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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 2 Documents
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Search results for "primary school teachers" : 2 Documents clear
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.
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.

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