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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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From Planning to Practice: A Qualitative Inquiry into Pre-Service Teachers' Experiences Emy Nur Rokhani; Yuyun Yulia; Lusi Nurhayati; Bunga Putri Maulia; A Nur Inayatul Aini
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.pp195-210

Abstract

This study examines the experiences of pre-service teachers during their practicum in primary schools, especially how they designed and delivered English for Children (EFC) programs. It focuses on how they planned lessons, organized their classes, reflected on their teaching experiences, and highlighted the challenges and opportunities that arose. Twenty-two students participated, distributed among five different primary schools. The data were collected through Focus Group Discussions and analyzed using a descriptive qualitative approach. The analysis is based on the thematic analysis method of Braun and Clarke (2006). The findings show that many pre-service teachers lack self-confidence, struggle in dealing with young learners, and have problems with effective communication. However, these challenges also offered growth opportunities. Over the course of the practicum, they gradually acquired 21st-century skills such as collaboration, creativity, adaptability, and effective communication. The experience deepened their understanding of teaching English to children and made them realize the importance of reflecting on what they learned in class. In short, although the teaching practice can be challenging, this study shows that it is an important opportunity for future teachers to improve their skills, become flexible, and develop into reflective educators.Keywords: 21st century skills, descriptive qualitative study, English for children, pre-service teachers, thematic analysis
Development of a Maluku Local Wisdom-Based Science E-Module to Enhance Elementary School Students’ Conceptual Mastery Handrini Buton; Anasufi Banawi; Dinar Riaddin
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.pp125-135

Abstract

Science learning, particularly botany in elementary school, is often constrained by low mastery of concepts due to plant blindness. This research aims to develop, test its feasibility, and measure the effectiveness of the Rambuku E-Module (Maluku’s Cultural Diversity), based on local wisdom, to overcome these obstacles. This research and development (RD) study applied the ADDIE framework and integrates a pre-experimental one-group pretest-posttest design. The research participants comprised 3 expert validators, 2 science teachers, and 30 Grade IV students from Private Islamic Elementary School (MIS) Al-Madinah Ambon, who were selected through purposive sampling. Data collection used a Likert-scale questionnaire (1–4) to assess eligibility parameters and 20 multiple-choice objective test items to measure students' cognitive learning outcomes (C1–C4). The expert board's assessment recorded a very high validity score of 98% (Very Valid). The practicality parameter was also deemed very practical, with positive responses from teachers (92%) and students (92.42%). Inferential analysis using paired t-tests confirmed a highly significant increase in learning outcomes, with a group-average N-gain score of 0.77 (High). The integration of local content on cloves and nutmeg has proven effective as a cognitive bridge for contextualizing science material. The Rambuku E-Module has been validated as feasible and effective in improving children's understanding of science. This study recommends applying this model of digital culture-responsive development on a broader regional scale. Keywords: ADDIE, concept mastery, e-module, Maluku local wisdom, plant blindness.
The Effectiveness of Augmented Reality in Improving Elementary School Students' Science Literacy: A Systematic Literature Review Rizka Septiana; Rohmani Rohmani
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.pp350-364

Abstract

Science literacy among primary school pupils remains low, largely due to conventional teaching approaches and challenges in understanding abstract scientific concepts. Augmented Reality (AR) provides an interactive and engaging learning experience that helps make these concepts more concrete. Although numerous studies have highlighted the potential of AR in science education, systematic reviews examining its effectiveness in improving science literacy among primary school pupils are still limited. This study aims to analyze the effectiveness of AR in improving primary school pupils’ science literacy, identify the characteristics of existing research, and examine the challenges of its implementation in learning. The study employed a Systematic Literature Review (SLR) method following the PRISMA guidelines. Data were obtained from the Google Scholar and Scopus databases for the period 2021–2025 using the keywords “Augmented Reality” and “science literacy” and “primary school”. Inclusion criteria included research articles relevant to the topic, focusing on primary school pupils, available in full text, and indexed in Scopus or at least SINTA 3. Following the process of identifying, screening, and selecting articles, 10 articles that met the criteria were identified and systematically analyzed. Data were extracted using a pre-defined extraction form capturing details such as study design, AR type, sample characteristics, measured variables, and key findings. Subsequently, extracted data were synthesized using thematic analysis to identify recurring patterns, challenges, and optimal implementation strategies across the selected studies. The results indicate that AR is effective in improving students’ science literacy by enhancing their understanding of scientific concepts, motivation and engagement in learning, scientific process skills, and 21st-century skills, which include critical thinking, creativity, collaboration, and communication (the 4Cs). Furthermore, the effect of AR tends to be more optimal when integrated with innovative learning models, such as inquiry-based and discovery learning. However, the implementation of AR still faces several challenges. These include limitations in technological facilities and teacher competence. Consequently, AR is a promising teaching tool for supporting the science literacy of primary school pupils and, as such, requires support in the form of adequate facilities and professional development for teachers.Keywords: Augmented reality, Scientific literacy, Elementary school, Systematic literature review
Trends in Implementing the Make a Match Learning Model in Improving Science Learning Outcomes in Indonesian Elementary Schools: A Systematic Literature Review Riana Safitri; 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.pp269-281

