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Scientia Causa: Journal of Contemporary Pedagogy and Learning Science
Published by CV SCRIPTA INTELEKTUAL MANDIRI
ISSN : -     EISSN : 31251226     DOI : 10.65310
Core Subject :
Scientia Causa: Journal of Contemporary Pedagogy and Learning Science is a peer-reviewed academic journal dedicated to the publication of high-quality scholarly works in the fields of pedagogy, learning sciences, and educational research. The journal provides an international platform for researchers, educators, practitioners, and policymakers to disseminate original research articles, theoretical contributions, critical analyses, and interdisciplinary studies that enhance understanding of teaching, learning, and educational processes across diverse contexts. Manuscripts submitted to Scientia Causa must demonstrate academic rigor, originality, and relevance to contemporary challenges in education, learning innovation, and instructional development. The journal welcomes contributions covering, but not limited to, curriculum design, instructional strategies, teacher education, educational assessment, educational technology, learning motivation and cognition, inclusive and special education, higher education, professional development, and interdisciplinary research in learning sciences. By embracing diverse methodological approaches and interdisciplinary perspectives, Scientia Causa aims to foster scholarly dialogue, encourage innovative research, and strengthen the contribution of pedagogy and learning sciences to evidence-based teaching, learner development, and educational improvement at local, national, and international levels.
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Articles 20 Documents
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Project-Based Learning as a Catalyst for Enhancing 21st-Century Skills in Secondary Education Alya Nabila Adistia; Shavira Salsabila; Ismaul Fitroh; Achmad Afif Fikri; Muhammad Zia Alghar
Journal of Contemporary Pedagogy and Learning Science Vol. 1 No. 1 (2026): :February:Scientia Causa: Journal of Contemporary Pedagogy and Learning Science
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/7y8kxp21

Abstract

This study examined the effectiveness of Project-Based Learning (PBL) in enhancing secondary students’ 21st-century skills using a quasi-experimental mixed-methods design. Participants were Grade 10–11 students from two comparable public schools, with intact classrooms assigned to a PBL condition or conventional instruction. Quantitative data were collected through pre-test and post-test measures of critical thinking, creativity, collaboration, communication, and self-regulation, while qualitative evidence was obtained from classroom observations, reflective journals, and semi-structured interviews. Statistical analyses indicated significantly higher post-test gains in the PBL group, with effect sizes suggesting meaningful educational impact across multiple skill domains. The qualitative strand revealed that skill growth was mediated by scaffolding practices, authentic task structures, iterative revision cycles, and group accountability mechanisms. Transferability and sustainability outcomes were strongest when assessment criteria valued process indicators and when projects were connected to real-world issues. The integration of findings suggests that PBL supports equitable skill development by providing multiple participation pathways for diverse learners. Implications for curriculum and teacher development are discussed.
The Impact of Interactive Digital Media on Students’ Motivation and Academic Achievement Fitria Nurulaeni; Rizki Rohmat Nur Alim Isnaini; Suraya Mukadar; Marito Ritonga; Andi Cici Thania
Journal of Contemporary Pedagogy and Learning Science Vol. 1 No. 1 (2026): :February:Scientia Causa: Journal of Contemporary Pedagogy and Learning Science
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/88rbm603

Abstract

This study investigates the impact of interactive digital media on students’ motivation and academic achievement in secondary education using an empirical quantitative approach. A cross-sectional explanatory design was implemented with stratified random sampling to ensure representation across grade levels and academic tracks. Data were collected through structured questionnaires measuring interactive digital media exposure and learning motivation, complemented by documented academic achievement scores to reduce common-method bias. The measurement model demonstrated satisfactory construct validity and reliability based on confirmatory factor analysis and internal consistency indicators. Structural equation modeling results revealed that interactive digital media exerted a significant positive direct effect on academic achievement and an indirect effect through learning motivation. Bootstrapping procedures confirmed the mediating role of motivation, indicating that interactivity features such as feedback, learner control, and engagement affordances are critical mechanisms for academic gains. The findings suggest that the educational value of digital media is contingent on instructional integration and interactivity quality rather than mere technology availability. Implications highlight the importance of designing feedback-rich, motivation-supportive digital learning environments to strengthen student performance outcomes
Curriculum Reform and the Implementation of Independent Learning Policies in Indonesian Schools Andri Cahyo Purnomo; Sahal Hanafi; Ali Anhar Syi’bul Huda; Muslim Muslim; Samsul Arifin
Journal of Contemporary Pedagogy and Learning Science Vol. 1 No. 1 (2026): :February:Scientia Causa: Journal of Contemporary Pedagogy and Learning Science
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/e2bb9z38

