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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 60 Documents
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Application of the Problem Based Learning Model to Improve Chemistry Learning Outcomes for Class X SMK Negeri 2 Palembang Mustika Mustika; Muhammad Hadeli L; Meidia Farlina
Pedagogy Review Vol 1, No 2 (2022): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedagogy/v1i2.pp38-46

Abstract

Abstract: The implementation of Problem Based Learning model to increase students learning outcomes in tenth grade of SMK Negeri 2 Palembang. This study aims to improve student learning outcomes using learning Problem Based Learning (PBL) method. Research was done by two cycle and every cycle conducted two meetings with including planning stage, implementation, observation, and reflection. Subject of research is thirty four students of X grade of SMK Negeri 2 Palembang. The instrument used is observation sheet for both learners and learning outcome test. The result of the study is students learning outcomes increase with 44,118% classical completeness in first cycle and 85,294% in the second cycle. The result is supported by students activity during learning process. In the first cycle, the percentage in the first meeting is 53,6332% and in the second meeting is 57,2664%. In the second cycle, first meeting is 64,1869% and in the second meeting is 69,3772%. Based on the result of research showed that the Problem Based Learning can improve students learning outcomes in the X grade students of TITL 3. Keywords: class treatment study, problem based learning, results of students learning
Implementation of Guided Discovery Learning to Improve Chemistry Learning Outcomes in Hydrocarbon Topics of Students' at SMK Negeri 2 Palembang Putri Apriogansi; Muhammad Hadeli; Meidia Farlina
Pedagogy Review Vol 1, No 1 (2022): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedagogy/v1i1.pp01-08

Abstract

Abstract: The aim of this classroom action research is to improve chemistry learning outcomes of student in class X Geomatika 2 SMK Negeri 2 Palembang by implementation of guided discovery learning model. Research conducted at SMK Negeri 2 Palembang with the subject of the research are 34 students of class X Geomatika 2 consist of 21 men and 13 women. The acts of research are consists of two cycles, each cycle performes two meetings. Data collection is done with test in ending of cycle and observation through the learning proccess. The average student learning outcomes in pre-cycle (T0) are 72,35 with percentage of mastery learning are 67.65%. Based on the results of the research, average score in first cycle (T1) are 79.81 with percentage of mastery learning are 79.41%. In second cycle (T2), average score are 84,85 with percentage of mastery learning are 88.24%. Results of this research by using guided discovery learning model increase the learning outcomes of students in the subjects of chemistry shown from T2 higher than T1 higher than T0. Keywords: learning model, guided discovery, student chemistry learning outcomes.
Improve Students' Assertive Behavior using Assertive Training Techniques in Tenth Grade Students of Adhyaksa Jambi Joni Afri; Freddi Sarman; Rully Andiyaksa
Pedagogy Review Vol 2, No 2 (2023): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedagogy/v2i2.pp56-60

Abstract

Abstract: The hypothesis proposed in this study is that there is a change or increase in students' assertive behavior after being given the treatment of group counseling services using assertive training techniques. This study uses quantitative methods. This type of research is pre-experiment, using the one group pretest posttest design. Selection of subjects using purposive sampling method. The number of research subjects was eight people with the category of assertive (moderate) and low behavior. This research was conducted in Adhiyaksa High School, the instrument used was the scale of assertive behavior with a Likert scale model. Data were analyzed using nonparametric statistical techniques that used the Wilcoxon Signed Ranks Test. The results showed that the pretest score was 99.125 and posttest 134.625. Then to test the hypothesis obtained Asymp results. Sig. (2-tailed) 0,005 which means under alpha 0,05 (0,005 less than 0,012) thus Ho can be interpreted rejected and Ha accepted. Based on the results of this study, it was concluded that there was a change or an increase in the assertive behavior of students after being given the treatment of group counseling services through Assertive Training techniques. Keywords: group counseling, assertive training, assertive behavior
Bridging Professional Learning and Classroom Practice: Digital Capacity Development among Rural Early Childhood Educators Nandang Rukanda; Sri Nurhayati; Udeme Samuel Jacob
Pedagogy Review Vol 5, No 3 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i3.pp282-300