Abstract

This study aims to analyze the implementation trends of the Make a Match learning model in improving science learning outcomes among Indonesian elementary school students and to identify challenges and opportunities for its implementation in the digital era. This study used a Systematic Literature Review (SLR) based on the PRISMA 2020 protocol to ensure a systematic, transparent, and replicable process. A literature search was conducted through Google Scholar and GARUDA databases for publications from 2021–2025 using the keywords “Make a Match,” “learning outcomes,” “science,” and “elementary school.” A total of 2,789 articles were initially identified, and after title screening, duplicate removal, abstract evaluation, and full-text assessment, 10 articles met the inclusion criteria and were further analyzed. Data extraction focused on the study design, sample characteristics, learning media, and students' cognitive, affective, and psychomotor learning outcomes. The quality of the studies was assessed using the Mixed Methods Appraisal Tool (MMAT), which showed that most of the selected studies were categorized as high quality. The findings indicate that the Make a Match learning model consistently improves elementary school students' science learning outcomes. The results indicate that the Make a Match model contributes to improving science students' learning outcomes, with consistent positive trends observed across the reviewed studies. However, 90% of the reviewed studies still relied on conventional learning media such as physical cards and manual flashcards. Only one study explicitly integrated interactive digital electronic modules into the learning process. These findings indicate the need for further innovation in technology-based Make a Match learning models to support digital-generation learners in contemporary elementary education. Keywords: Make a Match, Learning Outcomes, Elementary School Science.
Enhancing Confidence and Reducing Anxiety: Zoom Meetings in EFL Speaking Practice Raden Hasby Isnaindy Fasa; Fazri Nur Yusuf; Pupung Purnawarman; Noraini Binti Said
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.pp59-73

Abstract

Speaking anxiety represents one of the most persistent barriers to oral language development among EFL learners in higher education, yet the specific mechanisms through which technology-mediated presentation environments address this challenge remain insufficiently understood. This study explores EFL students' experiences and perceptions of Zoom Meeting-based presentations, with particular attention to how specific platform features help reduce speaking anxiety and enhance speaking confidence in an Indonesian university context. A qualitative case study design was employed, involving six purposively selected undergraduate EFL students enrolled in an advanced English-speaking program at a university language center in Indonesia. Data were collected over six weeks through three complementary sources: classroom observations, semi-structured individual interviews lasting 15 to 20 minutes, and document analysis of presentation slides, instructor feedback, and participant self-reflection essays. Data analysis followed Braun and Clarke's (2006) six-stage thematic analysis framework. Four principal themes emerged from the analysis. First, Zoom's camera control and hidden notes features were perceived as meaningful anxiety-reducing affordances, enabling students to redirect cognitive attention from self-presentation concerns toward linguistic performance. Second, private rehearsal capabilities significantly enhanced students' sense of preparedness before formal presentations. Third, interface customization options supported improved focus and a sense of environmental control during delivery. Fourth, participants identified notable constraints, including technical difficulties, audio latency, and reduced authentic communicative interaction due to limited nonverbal feedback. The findings suggest that Zoom's platform-specific affordances may support confidence development and anxiety management in EFL presentation contexts, particularly for learners with heightened speaking anxiety. However, these benefits appear to be contingent on deliberate pedagogical design that treats the platform's supportive features as temporary scaffolds rather than permanent accommodations and progressively reintroduces authentic communicative demands as learners' confidence grows. Keywords: Online presentation, Technology-mediated language learning, Speaking anxiety, Zoom meeting
Implementation of Physical Education Curriculum in Athletics Learning for Sprint Running at Junior High School Akhmad Sobarna; Sumbara Hambali; Sony Hasmarita; Mohd Shariman Shafie
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.pp211-222

