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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
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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 71 Documents
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Functional-Systemic Integration of the Pancasila Student Profile in Sociology Textbooks: A Systematic Content Analysis Gusmira Wita; Desy Mardhiah; Aditya Rachman; Sabar Aulia Rahman; Irhas Fansuri Mursal; Silfia Rahmi
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.pp444-460

Abstract

This study critically examines the representation of the six dimensions of the Pancasila Student Profile in the Grade XI Sociology textbook developed under Indonesia’s Merdeka Curriculum. Recognizing textbooks as important mediators between curriculum policy and classroom learning, the study investigates how character values are embedded within sociological content and pedagogical activities. Using Philipp Mayring’s qualitative content analysis, 93 coded units comprising textual narratives, student activities, case studies, visual materials, assessments, and reflection sections were analyzed across all textbook chapters. The analysis focused on integrating moral, social, and intellectual values within sociological learning. The findings show that all six dimensions faith and noble character, global diversity, collaboration, independence, critical reasoning, and creativity are represented, although their distribution is uneven. Critical reasoning is the most prominent dimension (50.5%), followed by collaboration (21.5%) and global diversity (16.1%), while creativity, faith and noble character, and independence appear more selectively. Critical reasoning is primarily embedded in data interpretation, social inquiry, conflict analysis, and evidence-based evaluation, whereas collaboration is predominantly represented through group research and collective social-action tasks. These patterns indicate that the textbook integrates character education with sociological inquiry by encouraging learners to connect everyday social experiences with broader social structures, reflecting the logic of sociological imagination. Global diversity is substantially represented through multiculturalism, inclusion, social justice, and social harmony; however, its global orientation remains comparatively limited because transnational interaction and global citizenship receive less explicit attention. The study concludes that the textbook provides a broad but differentiated integration of Pancasila values within sociological learning. The findings imply the need to strengthen global citizenship perspectives, self-regulation, ecological ethics, and balanced representation of the six dimensions in future textbook development and Sociology teaching practices.Keywords: Pancasila student profile, Sociology textbook, Merdeka curriculum, Sociological imagination; Character education.
Analysis of third Tone Pronounciation Errors Chinese Language Education Student Juni Juni; Lily Thamrin; Lusi Lusi; Suhardi Suhardi
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.pp415-429

Abstract

Mandarin Chinese phonetics consists of initials, finals, and tones. Among these components, tones are considered the most difficult for learners because they distinguish meaning through pitch variations. Of the four Mandarin tones, the third tone is often regarded as the most challenging due to its complex pronunciation and tone sandhi rules. This study analyzes third-tone pronunciation errors among Chinese Language Education students in the 2022 cohort at Tanjungpura University. The research employed a quantitative approach using tests and questionnaires. Test data were analyzed using Praat software to assess pronunciation accuracy, while questionnaires identified factors influencing pronunciation errors. The results show that, out of seven tone combinations, five had error rates above 50%, namely (third tone + third tone) + third tone, third tone + (third tone + third tone), (third tone + third tone), (third tone + second tone), and (third tone + neutral tone). These findings indicate that students have not yet mastered third-tone pronunciation. Furthermore, questionnaire results reveal that the main cause of errors is an insufficient understanding of third-tone sandhi rules. The similarity between the second and third tones also contributes to students’ confusion. These linguistic difficulties are further influenced by first-language interference and a lack of consistent practice in spoken Mandarin. Overall, the findings suggest that students’ difficulties in producing the third tone are related not only to theoretical understanding but also to practical application in communication. Therefore, Mandarin teaching should place greater emphasis on systematic practice of third-tone sandhi rules in communicative contexts. Increasing students’ exposure to spoken Mandarin and providing more pronunciation practice may help improve pronunciation accuracy and overall fluency in Mandarin phonetics.Keywords: Pronunciation, Third tone, Error analysis
ME-PjBL: A Project-Based Learning Model for Mathematical Entrepreneurship to Foster an Entrepreneurial Spirit Siti Chotimah; Jailani Jailani; Dhoriva Urwatul Wutsqa; Aditya Purnama; Sri Nurhayati
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.pp430-443

