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Pedagogy Review
Published by Institute of Multidisciplinary Research and Community Service
ISSN : -     EISSN : 30256771     DOI : http://doi.org/10.61436/pedrev
Core Subject :
Pedagogy Review is s an open-access journal that publishes all studies in the areas of education, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments from various types of research such as surveys, research & development, experimental research, classroom action research, etc. Pedagogy Review covers all the educational research at the level of primary, secondary, and higher education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education. Topics of Interest include, but are not limited to, the following • Disaster literacy and Risk Management Education • Ethnopedagogy-based STEM Education • Integrating technology into the curriculum: Challenges & Strategies • Collaborative & Interactive Learning • Tools for 21st Century learning • Learning Analysis • Education Management Systems • Education Policy and Leadership • Business Education • Virtual and remote laboratories • Pedagogy Enhancement with E-Learning • Course Management Systems • Teacher Evaluation • Curriculum, Research, and Development • Web-based tools for education • Games and simulations in Education • Learning / Teaching Methodologies and Assessment • Counselor Education • Student Selection Criteria in Interdisciplinary Studies • Global Issues in Education and Research • Technology Support for Pervasive Learning • Artificial Intelligence, Robotics and Human-computer Interaction in Education • Mobile/ubiquitous computing in education • Web 2.0, Social Networking, Blogs and Wikis • Multimedia in Education • Educating the educators • Professional Development for teachers in ICT
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Articles 33 Documents
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Implementation of the Guided Inquiry Learning Model to Improve Student Chemistry Learning Outcomes in Vocational Schools Judika Sereana Damayanti Lumbantobing; Hartono Hartono; Eddy Dharmansyah
Pedagogy Review Vol 2, No 1 (2023): Pedagogy Review
Publisher : CV. Institute of Multidisciplinary Research and Community Service (CV. IMRECS))

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedagogy/v2i1.pp39-48

Abstract

Abstract: Implementation of Guided Inquiry Learning Models do Improve Student Chemistry Learning Outcomes in SMK. This experiment aims to knowing the increase in student chemistry learning outcomes using guided inquiry models and describe the learning process by using a guided inquiry model. This experiment is a classroom action research. On top that, this experiment is carried out in the class of XI TAV SMK N 4 Palembang, with 37 students. There are two cycles in this experiment through the steps : plan, action, observation, reflection. Based on the experiment result, there are improvements of learning outcomes, which are in the first cycle obtained that the percentage of students having the learning outcomes about the default value (KKM) 75 is about 45,95% and the second cycle is around 86,49%. That means there is a improvement of percentage from cycle I to II. The target percentage specified is 85% which means this experiment could be said successful in increasing learning outcomes.Keywords: guided inkuiri, learning outcomes
The Role of Teacher Talk in Enhancing Communicative Competence in EFL Classrooms in Indonesia Goestina Goestina; Sugirin Sugirin
Pedagogy Review Vol 3, No 1 (2024): Pedagogy Review
Publisher : CV. Institute of Multidisciplinary Research and Community Service (CV. IMRECS))

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedagogy/v3i1.pp50-60

Abstract

Abstract: This research investigates the role of teacher talk in enhancing students' communicative competence within classroom practices at SMA Muhammadiyah 1 Unismuh Makassar. Using a qualitative research design, the study was carried out at SMA Muhammadiyah 1 Unismuh Makassar. Data collection involved audio recordings of teacher-student interactions during classroom observations, supported by interviews and document analysis. By employing this triangulated approach, the study ensured the reliability of its findings by corroborating data from multiple sources. The focus was on English as a Foreign Language (EFL) classrooms, offering valuable insights into how teacher talk contributes to fostering an interactive and supportive learning atmosphere. The findings indicate that teacher talk plays a crucial role in guiding and motivating students while facilitating active participation in classroom activities. Teachers employed a range of strategies, including acknowledging students' emotions, providing praise, integrating students' ideas, delivering information, correcting errors, asking questions, giving instructions, and encouraging engagement. Teacher talk was categorized into two key functions: instructional and managerial. Instructional talk primarily involved explaining and clarifying learning materials, while managerial talk aimed to maintain classroom order and promote student involvement in activities. The study concludes that well-organized teacher talk significantly supports the development of students' communicative competence. By strategically structuring classroom discourse, teachers help students effectively interact with both learning materials and classroom activities, creating an environment conducive to language acquisition. These findings highlight the importance of reflective practices among EFL teachers to refine their communication strategies and enhance learning outcomes.   Keywords: teacher talk, communicative competence, EFL classroom, qualitative research, instructional strategies, classroom management, language acquisition.
Implementation of Active Learning Type Quiz Team Improving Learning Outcomes for Vocational School Chemistry Material Sri Lestari; Hartono Hartono; Dewi Kusmawaty
Pedagogy Review Vol 1, No 2 (2022): Pedagogy Review
Publisher : CV. Institute of Multidisciplinary Research and Community Service (CV. IMRECS))

