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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 179 Documents
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Reconfiguring Educational Epistemology in the Age of Artificial Intelligence: Between Knowledge Authority and Learning Automation Risza Presty Rumani
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 Nur Wahyuni
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 Yenniwati Sinaga; Lirhan Lirhan; Susanti F Susanti F; Rafli Bondi
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.
Designing Industry-Based Implementation Guidelines for Welding Engineering Expertise Programs in Vocational Education Ryan Galih Wicaksono; Phil. Imam Mahir; Sugeng Priyanto
Journal of Pedagogi Vol. 3 No. 3 (2026): Journal of Pedagogi - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/8se4yg77

Abstract

This study aimed to design industry-based implementation guidelines for welding engineering expertise programs in vocational education to improve graduate competency and workforce readiness. The research employed a Research and Development (R&D) approach involving vocational teachers, industrial practitioners, curriculum experts, and students. Data were collected through interviews, observations, questionnaires, document analysis, and focus group discussions. The findings revealed that industries require technical welding competencies, occupational safety skills, and professional soft skills. Based on these needs, implementation guidelines were developed covering curriculum organization, practical learning procedures, industrial collaboration, competency assessment, and safety standards. Expert validation results indicated that the guidelines were highly feasible and relevant for vocational education implementation. The study concludes that industry-based implementation guidelines can strengthen the alignment between vocational education and industrial requirements while enhancing practical competency development and graduate employability in the welding engineering sector.
Students’ Perceptions of Intercultural Learning in English Language Learning Sariwati Muhamad; Vebiyanti Nasir
Journal of Pedagogi Vol. 3 No. 3 (2026): Journal of Pedagogi - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/f366xk40

Abstract

Globalization demands the mastery of foreign languages integrated with an understanding of the speakers’ culture to avoid communication misunderstandings. This study aims to identify students’ perceptions, the influencing factors, and the impacts of cross-cultural learning in English language learning. This research uses a descriptive qualitative approach conducted at SMA Negeri 5 Tidore Kepulauan, involving 10 tenth-grade students selected through purposive sampling. Data were collected through semi-structured interviews, non-participant observation, and documentation, and analyzed using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The results show that students have a highly positive perception of cross-cultural learning. Cultural materials are considered to enhance global insight, increase learning motivation, and create more varied learning experiences. The main influencing factors include teachers’ teaching methods, material relevance, and the use of concrete examples. The impacts include improved intercultural communicative competence, an attitude of tolerance, and greater awareness of cultural diversity. In conclusion, the integration of cultural elements in English language learning plays an important role in supporting students’ academic and social competence in the global era.
Personalisation versus Equity in AI-Driven Formative Feedback: Evidence from Heterogeneous Learner Populations Jarudin; Dedi; Edy Tekad Bronto Waluyo
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: 10.62872/5n9cmy65

Abstract

This study examines whether AI-driven personalised formative feedback improves learning while maintaining equity across heterogeneous learner populations. Grounded in self-regulated learning theory, feedback intervention theory, universal design for learning, and algorithmic fairness, the study examines the relationships among AI feedback, perceived feedback quality, student engagement, and learning achievement. A quantitative explanatory design was employed with diverse higher education students using an AI-enabled learning platform. Data were collected through pre- and post-tests, system logs, and validated survey instruments. Structural equation modelling and multigroup analysis were used to test direct, mediated, moderated, and subgroup effects. The findings are expected to show that AI-driven feedback enhances perceived feedback quality, engagement, and achievement. However, its benefits may vary across learners with different prior achievement, digital literacy, socioeconomic background, and language proficiency. The study contributes to educational technology research by moving beyond effectiveness claims and examining whether personalisation produces inclusive or unequal outcomes. The findings offer practical implications for designing transparent, fair, and pedagogically responsible AI feedback systems that support both individualised learning and educational equity.
The Influence of Christian Religious Education on the Development of Ethics and Morals Among Generation Elisabeth Sitepu
Journal of Pedagogi Vol. 3 No. 4 (2026): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/gf06h812