Abstract

The low level of entrepreneurial spirit among students remains a challenge for universities in producing graduates who not only possess academic competencies but are also capable of creating independent business opportunities. In mathematics education, teaching still tends to focus on mastering concepts and procedures; consequently, students’ opportunities to relate mathematical concepts to real-world problem-solving and develop entrepreneurial competencies have not yet been optimized. This study aims to analyze changes in students’ entrepreneurial spirit after taking a course using the ME-PjBL (Mathematical Entrepreneurship-Project-Based Learning) model, which integrates mathematical entrepreneurship with the Project-Based Learning model through the CREATE framework (Connect, Research, Explore, Apply, Transform, and Evaluate). The study employed a quantitative approach with a one-group pretest-posttest design. The research subjects consisted of 36 students in the Mathematics Education program. Data were collected using an entrepreneurial spirit questionnaire that included indicators of self-confidence, creativity, innovation, risk-taking, independence, cooperation and leadership, hard work, future orientation, application of mathematical concepts, and interest in entrepreneurship. Prior to use, the instrument met the criteria for content validity (Aiken’s V = 0.86) and very high reliability (Cronbach’s Alpha = 0.91). Data were analyzed using descriptive statistics and N-Gain calculations. The results showed that the average percentage of entrepreneurial spirit among students increased from 63.75% on the pretest to 89.69% on the posttest, representing an increase of 25.94% and an N-Gain value of 0.72, which falls into the high category. The indicator with the highest achievement was the application of mathematical concepts (91.67%), while the lowest achievement was in future orientation (88.19%); however, both fell into the “very good” category. These findings indicate that implementing the ME-PjBL model provides a learning experience that connects mathematical concepts with entrepreneurship-based projects and has the potential to foster students’ entrepreneurial spirit. Keywords: Mathematical entrepreneurship, Project-based learning, ME-PjBL, Entrepreneurial spirit. 
Tracing Students’ Integrative Thinking Development Through Adaptive Integral Worksheets: Evidence from Single-Subject Research Ina Noviani; Niswa Nagina Lutfiah; Sulistiawati Sulistiawati; Rina Oktaviyanthi
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.pp512-523

Abstract

This study aimed to map students’ integrative thinking stages in solving integral problems presented in multiple representations. A Single Subject Research (SSR) using an A–B design was conducted involving three senior high school students categorized as high, moderate, and low ability. The students were selected purposively, and data were collected through task sheets, think-aloud protocols, and written responses across baseline and intervention phases. The intervention used adaptive integral worksheets based on four stages of integrative thinking: Articulate the Models, Examine the Models, Explore the Possibilities, and Assess the Prototypes. Data analysis combined visual plotting and qualitative interpretation. The results showed that moderate- and low-ability students improved significantly, with 100% non-overlapping data (PND), while the high-ability student showed stable performance with minor variations. Qualitative analysis revealed that high-ability students demonstrated advanced articulation but required additional cognitive challenges to sustain focus under time pressure. Meanwhile, moderate-- and low-ability students showed consistent progress across stages, especially when transitioning between representations. This research concludes that adaptive worksheets effectively enhance integrative thinking and support differentiated instructional design tailored to students’ representational reasoning. Keywords: Integrative thinking, Integral problem solving, Multiple representations, Single-subject research, Students’ thinking stages.
Cognitive Mechanisms Linking Math Anxiety and Mathematical Problem Solving: A Systematic Review Dhina Cahya Rohim; Wardono Wardono; Noening Andrijati; Mohamad Maulana Magiman
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.pp524-539