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedagogy/v1i2.pp69-76

Abstract

Abstract: Application of Active Learning Model Type Quiz Team to Improve Learning Outcomes in SMK. This study aims to determine the effect of Active Learning type Quiz Team models in improving student outcomes on electrochemical materials in class X SMK. The type of research used in this study is a classroom action research conducted two cycles with each stage of the cycle of planning, action, observation and reflection. Subject of research is class X of TP1 SMK Negeri 4 Palembang, amounting to thirty six people. The research instrument used is the test of learning outcomes, questionnaires of student interest and observation sheet for both learners and teachers. the analysis used is descriptive and guidance assessment of test results, questionnaires and observation results. The result of research of learners test through outcomes states improvement of first cycle average value equal to 45,28 the completeness are 44,44% and second cycle equals to 81,39 the completeness are 86,11%. Based on research results and discussion can be concluded that there is improvement of learning outcomes of learners from learning outcomes by using Active Learning type Quiz Team models on electrochemical materials in SMK.Keywords: quiz team, classroom action research
AI-Integrated Learning in Society 5.0: Advancing Critical Thinking in English Language Education Deni Yuliana; Ikhfi Imaniah; Noor Azlan Ahmad Zanzali; Moh. Iqbal Firdaus
Pedagogy Review Vol 5, No 1 (2026): Pedagogy Review
Publisher : CV. Institute of Multidisciplinary Research and Community Service (CV. IMRECS))

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i1.pp01-15

Abstract

The rapid integration of artificial intelligence (AI) in education has transformed learning environments in the era of Society 5.0, particularly in English language education, where critical thinking skills are increasingly required to support learners’ academic and digital competencies. This study investigated the relationship between AI-integrated English for Academic Purposes-Based Learning (EAPBL) and students’ critical thinking performance among English Language Learners (ELLs). The study employed a mixed-method explanatory sequential design involving 64 undergraduate students enrolled in English-related courses at Universitas Muhammadiyah Tangerang, Indonesia. Data were collected through questionnaires, performance-based assessments, AI-supported learning tasks, students’ reflective responses, and semi-structured interviews. The questionnaire measured AI engagement, AI literacy, cognitive engagement, and perceived critical thinking skills using a five-point Likert scale, while rubric-based assessments evaluated students’ written academic outputs. Quantitative data were analyzed using descriptive statistics, paired sample t-tests, multiple regression analysis, and Partial Least Squares Structural Equation Modeling (PLS-SEM). In contrast, qualitative data were analyzed through thematic analysis to support the interpretation of the quantitative findings. The findings revealed a moderate but statistically significant improvement in students’ critical thinking performance, with an overall post-test score of 46%. Among the five dimensions of critical thinking, interpretation demonstrated the highest performance, followed by argumentation, while analysis, evaluation, and synthesis remained relatively underdeveloped. The PLS-SEM analysis indicated that AI engagement significantly influenced cognitive engagement, which in turn contributed to students’ critical-thinking performance. In addition, AI literacy strengthened the relationship between cognitive engagement and critical thinking outcomes. Qualitative findings further revealed that AI-supported learning helped students organize ideas, generate initial responses, and improve learning efficiency; however, several participants demonstrated dependence on AI-generated responses, limited critical evaluation of AI outputs, and difficulty synthesizing multiple perspectives. These findings suggest that AI-supported learning can foster critical thinking when accompanied by active cognitive engagement and adequate AI literacy. The study highlights the importance of integrating digital, cognitive, and ethical AI literacy into English language education in the context of Society 5.0.Keywords: Society 5.0, Artificial Intelligence, Critical Thinking, English for Academic Purposes-Based Learning, AI Literacy
Improving Chemistry Learning Outcomes in Electrochemistry through STAD-Cooperative Learning Model in Class X SMK 2 Palembang Daniel Simanjuntak; Muhammad Hadeli; Meidia Farlina
Pedagogy Review Vol 1, No 1 (2022): Pedagogy Review
Publisher : CV. Institute of Multidisciplinary Research and Community Service (CV. IMRECS))