Abstract

Digital transformation in education has expanded opportunities for educator professional learning; however, access to and implementation of digital professional learning opportunities remain uneven across educational contexts. This study investigates patterns of inequality in educators’ access to digital professional learning opportunities and examines how participation is translated into classroom practice in rural early childhood education settings. The study further explores conditions that support or constrain sustained implementation of digital teaching practices. This research employed a qualitative exploratory design involving 13 early childhood educators from multiple institutions in Desa Cijenuk, Kabupaten Bandung Barat. Data were generated through semi-structured interviews, observation, and document study concerning educators’ participation in digital professional learning and implementation experiences. Data were analyzed through iterative thematic interpretation to identify recurring patterns across access, participation, implementation, and perceived support needs. The findings reveal three interrelated patterns. First, access to digital professional learning opportunities was distributed unevenly, with six educators having participated in digital literacy or numeracy professional learning and seven reporting no prior participation. Second, available professional learning frequently emphasized exposure to digital tools rather than sustained pedagogical integration, reducing opportunities for meaningful instructional transformation. Third, participation in professional learning did not automatically translate into continuous classroom implementation. Educators selectively adapted practices based on infrastructural conditions, institutional support, digital confidence, and local teaching realities. At the same time, classroom observations indicated increased child engagement during digitally supported activities but provided no evidence of improved learning outcomes. These findings suggest that inequalities emerge not only in access to professional learning but also in educators’ capacity to enact and sustain digital teaching practices.Keywords: Digital professional learning opportunities, Educator inequality, Digital teaching practices, Early childhood education, Professional learning ecosystems
Developing and Validating the Glocal Competency Scale for Primary School Teachers to Adapt Global Standards to Indonesian Local Contexts Annas Solihin; Neni Mariana; Suryanti Suryanti; Ganes Gunansyah; Ika Rahmawati; Yunia Tiara Riski
Pedagogy Review Vol 5, No 1 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i1.pp74-84

Abstract

This research develops and preliminarily validates the Glocal Competency Scale for Primary School Teachers (GCS-PST), an instrument designed to measure the capacity of Indonesian primary school teachers to translate globalized curriculum standards into glocalized values within local cultural contexts. The widespread influence of global educational frameworks such as Global Citizenship Education (GCE) and Education for Sustainable Development (ESD) requires teachers to contextualize international standards within culturally specific local settings. Existing teacher competency instruments address either global or local dimensions in isolation, producing a measurement gap for the integrated glocal competency construct. To address this gap, the study employed a Research and Development (RD) paradigm across four systematic stages: (1) comprehensive literature review, (2) item development based on five theoretically grounded dimensions, (3) expert judgment using Content Validity Index (CVI) calculations, and (4) field-testing combined with in-depth qualitative exploration involving 30 primary school teachers. This study adopted an Explanatory Mixed-Methods design: quantitative descriptive data from scale responses were explained and enriched by open-ended responses, interviews, and direct observations from the same 30 participants. Content validity was evaluated using CVI calculations, while reliability was assessed using Cronbach’s alpha and McDonald’s omega. Results demonstrate acceptable preliminary psychometric properties with overall reliability coefficients of α = 0.87 and ω = 0.89. Descriptive analysis shows that participants exhibited moderate to high levels of glocal competency across all five dimensions. Qualitative findings further illuminate how teachers perceive and enact glocal competency in their daily practice. The five-dimensional structure encompasses Situated Global Practice, Glocal Curriculum Design, Critical-Cultural Awareness, Local Cultural Awareness and Expression, and Intercultural Collaboration and Digital Mediation. Keywords: Glocal competency, Primary school teachers, Instrument development, Global citizenship education, Cultural adaptation.
Problem-Based Learning in Algebra: Fostering Critical Thinking Skills Among Middle School Students Ovan Ovan; Sitti Fatimah Sangkala Sirate; Mulyati Mulyati
Pedagogy Review Vol 5, No 2 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i2.pp223-232