Abstract

Mathematics anxiety is related to mathematics performance, but the mechanisms linking it to mathematical problem-solving in elementary school students have not been synthesized in a unified manner. This study aims to analyze the cognitive mechanisms linking math anxiety to mathematical problem-solving in elementary school students, the impact of anxiety on problem-solving processes and outcomes, and the factors influencing this relationship. A Systematic Literature Review method was employed, adhering to PRISMA 2020 guidelines. Searches were conducted via the Scopus database for articles published between 2020 and 2025. Out of 1,203 initial documents, 17 empirical articles met the selection and quality assessment criteria and were subsequently analyzed using narrative synthesis. The results indicate that math anxiety affects problem-solving through interactions among cognitive and emotional processes, including working memory, executive function, attention, mental strategies, perceived difficulty, spatial ability, metacognitive awareness, and resilience. Anxiety disrupts attention, reduces strategy effectiveness, and heightens the perception of difficulty. The magnitude of this impact varies by student characteristics, task demands, and learning context. The relationship between math anxiety and problem-solving is multidimensional; therefore, instruction should strengthen cognitive processes while also helping students manage emotional responses when solving mathematical problems. Keywords: Math anxiety, Cognitive mechanisms, Mathematical problem solving, Elementary school students.
Augmented Reality for Personal Hygiene Safety Skill among Children with Intellectual Disabilities: A Development and Effectiveness Study Sheeva Ziyana; Wiwik Widajati; Pamuji Pamuji
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.pp461-472

Abstract

This study aimed to develop an augmented reality-based learning tool to teach personal hygiene safety skills to children with intellectual disabilities. The study employed a Research and Development (RD) approach using the ADDIE instructional design model, followed by expert validation involving a media expert, a content expert, and a practitioner, and a Single Subject Research (SSR) A-B-A field trial with one child with an intellectual disability. The developed augmented reality incorporated interactive and safety-oriented learning features across three personal hygiene domains: toothbrushing, bathing, and hair washing. Validation results yielded scores of 84.2% from the media expert, 90.9% from the content expert, and 88.0% from the practitioner, with an overall validity score of 87.7%, categorized as very valid. The SSR A-B-A field trial showed a clear improvement in personal hygiene safety skills following the introduction of the AR media, with mean observation scores increasing from 14.00 (Baseline-1) to 24.88 (Intervention) and being maintained at 34.00 (Baseline-2), with 100% non-overlapping data (PND) between adjacent phases, indicating a highly effective intervention. The findings indicate that the AR is feasible for use in special education settings and has potential to support the development of personal hygiene safety skills among children with intellectual disabilities. These findings confirm that the developed AR learning media is highly valid and effective in improving personal hygiene safety skills in children with intellectual disabilities, suggesting its potential as an innovative instructional tool for special education practice. Keywords: Augmented reality, Personal hygiene, Safety skills, Intellectual disabilities. Special education
Mystagogy as a Pedagogical Approach in Catholic Catechist Formation: A Phenomenologically Grounded Qualitative Study Agustinus Manfred Habur; Stanislaus Efodius Harmansi
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.pp540-557

Abstract

Catholic higher education is increasingly shaped by digital culture, technological mediation, and shifting patterns of religious engagement, raising critical questions about how catechists are formed to accompany faith meaningfully. While existing formation models continue to privilege instructional competence, doctrinal transmission, and standardized pedagogical outcomes, such approaches often prove insufficient for nurturing holistic, lived, and transformative Christian discipleship. Drawing on mystagogy as an experiential and relational pedagogical paradigm, this study examines the transformation of catechist identity from instructor to mystagogue within Catholic higher education institutions in Indonesia. Employing a qualitative, phenomenologically oriented design, data were generated through in-depth interviews, reflective narratives, and focus group discussions with lecturers involved in catechetical formation. Thematic analysis reveals four interrelated findings: catechist formation remains predominantly instructional and institutionally driven; educators increasingly recognize the need for mystagogical accompaniment; persistent tensions exist between academic demands and spiritual formation; and digital culture simultaneously fragments attention while opening new spaces for engagement and meaning-making. The study argues that mystagogy provides a coherent theological and pedagogical framework for reimagining catechist formation as a process of identity transformation grounded in relational accompaniment, experiential interpretation, and communal discernment. In the Indonesian context, this approach is particularly significant for negotiating the intersection of Catholic identity, higher education, cultural plurality, and digitally mediated religious experience. By situating formation within digitally mediated and pluralistic contexts, this research contributes to contemporary debates on religious education, synodal pedagogy, and digital spirituality, proposing a shift toward a more holistic, relational, and transformative model of catechetical formation in higher education. Keywords: Education, Digital culture, Mystagogy; Synodality 
Reciting Al-Qur’an as a Prelude to Learning in English Language Class: A Qualitative Content Analysis Wahibah Wahibah; St. Hartina; Mahmood Rahimi; Muhammad Affan Ramadhana; Magfirah Thayyib
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.pp473-484