Abstract

This study examines curriculum reform and the implementation of Independent Learning (Merdeka Belajar) policies in Indonesian schools through a non-empirical design combining systematic narrative literature review and policy document analysis. Drawing on peer-reviewed studies and official policy materials, the analysis investigates how governance structures, pedagogical translation, and institutional capacity shape school-level enactment of the Independent Curriculum (Kurikulum Merdeka). Findings indicate that reform outcomes are strongly mediated by leadership competence, professional development ecosystems, and resource distribution, producing significant variation between schools and regions. Teacher agency emerges as the primary mechanism through which autonomy-oriented policy ideals are operationalized, yet interpretive ambiguity and accountability pressures frequently redirect implementation toward procedural compliance. Differentiated learning and project-based orientations are widely positioned as core pedagogical principles, but they remain fragile in contexts lacking sustained institutional support and coherent operational routines. The synthesis further shows that autonomy-based reform can intensify systemic inequity when capacity conditions are uneven, enabling innovation in well-resourced schools while constraining meaningful enactment in disadvantaged settings. The study contributes a multi-level interpretive framework for understanding curriculum reform as capacity-mediated policy enactment.  
Teachers’ Instructional Strategies in Addressing Learning Loss in Post-Pandemic Education Muhammad Nurfaizi Arya Rahardja; Moh. Imron Rosidi; Rafeah Husni; Elinda Novita Dewi
Journal of Contemporary Pedagogy and Learning Science Vol. 1 No. 1 (2026): :February:Scientia Causa: Journal of Contemporary Pedagogy and Learning Science
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/601whe89

Abstract

This study investigates teachers’ instructional strategies for addressing learning loss in post-pandemic secondary education through a qualitative descriptive multiple-site design. Data were collected via semi-structured interviews, non-participant classroom observations, and document analysis of lesson plans, assessment records, and remedial guidelines, enabling triangulation between teachers’ rationales, enacted practices, and institutional expectations. Thematic analysis identified three interrelated strategy clusters shaping learning recovery. First, teachers employed diagnostic-driven instruction to map heterogeneous learning gaps and implement targeted remediation, strengthening precision in support allocation. Second, technology-enabled, blended, and adaptive instruction functioned as a recovery infrastructure that expanded differentiation, feedback cycles, and continuity of learning beyond classroom time. Third, sustainable recovery depended on professional collaboration, socio-emotional re-engagement, and family partnerships that rebuilt motivation, classroom stability, and shared responsibility for progress. Findings indicate that learning loss operates as a multidimensional challenge influenced by structural disparities and accountability pressures, requiring integrated pedagogical responses rather than isolated interventions. The study contributes evidence-based implications for recovery-oriented teaching and policy frameworks that support responsive instruction, teacher capacity building, and equitable post-pandemic learning restoration.  
Collaborative Learning Models and Their Effect on Student Engagement and Learning Outcomes Hanik Ristiana; Dody Riswanto; Teofilus Ardian Hopeman; Deo Renaldi Saputra; Fu'ad Sholikhi
Journal of Contemporary Pedagogy and Learning Science Vol. 1 No. 1 (2026): :February:Scientia Causa: Journal of Contemporary Pedagogy and Learning Science
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/88te3790

Abstract

This study examined the effects of structured collaborative learning on student engagement and learning outcomes in secondary education using an empirical quasi-experimental design with a non-equivalent control group. Participants were purposively recruited from one school and allocated at the class level to either an experimental group receiving cooperative learning with defined roles, peer-regulation prompts, and task interdependence, or a comparison group receiving teacher-directed instruction. Data were collected through standardized pre-test and post-test achievement measures, structured classroom observations, and a multidimensional engagement questionnaire assessing behavioral, emotional, and cognitive engagement. ANCOVA results indicated that the experimental group achieved significantly higher adjusted post-test scores after controlling for baseline differences. Engagement analyses showed greater gains across all engagement dimensions in the experimental condition, with the strongest improvement in cognitive engagement. Regression-based modeling revealed that cognitive engagement was the most powerful predictor of post-test achievement, followed by behavioral engagement, while emotional engagement showed a weaker direct association under statistical control. The findings demonstrate that structured collaboration enhances learning by strengthening metacognitive regulation and sustained cognitive investment.
The Impact of Large Class Sizes on Student Concentration in the Second Semester of Islamic Education at UIN Professor Kiai Haji Saifuddin Zuhri Purwokerto Risa Ayu Rizki Ananti; Ellen Prima
Journal of Contemporary Pedagogy and Learning Science Vol. 1 No. 2 (2026): : May: Scientia Causa: Journal of Contemporary Pedagogy and Learning Science
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/48sy3k03

