and national/international journal portals. Inclusion criteria include research that discusses students' character education, the role of teachers, implementation strategies, and constraints in the context of formal schools. The results of the study show that teachers have a multidimensional role as teachers, moral guides, role models, and facilitators of character values. The character values developed include religious, honest, discipline, hard work, creative, independent, tolerant, democratic, social care, environmental care, national spirit, and love of peace. Effective character development strategies include understanding, habituation, and teacher example, which is supported by active collaboration between schools, families, and communities. The obstacles faced include low student motivation, limited teacher examples, limited parental involvement, and the influence of the social environment and globalization. These findings confirm that character education requires an integrated and sustainable approach so that students can effectively internalize moral, social, cultural, and religious values.

Page 2 of 2 | Total Record : 20

 1   2 

Filter by Year

2025 2026


Reset
Filter By Issues
All Issue Vol 2 No 1 (2026): Arshaka: Pedagogy and Learning Review Vol 1 No 2 (2025): Arshaka: Pedagogy and Learning Review Vol 1 No 1 (2025): Arshaka: Pedagogy and Learning Review