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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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The Effectiveness of Using Interactive Animation Media in Enhancing Interest in Science Learning in Primary Schools: Systematic Literature Review Salma Khairunnisa; Rohmani Rohmani
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.pp233-244

Abstract

Science learning in elementary schools is still dominated by conventional teacher-centered methods, which often result in low student motivation, boredom, and limited active participation in the learning process. However, science is a subject that contains many abstract concepts and therefore requires more engaging, interactive, and student-friendly learning media to support better understanding. This study aims to analyze the effectiveness of interactive animation media in improving students’ interest in learning science at the elementary school level based on previous research. The method used is a Systematic Literature Review (SLR) guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. Data were collected through literature searches in the Google Scholar and SINTA databases covering publications from 2021 to 2025. The search was conducted using the keywords “interactive animation media,” “learning interest,” “science learning,” and “elementary school.” The selected articles were then screened based on inclusion and exclusion criteria, resulting in 10 relevant studies for further analysis. The findings show that interactive animation media effectively increase students’ attention, interest, participation, and enthusiasm in science learning. In addition, this media helps visualize abstract concepts in more concrete forms, making them easier for elementary school students to understand. The implications of this study indicate that interactive animation media can be used as an effective alternative learning tool to improve the quality of science learning; therefore, teachers should integrate it in a well-planned manner supported by adequate facilities and teacher training to ensure optimal implementation in the classroom. In conclusion, interactive animation media plays an important role in creating more effective, interactive, and enjoyable science learning in elementary schools. Keywords: interactive animation media, learning interest, science education, primary school.
Bridging Gaps in Madrasah Human Resource Management: Lessons from Sigi, Indonesia Mastura Minabari; Muhammad Sarib Abdul Rasak; Samintang Samintang; Ruslin Ruslin; Wadinlada Thuratham; Masmur Mansur; Hijrah Syam
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.pp158-177

Abstract

Over the past two decades, the quality of human resources (HR) in Islamic educational institutions has become a strategic priority in Indonesian education policy. This is true, as madrasahs, being Islamic educational institutions, have a distinctive role in imparting religious values and fostering students' intellectual and professional development. Objective: This study analyzes the implementation of Human Resource Management (HRM) practices in madrasahs, focusing on recruitment, professional development, mentorship, and career advancement, as well as the alignment of these activities with managerial concepts and Islamic humanistic ideals. Methods: The study employed a mixed-methods research approach. Quantitative data were obtained via online questionnaires from 49 respondents. In contrast, qualitative data were gathered through interviews with 28 participants, including principals, deputy principals, teachers, and educational staff from five madrasahs in Sigi, Indonesia. The data analysis used descriptive statistics and Pearson correlation in SPSS 23 for quantitative data, and thematic analysis for qualitative data, incorporating triangulation to augment validity. Findings: Madrasahs are evolving towards more professional, competency-oriented approaches to human resource management. Nonetheless, considerable contradictions persist between formal administrative systems and humanistic principles, particularly with recruitment equity, fair career advancement, and the sustainability of professional development programs. These difficulties illustrate disparities in the comprehension and application of HRM principles across institutions. Conclusion: The research finds that successful HRM reform in madrasahs requires integrating Human Relations Theory and Organizational Behavior Theory to align Islamic ideals with modern managerial practices. The findings provide valuable insights for policymakers and educational leaders aiming to enhance HRM systems in madrasahs, while acknowledging limits due to potential bias in online interviews and restricted opportunity for comprehensive qualitative analysis. Keywords: human resource management, madrasah, recruitment, professional development, teacher career.
Enhancing Students’ Literary and Essay Writing Skills through Project-Based Learning: A Qualitative Case Study Sri Maryani; Erwin Erwin
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.pp318-329

Abstract

This study aims to examine how Project-Based Learning (PjBL) impacts students' literary and essay writing skills in higher education. This study used a qualitative approach with a case study design involving students of the Indonesian Language and Literature Education Study Program. Data were collected through participant observation, semi-structured interviews, and analysis of student writing. The results indicated that implementing PjBL enhanced students' writing skills, especially in developing ideas, organizing texts, language use, and creative writing style. Students actively engaged in collaborative and reflective writing processes, producing authentic works in the form of poems, short stories, drama scripts, and reflective essays. In addition to technical aspects, PjBL also fostered critical thinking skills, creative literacy, self-confidence, and metacognitive awareness. This model also changed students' perceptions of writing, from a rigid academic activity to a meaningful and contextual expressive practice. Despite constraints such as limited time and varying writing abilities, the implementation of scaffolding strategies and the use of digital learning resources proved effective in supporting the learning process. This study concluded that PjBL is an effective pedagogical approach in improving writing skills while promoting holistic learning in higher education. The findings of this study provide important implications for the development of a more innovative, participatory, and 21st-century competency-oriented Indonesian language and literature learning model. Furthermore, this study confirms that integrating authentic projects into learning can create a more meaningful, adaptive, and relevant learning experience for students' academic and social needs. Therefore, Project-Based Learning (PjBL) is recommended as an alternative learning strategy that can be implemented sustainably in teaching writing in higher education. Keywords: Project-Based Learning, writing skills, literary writing, essay writing, qualitative case study
Primary School Teachers’ Readiness to Address the Transformation of Science Education through Artificial Intelligence: A Systematic Literature Review Tia Nabela; Rohmani Rohmani
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.pp96-106