Abstract

This study examines the effectiveness of Problem-Based Learning (PBL) in improving Grade 8 students’ critical thinking skills in algebraic problem solving. A quasi-experimental design was employed with 53 students, divided equally between an experimental group receiving PBL instruction and a control group receiving conventional instruction. Students’ critical thinking abilities were measured with pre- and post-tests, and the data were analyzed with independent-samples t-tests, paired-samples t-tests, normalized gain (N-gain), and effect size. The results revealed that both groups had comparable initial abilities, as indicated by the non-significant difference in pre-test scores. However, after the intervention, the experimental group achieved a significantly higher mean score compared to the control group (p 0.001). Within-group analysis showed that both groups improved significantly, but the magnitude of improvement was substantially greater in the PBL group. This is further supported by the N-gain results, which showed that the experimental group reached the moderate-to-high category, while the control group remained in the moderate category. The calculated effect size (d = 1.26) indicates a strong practical impact of PBL on students’ critical thinking skills. Additionally, gender-based analysis showed no significant differences, suggesting that PBL is equally effective for both male and female students. These findings indicate that Problem-Based Learning (PBL) creates a more effective environment for enhancing students’ critical thinking skills through structured problem-solving activities, collaborative discussions, and reflective reasoning processes. The study emphasizes the significance of student-centered learning approaches in mathematics education and recommends integrating PBL into classroom instruction to promote higher-order thinking skills and deeper conceptual understanding among students. Keywords: Problem-Based Learning, Critical Thinking Skills, Algebra, Middle School Students.
The Effect of Integrating Problem-Based Learning with Interactive Multimedia on Students’ Communication Skills in Pancasila Education Fofi Fana; Andi Kristanto; Fajar Arianto; Shahrin bin Hashim
Pedagogy Review Vol 5, No 1 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i1.pp147-157

Abstract

Effective communication skills are essential competencies in 21st-century learning; however, students often demonstrate limited ability to express ideas, engage in discussions, and respond appropriately in classroom interactions. This issue highlights the need for innovative instructional approaches that actively involve students in meaningful learning processes. Therefore, this study aims to examine the effect of implementing the Problem-Based Learning (PBL) model supported by interactive multimedia on students’ communication skills. This study employed a quasi-experimental nonequivalent control group design. The participants consisted of 64 eleventh-grade students at SMA Negeri 9 Surabaya, divided into an experimental group (n = 32) and a control group (n = 32), selected through convenience sampling. Data were collected using a communication skills performance test administered as a pretest and posttest. The instrument was validated by experts to ensure content validity. Data analysis included normality and homogeneity tests, followed by an independent samples t-test to examine differences between groups. The results showed that the experimental group achieved a higher mean posttest score (M = 90.63) compared to the control group (M = 81.09). The independent samples t-test yielded a p-value of 0.000 (p 0.05), indicating a statistically significant difference between the two groups. In conclusion, the implementation of PBL supported by interactive multimedia has a significant positive effect on students’ communication skills. This approach promotes active engagement and meaningful learning, making it an effective strategy for improving communication skills in Pancasila Education. Keywords: PBL, Interactive Multimedia, Communication Skills
Analysis of the Relationship Between UTAUT Factors and Behavioral Intention to Use Google Classroom among Vocational High School Teachers Rhema Thamariska; Puspanda Hatta; Endar Suprih Wihidayat
Pedagogy Review Vol 5, No 3 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i3.pp378-390

Abstract

The implementation of competency-based learning in vocational high schools requires effective assessment and timely feedback to ensure that students achieve the competencies demanded by industry. However, assessment and feedback activities are still frequently conducted manually, resulting in administrative inefficiencies, delayed feedback, and difficulties in monitoring students’ learning progress. Google Classroom provides an integrated digital platform that can facilitate assessment management and feedback delivery; however, its successful implementation depends on teachers’ acceptance of the technology. Therefore, this study aimed to analyze the relationships between Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, and Behavioral Intention to use Google Classroom among vocational high school teachers. A quantitative descriptive-correlational research design was employed involving 98 teachers selected through purposive sampling from three vocational high schools in Surakarta, Indonesia. Data were collected using a questionnaire developed based on the Unified Theory of Acceptance and Use of Technology (UTAUT). The collected data were analyzed using IBM SPSS Statistics Version 27, employing descriptive statistics, the Kolmogorov-Smirnov normality test, and Spearman's Rank correlation analysis. The results revealed that all UTAUT constructs had positive and statistically significant relationships with Behavioral Intention. Performance Expectancy showed the strongest relationship (rs = 0.694, p 0.001), followed by Social Influence (rs = 0.620, p 0.001), Facilitating Conditions (rs = 0.585, p 0.001), and Effort Expectancy (rs = 0.565, p 0.001). These findings indicate that teachers’ intention to use Google Classroom is primarily associated with perceived usefulness, followed by social support, facilitating resources, and perceived ease of use. The findings imply that vocational schools should strengthen teachers’ digital competencies, improve institutional support, and ensure adequate technological infrastructure to promote the sustainable implementation of Google Classroom for assessment and feedback activities. Keywords: Google Classroom, performance expectancy, effort expectancy, UTAUT, Vocational Education.
Developing A Dialogic Digital Reading Learning Environment For Indonesian Literacy: Evidence From Annotation, Discussion, and Comprehension Traces Nursaid Nursaid; Mohamad Hafrison; Muhammad Ismail Nasution; Bima Mhd Ghaluh
Pedagogy Review Vol 5, No 3 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i3.pp301-317