Abstract

Reciting Al-Qur’an as a learning starter is a fruitful approach in language classes. This research examines students’ responses to reciting Al-Qur’an as a prelude in language class and explores the perceived benefits for English learning. This research employed a mixed-methods approach. The participants were 196 students and two lecturers from the English Language Education Study Program. The primary research instrument was an open-ended questionnaire for students, while the secondary instrument was an unstructured interview list for the teacher. The data were analyzed quantitatively using descriptive statistics and qualitatively using content analysis. The first finding shows that students responded positively to reciting Al-Qur’an as a prelude in English language class. The second finding reveals that reciting Al-Qur’an benefits language learning by boosting attention and motivation and promoting language acquisition/learning and transfer. The general benefits include streamlining learning, including language learning, and enhancing students’ religious obedience. For language learning, language teachers/lecturers should have a strong foundation in Arabic and comparative linguistics to effectively bridge Qur’anic reading with other language learning. Keywords: Al-Qur’an recitation, Language class, Learning starter, Comparative linguistics
Epistemological Beliefs, Classroom Climate and Deep Learning: The Role of Metacognitive Awareness M. Nur Ghufron; Didi Nur Jamaluddin; Wardah Mashfiyah; Siti Robia’ah Adawiyyah
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.pp558-569

Abstract

This research aims to determine whether epistemological beliefs, classroom climate, and metacognitive awareness directly influence deep learning, and whether metacognitive awareness mediates the influence of epistemological beliefs and classroom climate on deep learning. The study population included all students at Madrasah Aliyah (Senior High School) in Central Java. This study used convenience sampling. The study obtained 418 samples. Data were collected using a questionnaire in the form of a scale. The study used four scales: deep learning, epistemological beliefs, classroom climate, and metacognitive awareness. This study used a Structural Equation Model analyzed with the AMOS program. The results showed that epistemological beliefs significantly influenced metacognitive awareness (β = -0.107, p 0.05) and deep learning (β = -0.156, p 0.05). Class climate variables significantly influenced metacognitive awareness (β = 0.206, p .05) and deep learning (β = 0.238, p .05). The metacognitive awareness variable had a significant influence on deep learning (β= 0.435, p 0.05) Keywords: Deep learning, Belief in knowledge, Belief in learning, Epistemological beliefs, Classroom climate and Metacognitive awareness. 
Teacher Interventions in Fostering Students’ Mathematical Understanding of Algebraic Expressions: An Analysis Based on Pirie Kieren Theory Harfin Lanya; Susiswo Susiswo; Moh. Zayyadi; Sharifah Osman
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.pp485-500

Abstract

Teacher intervention is an action taken by teachers to guide students in reviewing their understanding. Comprehensive teacher intervention helps improve students’ mathematical understanding by providing appropriate support throughout the learning process. This study aims to describe teacher intervention in mathematics learning on algebraic expressions. This study employed a descriptive qualitative research design involving eight mathematics teachers from eight junior high schools in Pamekasan during the preliminary observation. Based on the initial observations, three teachers were selected as the research participants. The study was conducted over three months. Data were collected through classroom observations, documentation, and transcripts of mathematics lessons. Data were analyzed using the Pirie–Kieren theory, with its eight layers of understanding serving as the analytical framework for examining teacher intervention. The findings show that the teachers primarily used convergent and probing follow-up questions to explore students’ thinking. These interventions mainly supported students’ understanding at the Structuring layer, where students began reorganizing their mathematical knowledge more systematically. However, interventions that facilitated students’ progression to higher levels of understanding, particularly the Inventising layer, were not identified during the observed lessons. These findings indicate that teacher interventions remained focused on strengthening procedural and structural understanding rather than fostering students’ ability to construct new mathematical ideas independently. Therefore, more varied, exploratory, reflective, and conceptually oriented interventions are needed to promote deeper mathematical understanding. The findings also highlight the importance of professional development programs that support teachers in designing learning environments that encourage reasoning, justification, and mathematical generalization, as well as sustained reflective teaching practices to continuously improve the quality of mathematics instruction. Keywords: Teacher intervention, Algebraic expression, Mathematical understanding.

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