Abstract

Science education in elementary schools is still dominated by conventional methods, which are thus unable to optimally foster student engagement and conceptual understanding. Advances in Artificial Intelligence (AI) offer opportunities to transform learning into a more interactive and adaptive experience; however, its success depends heavily on teacher readiness. This study aims to describe and analyze elementary school teachers’ readiness in facing the transformation of science learning based on Artificial Intelligence (AI), including aspects of attitudes, competencies, and the ability to integrate AI technology into the learning process. The method used was a Systematic Literature Review (SLR) through the PRISMA approach, with the search process utilizing a combination of keywords (“Science Education” OR “Science Learning”), (“Artificial Intelligence” OR “AI”), (“Teacher Readiness” OR “Teacher Competence”), and (“Elementary School” OR “Primary School”) in the Scopus database from 2021–2025, resulting in 10 relevant and high-quality articles after the selection process. The results showed that teachers generally have positive attitudes, high interest, and strong acceptance of AI use in science learning, as it is considered capable of fostering more interactive, innovative, and student-centered learning processes in the digital era. However, teachers’ readiness in terms of technical and pedagogical competencies remains at a moderate and uneven level, particularly in operating AI technology and integrating it effectively into learning activities. In addition, limited digital literacy, lack of training, and inadequate infrastructure were identified as the main challenges, indicating the need to strengthen teachers’ competencies and provide adequate facilities to optimize AI implementation in science learning. This study highlights the importance of improving teachers’ digital competencies and providing technological support to ensure that AI is applied more effectively and optimally in science learning. Keywords: teachers’ readiness, artificial intelligence, elementary school, systematic literature review.
Analysis of the Effectiveness of Diorama in Visualizing Science Concepts and Fostering Creative Thinking Skills Among Elementary School Students: A Systematic Literature Review Lingling Diliyanti; Rohmani Rohmani
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.pp245-255

Abstract

Science teaching in primary schools often faces challenges in explaining abstract material, making it difficult for pupils to fully grasp the concepts. One medium that can aid in visualizing these concepts is the diorama, a three-dimensional display that presents objects or events in miniature, resembling real-life conditions. This study aims to explore the use of dioramas to visualize science concepts and their relationship to the development of creative thinking skills in primary school pupils. The method used in this study is a Systematic Literature Review (SLR) conducted in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. The research stages include identification, screening, eligibility assessment, and article inclusion. Data were obtained through a search of scientific articles in the Google Scholar database covering the publication period 2021–2025 using relevant keywords. The articles found were then selected based on inclusion and exclusion criteria, resulting in several articles suitable for further analysis. Subsequently, the articles were analyzed descriptively to identify patterns of findings regarding the use of dioramas in science learning in primary schools. The study's findings indicate that dioramas play a positive role in helping pupils understand abstract science concepts more concretely. Furthermore, dioramas enhance pupil engagement through activities such as observation, discussion, and the expression of ideas. The diorama supports the development of flexible thinking, original ideas, and the ability to elaborate on them. Several studies also indicate that integrating dioramas with project-based learning yields more optimal results in enhancing pupils’ creativity. The implications of this research suggest that dioramas can serve as an effective alternative teaching method to improve the quality of science education in primary schools, both in terms of conceptual understanding and the development of pupils’ creative thinking skills. Keywords: Diorama media, Elementary school science, Creative thinking skills.
Regional Data Centers as Catalysts for Sustainable Digital Pedagogy in Islamic Education: A Systematic Literature Review of Innovative Science Learning Models in Elementary Schools Elihami Elihami; Mohammad Azis; Dafit Afianto
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.pp178-194