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedagogy/v1i1.pp30-37

Abstract

Abstract: The Increase Of Study Chemistry Through Implementation of Cooperative Learning Model Type STAD in Class X TITL 4 SMKN 2 Palembang. Classroom Action Research (PTK) aims to know the improvements studied chemistry students using a learning model of Student Teams Achievement division (STAD). The research was conducted in the class X SMK Negeri 2 Palembang and the object at students of class X TITL 4, amounting to 34 students. The research which is implemented in two cycles. The data obtained from each cycle later in the analysis to know of any amprovement in the learning process and as a corrections to proceed to the next cycle. Data obtained using sheets of observation and instrument test student learning outcomes. Improved student learning outcomes can be seen from using class average and percent students classical. In the first cycle the average score of students is 66.72 with the percentage of students classical is 41.18%. in the second cycle, there is an increase score in student learning by 78.74 with the percentage classical student to 84.84% Keywords: classroom action research,  learning  model  of  stad,  student  learning outcomes.
Strategies for Optimizing Teacher Service Quality through Strengthening Knowledge Management, Interpersonal Communication, Organizational Support, and Job Satisfaction Andi Hermawan; Andri Kusuma Wardani; Endang Susilowati; Ulfiah Hanum
Pedagogy Review Vol 3, No 1 (2024): Pedagogy Review
Publisher : CV. Institute of Multidisciplinary Research and Community Service (CV. IMRECS))

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedagogy/v3i1.pp01-19

Abstract

Abstract: This study investigates strategies to improve the quality of teacher services in vocational high schools by examining the roles of knowledge management, interpersonal communication, organizational support, and job satisfaction. As vocational education serves as a cornerstone for human resource development, teacher performance plays a critical role in achieving its objectives. However, initial findings indicate that teacher service quality at PGRI Vocational High Schools in Bogor Regency remains below expectations, particularly in dimensions such as reliability, responsiveness, assurance, empathy, and tangibles. This research aims to propose actionable strategies to address these shortcomings by exploring the interrelationships among key variables. Adopting a mixed-method approach, the study utilized path analysis to test hypotheses regarding the relationships among variables and employed the SITOREM method to prioritize indicators for improvement. From a population of 289 teachers, a sample of 168 was selected using the Slovin formula. Data collection was conducted through validated and reliable questionnaires, followed by statistical analyses, including normality tests, regression analysis, and multicollinearity assessments, ensuring the reliability and robustness of the findings. The results demonstrated significant direct and indirect effects of knowledge management, interpersonal communication, and organizational support on job satisfaction and teacher service quality. Critical areas identified for improvement included knowledge acquisition, openness, fairness, and job satisfaction, while strengths such as knowledge utilization and group equity were highlighted for maintenance. The SITOREM analysis provided a structured approach to prioritize interventions, identifying fairness, supervisor support, and empathy as key areas for actionable improvement. This study emphasizes the interconnected role of leadership, effective communication, and supportive organizational structures in creating an environment conducive to high-quality teaching. Its findings contribute to the broader dialogue on enhancing teacher service quality in vocational education. Practical recommendations include implementing targeted training initiatives, revising institutional policies, and fostering supportive organizational cultures. While the study offers valuable insights, it acknowledges limitations such as its reliance on self-reported data and the contextual focus on vocational high schools. Future research is encouraged to include additional variables and expand the findings to different educational contexts.   Keywords: teacher service quality, knowledge management, interpersonal communication, organizational support, job satisfaction, SITOREM analysis.
Implementation of Guided Inquiry Learning to Improve Hydrocarbon Learning Outcomes for Tenth Grade Students in SMKN 2 Palembang Harlely Rianavita; Muhammad Hadeli L; Meidia Farlina
Pedagogy Review Vol 2, No 2 (2023): Pedagogy Review
Publisher : CV. Institute of Multidisciplinary Research and Community Service (CV. IMRECS))

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedagogy/v2i2.pp48-55

Abstract

Abstract: Application of Guided Inquiry Learning Model To Improve The Chemical Learning Outcomes of Students in Class X TBSM II SMK N 2 Palembang. This study aimed to improve students’ chemistry learning outcomes through Guided Inquiry learning model in class X TBSM II SMK Negeri 2 Palembang. This study was conducted in two cycles, each cycle consists of two meetings. Data were obtained by using an instrument of observation and test. The finding showed that guided inquiry model was effective to improve student learning outcomes proven by the average student learning outcomes before the action (To) 71,87 with 63.33% learning completeness has increased in cycle I (T1)  become 76.38 with 73.33% learning completeness then more in cycle II (T2) increased become 84.80 with 86.67% learning completeness. Keywords: classroom action research, inquiry learning, student learning outcomes.
Gamified Learning in Remote Junior High Schools in Gowa Regency: Teacher Perceptions on its Role in Vocabulary Acquisition and Motivation Asni Suryaningsih; Goestina Goestina
Pedagogy Review Vol 3, No 2 (2024): Pedagogy Review
Publisher : CV. Institute of Multidisciplinary Research and Community Service (CV. IMRECS))

