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INDONESIA
Pedagogia : Jurnal Ilmiah Pendidikan
Published by Universitas Pakuan
ISSN : 16935799     EISSN : 24602175     DOI : https://doi.org/10.55215/pedagogia
Core Subject : Science, Education, Social,
Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Mathematics Social Sciences
The scope of our journal includes (1) Language and literature education; (2) Social sciences and humanities education; (3) Sports and health education; (4) Economy and business education; (5) Math and natural science education; (6) Vocational and engineering education, (7) Visual arts, dance, music, and design education, (8) Management Education and (9) Educational Community Service fields in elementary school, middle school, high school, even in college.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 42 Documents
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Educate to Activate: A Serial Mediation Approach to Entrepreneurial Intentions among Vocational Students Dede Kurnia; Azizah Fauziyah; Nizza Nadya Rachmani
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 17 No. 1 (2025)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v17i1.70

Abstract

This study explores how entrepreneurial education shapes students' entrepreneurial intentions through psychological mechanisms. Specifically, it examines the mediating roles of subjective norms, personal attitudes, and perceived behavioral control in this relationship. A survey was conducted involving 366 vocational high school students in Tasikmalaya. The collected data were analyzed using the Serial Multiple Mediation (SMM) model with Hayes’ PROCESS macro to test the proposed framework. The results indicate that entrepreneurial education does not have a direct effect on students' entrepreneurial intentions. Instead, its impact is entirely mediated by subjective norms, personal attitudes, and perceived behavioral control, each of which shows a significant positive influence on entrepreneurial intentions. These findings highlight the importance of psychological factors in translating entrepreneurial education into actionable intentions, suggesting that enhancing these factors could improve the effectiveness of entrepreneurship programs.
Polite Character from a Multicultural Perspective: A Systematic Literature Review Zahra Nelissa; Agus Taufiq; Juntika Nurihsan; Anne Hafina; Khairiah Khairiah
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 17 No. 2 (2025)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v17i2.72

Abstract

The rise of globalization and increasing cultural diversity in modern societies pose complex challenges in shaping polite character, which is considered universal but varies significantly across cultures. This study aims to explore the characteristics of polite behavior from multiple cultural perspectives, evaluate its application in multicultural education, identify factors influencing its development, and investigate the integration of universal politeness with local cultural values. A qualitative approach was employed through a Systematic Literature Review (SLR) guided by the PRISMA protocol. Literature was sourced from Scopus and Google Scholar, focusing on Q1–Q4 journals published between 2020 and 2025 in Indonesian and English. The review of ten cross-cultural studies revealed diverse politeness strategies across regions—from East Asia to Africa—highlighting ten influential factors, including cultural orientation, social status, relational closeness, and pragmatic competence. The findings show that politeness is not a fixed construct but a culturally contextual phenomenon, necessitating holistic and adaptive strategies in multicultural education. This study concludes that integrating universal values with cultural particularities requires intercultural pragmatic competence and culturally responsive pedagogy. These findings offer both theoretical and practical contributions to character education, emphasizing the importance of balancing global standards with local wisdom in fostering social harmony.
Assessing Learning Attainment Through the AIR Model: A Mathematics and Gender Differences Study Della Permata Sari; Fida Rahmantika Hadi; Lingga Nico Pradana
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 17 No. 2 (2025)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v17i2.75

Abstract

Mathematics education in the 21st century compels educators to not only instruct on procedures and formulas but also to create learning experiences that foster contextual problem modelling, critical reasoning, collaboration, and the effective use of digital technology to cultivate adaptive and advanced cognitive skills in students, particularly in elementary schools. This study aims to examine the effectiveness of the Auditory, Intellectuality, Repetition (AIR) learning model in improving the mathematics learning outcomes of fifth-grade elementary students. Using a quantitative approach with an Interrupted Time Series design, this study involved 28 students who completed a pre-test prior to the AIR-based learning intervention and a post-test afterward. The Number-Test was used to measure students’ mathematics achievement. Data obtained from both tests were analyzed quantitatively. A paired sample t-test was conducted to compare students’ pre-test and post-test scores. The normalized gain (N-gain) score was also calculated to determine the degree of improvement. The average pre-test score was 64.46, while the post-test average increased to 85. The results of paired sample t-test analysis showed a significant improvement in students’ achievement (p < 0.001). The normalized gain (N-gain) score was 0.57, indicating a moderate level of improvement. Further analysis using an independent sample t-test revealed no significant difference in learning outcomes between male and female students (p = 0.685), suggesting that the AIR model was equally effective across gender. Overall, the AIR learning model positively contributed to enhancing students’ mathematical understanding, particularly in least common multiple (LCM) and greatest common factor (GCF) topics.
Teachers’ Pedagogical Transformation Towards 21st Century Learning in Enhancing Students’ Thinking Skills Muhammad Izzat Mailis; Rosnidar Mansor
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 17 No. 2 (2025)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v17i2.79