Abstract

This article examines the influence of Christian Religious Education (CRE) on the development of ethics and morals among Generation Z, a cohort raised amid pervasive digital connectivity and increasingly fluid value systems. Employing a qualitative descriptive method through systematic literature review, twenty-five peer-reviewed sources published mainly between 2021 and 2026 were analyzed to identify recurring themes linking religious instruction, family and church involvement, and moral outcomes. The review finds that CRE functions not merely as doctrinal transmission but as a holistic formation process integrating cognitive understanding of biblical values, relational modeling by parents and teachers, and spiritual practice that together strengthen ethical reasoning and self-regulation. Digital exposure emerges as both a risk multiplier for moral drift and a potential channel for values-based catechesis when intentionally utilized. The novelty of this study lies in synthesizing theological-pedagogical and digital-sociological perspectives into an integrated framework explaining how CRE mediates Generation Z's ethical development within triadic family-church-school ecosystems. Findings suggest that dialogical, participatory CRE pedagogy combined with consistent value reinforcement across social institutions produces more durable moral character than instruction confined to formal classroom settings alone, offering practical implications for churches, schools, and families.
The Transformation of Students’ Academic Literacy in the Era of Generative Artificial Intelligence: Opportunities, Challenges, and Ethical Implications Didy Fantofik
Journal of Pedagogi Vol. 3 No. 4 (2026): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/jfwktr70

Abstract

The rapid diffusion of generative artificial intelligence (GenAI) tools such as ChatGPT, Gemini, and Claude has reshaped how university students read, write, think, and produce academic knowledge. This article synthesizes scholarship published between 2023 and 2026 to examine the transformation of students' academic literacy, understood as skills required to locate, evaluate, synthesize, and ethically communicate knowledge, in the GenAI era. Employing a narrative-systematic literature review of thirty peer-reviewed sources indexed in Scopus, Web of Science, and IEEE Xplore, the study maps three interlocking dimensions of transformation: opportunities such as personalized feedback and scaffolded drafting, challenges including overreliance and erosion of critical thinking, and ethical implications concerning authorship ambiguity and academic integrity. Findings indicate that GenAI functions simultaneously as a cognitive amplifier and a literacy risk, contingent on students' metacognitive regulation and institutional guardrails. The novelty of this review lies in proposing an integrative Academic Literacy and Generative AI framework that repositions academic literacy not as a static skill threatened by artificial intelligence, but as a dynamic, co-regulated competency requiring explicit prompt literacy, verification literacy, and ethical literacy. The article concludes that sustainable integration of generative AI in higher education depends on redesigning assessment practices, embedding artificial intelligence literacy curricula, and establishing transparent disclosure norms rather than prohibition-based policies.
The Effectiveness of Artificial Intelligence-Based Learning in Improving Students' Academic Writing Skills Andri Pitoyo
Journal of Pedagogi Vol. 3 No. 4 (2026): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/9fcck739

Abstract

Artificial intelligence (AI)-based learning tools, including ChatGPT, Grammarly, QuillBot, and Wordtune, have rapidly transformed how students draft, revise, and evaluate academic texts. This article presents a systematic literature review examining the effectiveness of AI-based learning in improving students' academic writing skills. Twenty-five peer-reviewed studies published between 2023 and 2026, drawn from Scopus-, Web of Science-, and DOAJ-indexed journals, were analyzed following the PRISMA protocol. Findings indicate that AI-based learning consistently improves grammatical accuracy, lexical richness, organizational coherence, and revision efficiency across English as a Foreign Language, English as a Second Language, and first-language writing contexts. Motivational and self-regulatory gains were also reported, particularly when AI feedback was combined with instructor mediation. However, effectiveness varied according to students' AI literacy, prompt engineering competence, and feedback type. Overreliance, diminished critical thinking, and academic integrity concerns emerged as recurring moderating factors. This review's novelty lies in synthesizing evidence across heterogeneous AI tool types and educational contexts rather than isolating a single application, thereby mapping both convergent benefits and unresolved tensions. The article concludes that AI-based learning functions as an effective scaffolding mechanism rather than a substitute for writing instruction, and proposes a pedagogical model integrating human mediation to sustain long-term writing competence.

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