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedagogy/v3i2.pp61-68

Abstract

Abstract: This study explores the perceptions of junior high school teachers in remote areas regarding the use of gamified learning environments (GLEs) in enhancing vocabulary acquisition and fostering student motivation. Specifically, the research focuses on the application of Word wall, an interactive gamified tool that allows educators to create customizable vocabulary games. A mixed- methods approach was employed, combining quantitative surveys and qualitative semi-structured interviews with 30 language teachers from remote junior high schools. The results of the survey indicated that 85% of teachers found Word wall effective in supporting vocabulary acquisition, while 90% observed increased student motivation when using gamified learning activities. Teachers reported that the engaging and interactive nature of the games, including quizzes, matching games, and word searches, helped students better retain vocabulary. However, challenges such as limited access to technology, insufficient teacher training, and inconsistent student engagement were identified as barriers to fully utilizing gamified learning tools. The study concludes by recommending the provision of professional development for teachers, improvements in technological infrastructure, and a more personalized approach to gamified learning to maximize its effectiveness in remote educational settings.   Keywords: gamified learning, vocabulary acquisition, student motivation, remote junior high schools, teacher perceptions.
Implementation of the Problem Based Learning (PBL) Learning Model to Improve Chemistry Learning Outcomes in Vocational Schools Siti Wulan Dari; Hartono Hartono; Rahman Susanto
Pedagogy Review Vol 2, No 1 (2023): Pedagogy Review
Publisher : CV. Institute of Multidisciplinary Research and Community Service (CV. IMRECS))

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedagogy/v2i1.pp01-08

Abstract

Abstract: Implementasi Problem Based Learning Model to Improve Chemistry Learning Outcomes in SMK .This classroom action aimed to improve the learning chemistry achievement of class X students at SMK Negeri 4 Palembang through Problem based learning model specifically TKR 3class. This research was carried out in teo cycles, each cyscle consisted of two meetings. The data were obtained by using observation sheet and students’ learning achievement test which was conducted at the end of the meeting. The improvement of students’ achievement could be seen from the students’ learning achievement average. The students’ learning achievement average before the action was 59,44 with learning completeness was 38,89%. The improvement in cycle 1 was up to 70,55 with learning completeness 66,67% and cycle II improved up to 84,44with learning completeness was 86,11 %.Keywords: learning, action, research, problem
Reflection on Action: Enhancing Preservice Teacher Teaching Performance through Video-based Reflections during Teaching Practicum Ria Widhiastuti; Teguh Sulistyo; Siti Mafulah; Romia Hari Susanti; Dwi Agus Setiawan; Komm Pechinthorn
Pedagogy Review Vol 5, No 1 (2026): Pedagogy Review
Publisher : CV. Institute of Multidisciplinary Research and Community Service (CV. IMRECS))

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i1.pp16-29

Abstract

The transition from preservice to professional teacher requires more than theoretical mastery, but demands reflective engagement with actual classroom practice. This paper discusses how video-based reflection in teaching practicum enhances preservice teacher professional quality. Twenty-five preservice teachers in a micro-teaching program underwent a guided intervention in the form of video-recorded lessons, guided reflection, and semi-structured interviews. Data were thematically analyzed using NVivo. The findings showed that video reflection supported three dimensions of professional growth: skills development, identity formation, and confidence building. Participants moved from surface level consciousness of anxiety, classroom management issues, and teaching shortcomings to tangible improvement plans such as media redesign, rehearsal, and language enhancement. Video recordings provided substantial evidence connecting theory and practice to promote a growth mindset and long-term professional goals. These results underscore the value of incorporating guided video reflection within teacher education curricula as a transformative approach to building reflective practices and to advancing preservice teacher journey toward professionalization. It implies that professional development takes time and deep reflection which preservice teachers have to do as their trajectories before being good teachers in the future. Ultimately, self-reflection, when supported by video-based and guided reflection, can transform performance episodes into meaningful pathways for developing teaching proficiency.

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