Abstract

Learning in the 21st century has its own challenges and demands that teachers transform in their teaching. This study aims to examines how Malaysian teachers implement 21st Century Learning (21CL), focusing on teaching strategies, challenges, and the integration of Higher Order Thinking Skills (HOTs). Using a qualitative design, data were collected through interviews, classroom observations and lesson plan analysis involving purposively selected teachers. Findings show that teachers use various 21CL strategies such as collaborative, project-based and problem-based learning, digital tools and visual thinking techniques to promote HOTs and active student engagement. Implementation, however, is constrained by limited technological resources, unstable internet, insufficient teaching aids, low digital proficiency and environmental challenges such as large class sizes and limited time. Teachers with prior 21CL training applied the 4C elements which is Communication, Collaboration, Creativity, and Critical Thinking more consistently. The study highlights that effective 21CL practice requires teacher readiness supported by adequate infrastructure, ongoing professional development and strong school leadership. Implications for teaching, administration and policy are outlined, with recommendations for broader sampling, longitudinal studies and intervention research.
Bridging Global Expertise and Classroom Pedagogy: International Partnership and Teacher Professional Transformation Utari Akhir Gusti; Asep Ihsanudin; Ade Luthfi Munawar; Haryo Mojopahit; Muhammad Shirli Gumilang
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 18 No. 1 (2026)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v18i1.76

Abstract

This study aimed to assess the impact of the British Council’s partnership through the Nusantara Grow Program on teachers’ professional transformation in schools. The study was motivated by the growing need for sustainable professional development programs that enhance teachers’ pedagogical competencies and readiness to respond to evolving educational demands. An explanatory sequential mixed-methods design was employed, combining quantitative and qualitative data to provide a comprehensive evaluation of the program’s outcomes. Data were collected using the Customer Satisfaction Index (CSI), semi-structured interviews, and classroom observations, focusing on indicators of teacher professionalism. The findings indicate that the Nusantara Grow Program made a significant contribution to improving teachers’ professional competencies, particularly in identifying students’ learning needs, enhancing learning motivation, and strengthening the implementation of formative and summative assessments. Teachers also reported increased confidence, stronger reflective practices, and greater ability to integrate information technology and international learning platforms into classroom instruction. Furthermore, the program expanded teachers’ professional networks by facilitating collaboration with international experts through the British Council’s Massive Open Online Courses (MOOCs), encouraging the adoption of more adaptive, innovative, and globally informed teaching practices. These findings demonstrate that international partnership programs can play an important role in fostering teachers’ professional transformation and supporting continuous professional development in schools.
Enhancing Critical Thinking Through Augmented Reality-Based Nervous System E-Modules Muhammad Nizar Maulana Nizar; Dadang Jaenudin; Irvan Permana; Indriyani Rachman; Toru Matsumono
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 18 No. 1 (2026)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v18i1.89

Abstract

This study aims to develop an integrated nervous system e-module using Augmented Reality and to analyze its feasibility and effectiveness in improving the critical thinking skills of 11th-grade students. This study was primarily motivated by findings indicating deficiencies in students’ analytical reasoning skills in science, with a specific focus on biology. This study employed the Research and Development method using the ADDIE model, which includes the Analysis, Design, Development, Implementation, and Evaluation stages. The study subjects consisted of 34 11th-grade students. The effectiveness test was conducted using a one-group pretest-posttest design. Critical thinking skills were measured using Ennis’s indicators. The research results show that the e-module developed met very high feasible criteria based on evaluations by experts and practitioners, including 1 media expert, 1 content expert, and 15 teachers. Calculation results show that the CVI score falls into the “very good” category. Achieving a score so close to perfection proves that the integration of Augmented Reality technology into the science module has been presented accurately, systematically, and in accordance with applicable language and graphic standards. The results of the e-module’s implementation proved effective in enhancing students’ critical thinking skills, as evidenced by an increase in the average score from the pretest to the posttest with an N-gain in the moderate category, where the greatest progress occurred in the “Advanced Clarification” and “Basic Support” indicators. The decrease in the standard deviation (SD) indicates that this e-module can reduce gaps in students’ understanding. Thus, this e-module is effective and suitable for use in enhancing students’ critical thinking skills.
Adapting Systematic Literature Reviews for Undergraduate Thesis Projects: A Conceptual Framework Muhammad Iqbal; M. Rasyid Ridlo; Agus Jayadi; Nuraeni Nuraeni
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 18 No. 1 (2026)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v18i1.90