Abstract

The rapid advancement of digital technologies has transformed educational systems worldwide, creating opportunities for innovative teaching, learning, and knowledge management. Nevertheless, disparities in digital access, infrastructure availability, and technological readiness remain significant challenges, particularly in Islamic elementary education. These challenges affect the quality of science learning and limit students’ ability to develop scientific literacy, digital competence, critical thinking, and other twenty-first-century skills. Therefore, this study aims to examine the role of regional data centers in supporting sustainable digital pedagogy and enhancing digital literacy through innovative science learning models in Islamic elementary schools. This study employed a Systematic Literature Review (SLR) to synthesize evidence from national and international scholarly publications on digital pedagogy, regional data infrastructure, Islamic education, and science learning innovation. The review included peer-reviewed journal articles, conference proceedings, policy papers, and academic reports published between 2015 and 2025. The collected literature was analyzed using thematic coding and content analysis to identify major trends, opportunities, and challenges associated with implementing regional data centers in educational settings. The findings indicate that regional data centers significantly improve digital accessibility, strengthen data security, support cloud-based educational services, and enhance the efficiency of learning management systems. Furthermore, innovative pedagogical approaches such as blended learning, inquiry-based learning, project-based learning, and artificial intelligence-assisted learning were found to improve students’ scientific understanding, digital literacy, problem-solving skills, and collaborative competencies. The study also reveals that regional digital infrastructure can reduce educational disparities between urban and rural schools by providing more equitable access to digital resources and learning platforms. In conclusion, regional data centers serve as strategic enablers of sustainable digital pedagogy and digital transformation in Islamic elementary science education. Strengthening collaboration among educational institutions, policymakers, technology providers, and local governments, along with sustained investment in digital infrastructure and teacher professional development, is essential for building inclusive, resilient, and future-oriented educational ecosystems.Keywords: Regional Data Centers; Digital Pedagogy; Islamic Education; Digital Literacy; Science Learning
Development of a Javanese Script Learning Website Based on Experiential Learning and Audio Instructional to Enhance Javanese Script Grapheme Literacy of Visually Impaired Children Risywan Taufiq; Nur Hanifah Insani; Mujimin Mujimin
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.pp107-123

Abstract

The fostering of Javanese script literacy should be implemented across all levels of Javanese society, including visually impaired children, as part of an inclusive effort to preserve cultural heritage. However, the limited availability of accessible learning media remains a major challenge in Javanese script instruction. Therefore, this study aims to develop an audio-instruction-based learning website for visually impaired students, integrated with the experiential learning model and packaged as a game-based challenge called Bagong’s Smart, to introduce and train students in writing complete and accurate Javanese script graphemes. This study employed the Four-D (4D) development model, consisting of the define, design, develop, and disseminate stages. Website development was carried out using PHP and the Laravel framework in Visual Studio Code. The Javanese script font used was Mbata Sarimbag, which has been shown to help visually impaired students more easily recognize and map grapheme patterns in Javanese script. The research was conducted at SLB Negeri Semarang using observation, interviews, and questionnaires as data collection techniques. Data analysis was carried out through media feasibility testing, Javanese script material feasibility testing, and evaluation of the media’s potential to support learning. The results indicate that Bagong’s Smart is highly feasible for use in learning the Javanese script by students with disabilities. This feasibility is supported by the media validation results, which achieved an average score of 91.1%, and the material validation results, which reached an average score of 97.3%. In addition, the Bagong’s Smart website demonstrated the potential to support visually impaired students’ ability to write complete and accurate Javanese script graphemes, as evidenced by the average score for students’ independent Javanese script writing, which reached 81.9%. This study offers an alternative website-based digital learning platform that optimizes audio instructional features and direct learning experiences to expand educational accessibility for visually impaired students. Keywords: Experiential learning, Javanese script grapheme, visual impairment, web accessibility.
Glocalizing Integrated STEM: Policy Translation and Teacher Perspectives in Urban West Jakarta Yurika Oktaviane; Suryanti Suryanti; Neni Mariana; Ganes Gunansyah
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.pp330-349

