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Journal of Pedagogi
Published by PT Anagata Sembagi Education
ISSN : -     EISSN : 30469554     DOI : https://doi.org/10.62872/arcvet10
Core Subject : Education,
Education
The journal publishes all original articles on current issues and trends occurring internationally within the scope of education such as, science education, social science, religion, language, etc.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 173 Documents
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Reconfiguring Educational Epistemology in the Age of Artificial Intelligence: Between Knowledge Authority and Learning Automation Rumani, Risza Presty
Journal of Pedagogi Vol. 3 No. 2 (2026): Journal of Pedagogi - April
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/2cbn0384

Abstract

This study examines the epistemological transformation of education in the era of artificial intelligence (AI), focusing on the shifting authority of knowledge, the automation of learning processes, and their implications for educational practices. As AI increasingly mediates how knowledge is produced, validated, and accessed, traditional human-centered epistemic structures are being redefined. This research employs a qualitative approach using a Systematic Literature Review (SLR), analyzing recent peer-reviewed journal articles from databases such as Scopus, Web of Science, and Google Scholar. Data were collected through a rigorous screening process based on relevance and methodological quality, and analyzed using thematic and content analysis to identify key patterns across epistemological, technological, and ethical dimensions. The findings reveal that knowledge authority is becoming distributed between humans and algorithmic systems, while AI-driven automation enhances efficiency and personalization but risks reducing critical engagement and conceptual depth. Additionally, the emergence of data-driven and opaque knowledge systems requires new competencies, including AI literacy and epistemic awareness. The study concludes that a comprehensive reconfiguration of educational epistemology is necessary, emphasizing the integration of technological innovation with critical thinking, ethical responsibility, and epistemic justice to ensure meaningful and sustainable learning in the AI era
Learning from Failure: The Paradigm of Failure as a Part of the STEM Project-Based Learning Process Wahyuni, Nur
Journal of Pedagogi Vol. 3 No. 2 (2026): Journal of Pedagogi - April
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/13t3t024

Abstract

This study examines the role of failure in STEM Project-Based Learning (PjBL) as a productive learning mechanism rather than an outcome to be avoided. In contemporary STEM education, failure is increasingly recognized as a critical component that supports deeper conceptual understanding, resilience, and the development of learner identity. However, its implementation remains inconsistent, necessitating a comprehensive synthesis of recent research. This study employs a qualitative approach using a Systematic Literature Review (SLR) method, analyzing peer-reviewed journal articles from reputable databases such as Scopus, Web of Science, and Google Scholar. Data were collected through a structured screening process based on inclusion and exclusion criteria, and analyzed using thematic and content analysis to identify key patterns related to cognitive, affective, and pedagogical dimensions of failure in STEM PjBL. The findings reveal that failure enhances higher-order thinking skills (HOTS), problem-solving abilities, and conceptual retention, while also fostering resilience and growth mindset. Structured models such as Return on Failure (RoF), Failure Analysis (FA), and productive failure approaches are shown to be effective in optimizing learning outcomes. Nevertheless, challenges such as cognitive load, time constraints, and negative emotional responses persist. In conclusion, failure can serve as a powerful instructional strategy when supported by appropriate scaffolding and a psychologically safe learning environment.
Literacy Development in Serui, Papua: Challenges, Educational Practices, and Community-Based Strategies in Remote Primary Education Sinaga, Yenniwati; Lirhan, Lirhan; Susanti F, Susanti F; Bondi, Rafli
Journal of Pedagogi Vol. 3 No. 2 (2026): Journal of Pedagogi - April
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/6551kq05

Abstract

This study aims to examine literacy development in remote primary schools in Serui, Papua, by analyzing the interaction between structural constraints, pedagogical practices, and community engagement. Unlike previous studies that tend to isolate these factors, this research positions literacy as both a cognitive skill and a sociocultural practice, highlighting the need for an integrated analytical framework in multilingual and geographically isolated contexts. This study employed a convergent mixed-method multiple-case study design, in which qualitative and quantitative data were collected concurrently and integrated during analysis. The study involved six primary schools, 12 teachers, 6 principals, 48 students, and 24 parents selected through purposive sampling based on their active involvement in literacy practices. Data were obtained through classroom observations, semi-structured interviews, document analysis, and Oral Reading Fluency (ORF) assessments. Qualitative data were analyzed thematically, while quantitative data were analyzed descriptively, followed by data triangulation to ensure validity. The findings indicate that literacy outcomes are shaped by the interplay of structural limitations, multilingual instructional challenges, and community participation. Schools implementing culturally responsive pedagogy and community-based literacy programs showed higher reading performance (mean 66 WPM vs. 57 WPM). The integration of mother-tongue scaffolding and local storytelling significantly enhanced student engagement and comprehension. Based on these findings, this study proposes the Community-Integrated Literacy Framework (CILF) as a context-sensitive model for improving literacy in remote and multilingual settings.

Page 18 of 18 | Total Record : 173

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