Abstract

This article aims a explore conceptual analysis of authoritative SLR guidelines to develop the Undergraduate SLR Model - a simplified yet rigorous seven-stage framework specifically designed for undergraduate thesis projects. Systematic literature review (SLR) has gained increasing adoption in undergraduate educational research, yet most established SLR guidelines were developed for advanced research contexts and impose procedural demands that exceed undergraduate students' capacity in terms of time, database access, methodological training, and team composition. This study employed a conceptual research design through the systematic analysis and synthesis of authoritative SLR guidelines to identify essential methodological principles and adapt them to undergraduate research contexts. The results is unlike existing SLR guides that target graduate or professional researchers, this framework explicitly addresses the constraints of single-researcher settings by introducing supervisor validation as a quality assurance substitute for dual-reviewer screening, limiting database requirements to one primary source with a mandatory supplementary search strategy, and recommending thematic narrative synthesis as a feasible alternative to meta-analysis. The model also provides a decision guide for choosing between SLR and scoping review approaches, practical tools including a simplified PRISMA Flow Diagram and self-assessment checklist, and guidance for collaborative multi-researcher scenarios. This framework offers a methodological reference that enables undergraduate students and their supervisors to conduct literature reviews that are both rigorous in principle and realistic in practice.
Educational Service Quality as a Mediator Between Principal Leadership and Teacher Job Satisfaction Eli Karyati; Aan Komariah; Djam’an Satori; Sururi Sururi; Supiani Supiani
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 18 No. 1 (2026)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v18i1.91

Abstract

This study aimed to examine the mediating role of educational service quality in the relationship between principal leadership and teacher job satisfaction in disadvantaged educational settings. A quantitative explanatory research design was employed involving 310 junior high school teachers from rural area. Data were collected using a structured questionnaire measuring principal leadership, educational service quality, and teacher job satisfaction. The proposed relationships were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine both direct and indirect effects among the constructs. The results revealed that principal leadership had significant positive effects on both teacher job satisfaction and educational service quality. Educational service quality also significantly enhanced teacher job satisfaction. Furthermore, educational service quality partially mediated the relationship between principal leadership and teacher job satisfaction, indicating that effective school leadership improves teacher satisfaction both directly and indirectly by fostering higher-quality educational services. These findings highlight the importance of service-oriented leadership practices in strengthening teacher well-being and enhancing school performance in disadvantaged educational settings. The study contributes to the educational leadership literature by demonstrating the mediating mechanism through which principal leadership influences teacher job satisfaction and provides empirical evidence to support leadership development strategies aimed at improving educational service quality and sustainable school effectiveness in rural area.
Mapping the Intellectual Landscape of Local Wisdom-Based Learning: A Bibliometric Analysis Yuli Untari; Abdul Hafid; Teguh Yuliandri Putra; Mursalim Mursalim; Sri Rizki Handayani
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 18 No. 1 (2026)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v18i1.92

Abstract

This study aimed to systematically map global research trends, intellectual structures, and collaborative dynamics concerning the integration of local wisdom into education for fostering student creativity. A descriptive bibliometric approach combined with qualitative content analysis was employed. A refined dataset of 3,057 peer-reviewed articles published between 2017 and 2025 was retrieved from the Dimensions database following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Bibliometric mapping and network visualization were conducted using VOSviewer to examine publication growth, citation patterns, keyword co-occurrence, thematic evolution, and research density. The findings revealed an exponential increase in annual publications and cumulative citations, indicating growing scholarly interest in integrating local wisdom into educational research. Network visualization identified “local wisdom” as the central keyword, strongly connected with science learning, character education, and student creativity. Overlay visualization demonstrated a shift from conceptual discussions toward empirical investigations emphasizing classroom implementation and educational impact. Density mapping further revealed thematic disparities, showing extensive attention to general student contexts, whereas specific learning processes, cognitive mechanisms underlying creativity, and empirical evaluations of instructional effectiveness remain underexplored. This study provides a comprehensive bibliometric baseline that captures the evolution of local wisdom-based education and identifies emerging research opportunities. The findings offer valuable directions for future investigations and support the development of culturally responsive and sustainable educational innovations that strengthen creativity and improve instructional quality across diverse learning contexts.
Civic Literacy for Sustainable Futures: Insights from a Systematic Review Trimo Septiono; Afifah Hifzhillah; Anan Sutisna
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 18 No. 1 (2026)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v18i1.97

Abstract

This study aimed to systematically examine practices, strategies, and models for developing civic literacy across educational settings, digital environments, and public knowledge institutions in response to the growing challenges of misinformation, polarization, and digital transformation. A Systematic Literature Review (SLR) was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, including the stages of identification, screening, eligibility, and inclusion. A total of 30 peer-reviewed articles retrieved from national and international scholarly sources were analyzed using thematic analysis. The review explored six interrelated domains: civic learning, digital participation, educational policy, culture, libraries, and public knowledge spaces. The findings indicate that civic literacy is fostered through critical engagement with public information, dialogic and democratic communication, culturally responsive and local wisdom-based learning, and equitable access to reflective participation spaces within educational, digital, and public contexts. The synthesis further demonstrates that effective civic literacy initiatives integrate critical thinking, ethical reasoning, digital competencies, and participatory learning to strengthen informed citizenship. Civic literacy functions as a conceptual bridge between information literacy and Sustainable Development Goal (SDG) by enabling individuals to critically evaluate information, make ethical decisions, and participate responsibly in democratic life. These findings provide evidence-based implications for curriculum development, teacher education, and the design of inclusive democratic learning ecosystems across diverse educational contexts.

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