Abstract

This study describes the translation of global policies on integrated STEM into local classroom practices by elementary school teachers in West Jakarta through a glocalization lens. It fills a gap in the literature on non-Western urban contexts where environmental challenges such as flooding shape everyday teaching. A sequential explanatory mixed-methods design was utilized. In the quantitative phase, 94 teachers from six districts completed a 39-item survey that measured STEM knowledge, self-efficacy, barriers, and local relevance. Stratified random sampling was used to ensure district representation. In the qualitative phase, 12 teachers were purposively selected, and semi-structured interviews were conducted and analyzed with reflexive thematic analysis based on glocalization theory. The results show a paradox: teachers strongly believe in the importance of STEM in elementary education (M = 4.68). However, they are not confident in designing integrated lessons (M = 3.42) and applying engineering design (M = 3.38). Teachers in flood-prone districts (Cengkareng and Kalideres) gave higher marks to the community relevance of STEM than teachers in more developed areas, demonstrating how contextual adaptation is driven by local environmental challenges. Qualitative analysis revealed teachers’ active glocalization through the integration of local flooding, waste management, traditional markets, and community recycling into STEM lessons. Collaborative Networks Build Confidence: Teachers who worked with peers regularly (weekly or biweekly) expressed greater self-efficacy and persistence. Curriculum constraints (M = 4.21) and limited preparation time (M = 4.18) were the main barriers. The study concludes that three systemic interventions are needed for sustainable STEM integration. These include reforming pre-service curricula to include interdisciplinary STEM design, allocating infrastructure grants to resource-constrained, flood-prone districts, and replacing one-shot workshops with sustained school-based coaching and professional learning communities. Meaningful reform must place teachers as active agents of glocalization. Keywords: elementary school, glocalization, integrated STEM education, policy translation, teacher perspectives.
Augmented Reality in Elementary Science Education: A Systematic Review of Inquiry-Based Learning, Challenges, and Opportunities Bintang Ghany Wedari; Rohmani Rohmani
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.pp256-268

Abstract

Digital transformation in education demands learning innovations that can increase student engagement and understanding in a more interactive manner. In the context of science learning in elementary schools, integrating Augmented Reality (AR) into Inquiry-Based Learning (IBL) is a potential approach to support the visualization of abstract concepts and exploration-based learning activities. This study aims to analyze research trends, implementation challenges, and opportunities for AR integration in inquiry-based science learning in elementary schools using a Systematic Literature Review (SLR). The study was conducted in accordance with the PRISMA 2020 protocol for articles published between 2021 and 2025. The initial search process yielded 424 articles from the Scopus and Google Scholar databases. These were then selected based on inclusion and exclusion criteria, resulting in 10 final articles, which were analyzed using a qualitative thematic analysis approach. The results show that AR integration in IBL can improve learning motivation, conceptual understanding, and 21st-century skills of elementary school students, especially critical thinking, creativity, collaboration, and communication. In addition, AR has been proven to support every stage of inquiry learning, from orientation and conceptualization to investigation and discussion, culminating in a conclusion, through interactive visualization and a more immersive learning experience. However, the implementation of AR still faces various challenges, such as limited infrastructure, device readiness, teacher competency, and the potential to increase students' cognitive load if instructional design is not appropriate. This study confirms that the success of AR integration in inquiry-based science learning is determined not only by technological sophistication but also by the suitability of the pedagogical design to the characteristics of elementary school students. Therefore, continuous teacher training, the development of more intuitive AR applications, and adequate infrastructure support are needed to optimize the implementation of AR in elementary education. Keywords: Augmented reality, Inquiry-based learning, Elementary school science.
Multivariable Analysis of Thesis Completion Procrastination: Evaluating Personal Traits, Campus Services, and Academic Stress Noer Hidayah; Ika Insyiroh; Novi Rosita Rahmawati; Marwa Mansour
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.pp48-58

Abstract

This study investigates the complex determinants of academic procrastination in thesis completion, specifically examining the roles of academic stress, campus services, perfectionism, and self-regulation, with gender as a moderating variable. While university support is traditionally viewed as a mitigating factor in procrastination, empirical evidence on its interaction with gender-specific psychological traits remains underdeveloped. This study employs a quantitative research design utilizing Moderated Regression Analysis (MRA) to examine the hypothesized relationships. Data analysis was conducted using the R statistical software with the lm package for linear modeling. The target population consisted of undergraduate students currently in the final phase of their thesis completion. A total of 115 respondents participated in the study, comprising the primary data set for the analysis.  Bootstrapped regression analysis revealed that academic stress was the sole robust positive predictor of thesis procrastination . Gender emerged as a pivotal moderator, with a significant interaction confirmed between perfectionism and gender . Perfectionism operates as an adaptive motivational force for male students but shifts into a maladaptive trait among functions as an adaptive motivational force for male students but becomes a maladaptive trait for females. Furthermore, a marginally significant interaction was observed between self-regulation and gender  suggesting a tendency for self-regulation to mitigate procrastination more pronouncedly among female students. Conversely, the direct effects of campus services proved statistically unreliable under the bootstrap framework. Thesis procrastination is not merely a reflection of time-management deficits or direct environmental influences, but a situational emotional response to chronic academic stress bounded by gender-specific psychological mechanisms. In practice, the findings imply that higher education institutions must move beyond generic academic support or physical facility enhancements. Universities and thesis advisors should prioritize dismantling structural stressors in the supervision workflow while implementing gender-aware psychological interventions to mitigate maladaptive perfectionism and foster self-compassion among female students. Keywords: Thesis completion, procrastination, perfectionism, self-regulation, academic stress, and campus service

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