Abstract

The effective implementation of Physical Education (PE) curricula in athletics instruction remains a persistent challenge at the secondary school level, particularly regarding teachers' pedagogical competence and the contextual adaptation of curricula. This study aims to examine the implementation of the PE curriculum in sprint running instruction among eighth-grade students at the Junior High School level. A descriptive quantitative design with a survey approach was employed, involving 94 eighth-grade students selected through total sampling. Data were collected using a validated curriculum implementation observation sheet (validity: r = 0.87; reliability: α = 0.88), a 60-meter sprint performance test, and a learning motivation questionnaire. Data were analyzed using descriptive statistics, paired-samples t-test, and N-gain score calculation. PE curriculum implementation was categorized as "fairly good," with a mean score of 71.4 (SD = 8.32). Sprint running performance improved significantly from pre-test (M = 9.84 s) to post-test (M = 9.21 s), t(93) = 8.74, p 0.001, yielding a moderate N-gain score of 0.42. Multiple regression analysis identified teacher pedagogical competence, lesson plan quality, availability of facilities, and student learning motivation as significant predictors of curriculum implementation effectiveness, collectively accounting for 68% of the variance. These findings demonstrate that while overall curriculum implementation remains at a moderate level, it was sufficient to produce meaningful and statistically significant gains in student sprint performance, with teacher competence and instructional planning quality emerging as central determinants. Sustained improvement requires continuous professional development for PE teachers and the adoption of contextually adapted instructional modules responsive to students' learning needs. Keywords:  Physical education, athletics learning, junior high school, quantitative  research.
The Impact of Mobile-Assisted Language Learning on EFL Students' Presentation Skills Riska Awaliyah; Ashadi Ashadi
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.pp136-146

Abstract

Mobile-Assisted Language Learning (MALL) has emerged as a transformative catalyst in facilitating English as a Foreign Language instruction, particularly in enhancing speaking competencies. The primary objective of this study was to investigate the impact of MALL on EFL students’ presentation skills, focusing on how mobile technologies foster student-centered learning environments. By exploring the intersection of digital tools and pedagogical frameworks, the research sought to identify how mobile applications facilitate the development of complex speaking tasks. To achieve this, the study employed a mixed-method research design, integrating both quantitative and qualitative data to provide a comprehensive analysis of the phenomenon. The quantitative phase involved thirty-eight students from Universitas Negeri Yogyakarta, focusing on their use of various MALL applications to prepare for presentations. Data were analyzed using descriptive statistics to identify trends in proficiency gains. Simultaneously, the qualitative phase utilized semi-structured interviews and descriptive techniques to capture nuanced student experiences and perceptions. The findings of this study indicate that the integration of MALL substantially improves several key dimensions of oral proficiency, including pronunciation, vocabulary acquisition, and grammatical accuracy. Furthermore, mobile tools were found to be instrumental in helping students structure their presentation content and significantly bolster their self-confidence. The results suggest that the core drivers of these improvements are the opportunities for repeated, self-directed practice and the availability of immediate feedback provided by mobile platforms. Consequently, learners exhibited heightened motivation and a stronger willingness to engage in challenging speaking activities. In conclusion, this research emphasizes that when MALL is thoughtfully implemented with appropriate pedagogical scaffolding, it can significantly strengthen EFL students’ presentation skills and overall speaking fluency. The study suggests that educators should move beyond mere technology adoption, focusing instead on integrating MALL as a strategic component of communicative language teaching to foster autonomous, confident language learners. Keywords: EFL learner, MALL, presentation skill, speaking skill
Early-Career Teachers’ Self-Reported Challenges in Implementing Content and Language Integrated Learning in Indonesian Elementary Schools Risa Fitria; Ika Kana Trisnawati; Ryan Besa Estillomo; Disa Evawani Lestari
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.pp365-377