Abstract

Digital reading environments make students' reading processes more visible because they capture annotations, discussion posts, comprehension attempts, and activity logs. However, these traces are often reduced to participation totals rather than used to inform the design of reading pedagogy. This study developed and evaluated a dialogic digital reading learning environment for Indonesian literacy. Using a design-based mixed-methods approach, 100 undergraduate students engaged with genre-based Indonesian texts over six weeks through interactive annotation, threaded discussion, audio support, and comprehension practice. The dataset comprised 1,842 annotations, 1,126 discussion comments, pretest and posttest reading comprehension scores, platform activity logs, and 20 follow-up interviews. The learning environment was organized around five dialogic engagement dimensions: text-grounded noticing, inferential linking, evaluative stance, dialogic uptake, and metacognitive reflection.  Coding showed strong interrater reliability (Cohen's kappa = .86). Reading comprehension increased from pretest (M = 69.84, SD = 9.18) to posttest (M = 83.72, SD = 7.64), t(99) = 15.99, p .001, with a repeated-measures effect size of dz = 1.60. Dialogic uptake and inferential linking were the strongest predictors of comprehension gain, and the regression model explained 65% of the variance. Interview findings indicated that annotations helped students locate textual difficulty, discussion threads supported peer-mediated interpretation, and comprehension tasks prompted students to return to the text rather than respond superficially. The study offers a pedagogical model for designing Indonesian digital reading environments as social, reflective, and evidence-informed learning spaces. Keywords: Digital reading, Dialogic engagement, Learning environment, Social annotation; Indonesian literacy.
Integrating Pantomime Learning in Higher Education: A Case Study of Theater Programs in Indonesia Hasyim Asyary; Syeilendra Syeilendra; Rini Sefriani
Pedagogy Review Vol 5, No 1 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i1.pp85-95

Abstract

It is suspected that pantomime learning in the pantomime theater course is still not running optimally; this was discovered during observations. This study aims to analyze the implementation of pantomime learning applications in the Pantomime Theater course within the Dance and Drama Study Program at Universitas Negeri Padang, Indonesia, and their impact on students' competencies. The study used a qualitative approach with a descriptive case study strategy. Data collection was carried out through observation, in-depth interviews, documentation, and literature review. The informants in this study consisted of lecturers in charge of the course, students, and learning support staff. Based on data analysis and observations, as well as interviews with informants, information was obtained and presented as research results. The results showed that pantomime learning was carried out through an integration of modern methods with the corporeal mime approach developed by figures such as Étienne Decroux and Marcel Marceau. In the learning process, learning tools were designed, including a syllabus and a systematic Semester Learning Plan, and implemented across three main stages: introduction, core, and closing. The learning media used to support learning are video tutorials and direct practice, which can support the improvement of students' understanding visually and kinesthetically. To conduct the assessment, a holistic learning evaluation is carried out by considering various components and specific aspects such as technical aspects, expression, creativity, and understanding of theater concepts. While the main supporting factors include campus facilities and practical activities, research and observations found several obstacles, including low student motivation, limited time available for practice, and a lack of understanding of theory among students. The solution implemented is the integration of theory and practice, and the strengthening of independent learning. Thus, the harmony between theory and practice in pantomime learning can be maximized in the future and become a concern and consideration for the lecturer in charge of the course.Keywords: Pantomime learning, Theater education, Instructional application, Corporeal mime, Performing arts education

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