Abstract

Content and Language Integrated Learning (CLIL) is a pedagogical approach that aims to increase students’ subject knowledge and English proficiency simultaneously through meaningful classroom interaction. However, despite its increasing popularity in Indonesia, early-career teachers frequently encounter linguistic and pedagogical challenges that affect the quality of CLIL teaching. This study explored the self-reported experiences of 19 early-career teachers in applying CLIL in Indonesian elementary schools. All participants had completed a Medium of Instruction (EMI) elementary teacher education program at a private university in Indonesia, which provides a unique context to study how prior English exposure influences classroom practices. Data were collected using an open-ended questionnaire and were analyzed thematically with a descriptive qualitative approach. The findings suggest that although participants had adequate general English language skills and were confident in daily communication, they still struggled to use subject-specific academic vocabulary and to cope with English-language classroom instructional discourse. The teachers also found it difficult to deal with students with varying levels of English proficiency. Therefore, they used adaptive strategies, such as repetition, reformulation, and first-language (L1) use, to maintain classroom interaction and students' understanding. These findings suggest that successful CLIL implementation depends not only on general English proficiency but also on teachers’ ability to use disciplinary teaching discourse and to flexibly adapt their language to meet students’ needs. The study concludes that pre-service teacher education should go beyond developing general English fluency and provide explicit preparation in CLIL-oriented classroom discourse, subject-specific academic language, and adaptive pedagogical strategies. These findings illuminate the linguistic and pedagogical preparation that is needed by early-career teachers in CLIL classrooms and have implications for the design of teacher education programs in similar EMI and bilingual contexts. Keywords: Content-Language Integrated Learning (CLIL), Early-career Elementary Teachers, Disciplinary Academic Language, English-Medium Instruction, Teacher Preparation
Effectiveness of Mastery Learning Model Assisted by Table Tennis Ball Launcher in Improving Table Tennis Basic Skills Among Students Sony Hasmarita; Yopi Meirijal; Akhmad Sobarna; Akhmad Dimyati; Joseph Lobo
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.pp391-399

Abstract

Table tennis is one of the compulsory sports in the Indonesian physical education curriculum, yet empirical evidence on effective instructional models for this discipline remains limited, particularly in the Cimahi region of West Java. Low student mastery of basic table tennis skills necessitates innovative pedagogical interventions to systematically improve outcomes. Objective: This study aimed to determine the effectiveness of the Mastery Learning model, assisted by a table tennis ball launcher, in improving students' basic table tennis skills, assessed against a minimum mastery criterion of 80 percent student completion. Methods: A one-group pretest-posttest design was employed with 50 students (30 male, 20 female) from SMP Negeri 3 Cimahi, West Java, Indonesia, selected through purposive sampling. The intervention consisted of eight weeks of Mastery Learning instruction, assisted by a table-tennis ball launcher (Newgy Robo-Pong). Pre-test and post-test data were collected using a standardized table tennis basic skills test (forehand, backhand, and service). Data were analyzed using a paired-samples t-test and N-Gain score analysis. Results: Post-test scores (M = 82.84, SD = 6.53) were significantly higher than pre-test scores (M = 63.22, SD = 9.12), t(49) = 13.84, p less than 0.001. The N-Gain score was 0.54 (in the moderate category). Forty-three of 50 students (86 percent) achieved mastery, exceeding the 80 percent criterion. Conclusion: The Mastery Learning model assisted by a table tennis ball launcher significantly improved students' basic table tennis skills and effectively met the minimum mastery standard. These findings suggest that technology-assisted mastery learning is a viable and effective approach for physical education in Indonesian schools.
Bridging Asia and Africa: Indonesia's Kemitraan Negara Berkembang Scholarship and Educational Diplomacy for SDGs 4 Sufianissa'adah Sufianissa'adah; Muhammad Fajhriyadi Hastira; Ali Maksum; Albidri Baharil Albi
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.pp400-414

Abstract

This study examines the role of Indonesia’s Developing Countries Partnership Scholarship (KNB) as an instrument of educational diplomacy and soft power in strengthening educational cooperation with partner countries, particularly Pakistan and Malawi, while supporting Sustainable Development Goal (SDG) 4 on quality education. Using a qualitative approach, this study combines documentary research, thematic analysis, media content analysis, and bibliometric mapping to analyze official policy documents, academic literature, and public media narratives related to the implementation of the KNB Scholarship. The findings indicate that the KNB Scholarship not only functions as a financial aid program but also promotes access to education, South-South solidarity, intercultural understanding, and long-term educational cooperation, thereby strengthening Indonesia’s image as a development partner through non-coercive engagement. By strengthening academic collaboration and institutional partnerships with developing countries while supporting SDG 4 through expanded access to quality higher education, this program also supports the internationalization of Indonesian higher education. The program’s effectiveness also depends on adequate institutional support, including language assistance, academic adaptation, inter-institutional coordination, and systematic program evaluation. Overall, the findings suggest that the KNB Scholarship is not merely a scholarship program but also a strategic instrument of educational diplomacy that advances Indonesia’s soft power and strengthens sustainable educational cooperation. By integrating soft power, the internationalization of higher education, and a human capital perspective into a single analytical framework, this study contributes to the literature on educational diplomacy. It provides policy insights to improve institutional support mechanisms. For future research, it is recommended to examine the long-term outcomes of the KNB Scholarship by conducting alumni tracking and comparative analyses involving more partner countries. Keywords: Educational Diplomacy, KNB Scholarship, Soft Power, Higher Education Internationalization, South-South Cooperation, SDG 4

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