Abstract

This study investigates the impact of large class size on the learning concentration of second-semester students enrolled in the Islamic Education (PAI) Program at UIN Professor Kiai Haji Saifuddin Zuhri Purwokerto. Employing a quantitative descriptive survey design, the research involved 23 students from Class 2 PAI F selected through purposive sampling. Data were collected using a structured questionnaire distributed through Google Forms and analyzed using descriptive percentage techniques. The findings indicate that large class conditions generate significant environmental and psychological challenges affecting students’ concentration. A total of 87.0% of respondents reported experiencing classroom noise distractions, while 78.2% encountered difficulties related to visibility and audibility. Environmental discomfort and fatigue were reported by 65.2% of participants, and 95.7% acknowledged frequent loss of concentration during lectures. The accumulation of these conditions contributed to reduced comprehension of course materials, as indicated by 69.6% of respondents. The study demonstrates that learning concentration is influenced by the interaction of physical, environmental, and instructional factors within large-class settings. These findings highlight the importance of optimizing class capacity to support effective learning, sustained attention, and instructional quality in higher education environments
The Impact of Advances in Digital Technology on Education and Moral Character Among Students and College Students Nisa Aulia Fadhilah; Septia Nur Fadhilah; Winda Nor Hidayah; Muhamad Faqih Igbal; Danisa Febrianasari; Septa Nur Rahman; Puti Ellyani Tri Agustin; Abyan Meidatama Baskara; Arif Widagdo
Journal of Contemporary Pedagogy and Learning Science Vol. 1 No. 2 (2026): : May: Scientia Causa: Journal of Contemporary Pedagogy and Learning Science
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/n5cg0615

Abstract

Advances in digital technology have significantly transformed educational systems by expanding access to learning resources, supporting flexible learning environments, and improving instructional and administrative efficiency. A qualitative library research approach was employed to examine the implications of digital technology for education and the moral character of students and college students. Data were collected from scholarly books, journal articles, and relevant academic publications and analyzed through qualitative content analysis and descriptive-analytical techniques. The findings indicate that digital technology promotes autonomous learning, collaboration, digital literacy, and personalized learning experiences through artificial intelligence and online platforms. At the same time, several challenges emerge, including digital dependency, information overload, cyberbullying, ethical misconduct in digital communication, and academic integrity issues associated with the misuse of generative artificial intelligence. The analysis suggests that technological advancement should be accompanied by the strengthening of digital literacy, character education, and ethical awareness. Sustainable educational outcomes require collaboration among educators, parents, and educational institutions to ensure that technology contributes positively to both intellectual development and moral character formation.  
The Role of The School Environment in Shaping Students' Character Through School Culture Dewi Inayatun; Ellen Prima
Journal of Contemporary Pedagogy and Learning Science Vol. 1 No. 2 (2026): : May: Scientia Causa: Journal of Contemporary Pedagogy and Learning Science
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/bth1zy05

Abstract

Character formation has become an increasingly important concern in contemporary education due to rapid social and technological changes that influence students’ behavior and values. This study examines the role of the school environment in shaping students’ character through school culture using a qualitative literature review approach. Data were collected from peer-reviewed journal articles, research reports, and academic publications related to character education, school culture, and school environmental factors. The findings indicate that character development is influenced by the interaction of several school environmental components, including teacher role modeling, school culture and climate, habituation practices, extracurricular activities, and social interactions. These components function as an integrated educational ecosystem that supports the internalization of values such as discipline, responsibility, honesty, cooperation, and respect. The review further reveals that character education is most effective when institutional values are consistently reflected in daily school practices and reinforced through meaningful participation in school activities. Strengthening school culture is therefore essential for fostering sustainable character development and supporting students’ holistic growth.
The Role of Scouting Extracurricular Activities in Developing Emotional Intelligence and Discipline in Junior High School Students Muhamad Alfiyan Ariyanto; Ellen Prima
Journal of Contemporary Pedagogy and Learning Science Vol. 1 No. 2 (2026): : May: Scientia Causa: Journal of Contemporary Pedagogy and Learning Science
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/t28yzm29

Abstract

Scouting extracurricular activities are widely recognized as an important medium for character education and socio-emotional development among students. This study aims to examine the role of scouting extracurricular activities in developing emotional intelligence and disciplinary character among junior high school students. The study employed a qualitative non-empirical approach using a literature review design. Data were collected from scholarly journals, books, and relevant academic publications addressing scouting education, emotional intelligence, discipline, and student development. The findings indicate that scouting activities contribute to the development of self-awareness, emotional regulation, empathy, responsibility, and social competence through experiential and collaborative learning experiences. The review also reveals a strong relationship between emotional intelligence and disciplinary behavior, as students with better emotional regulation tend to demonstrate greater self-control, accountability, and adherence to rules. In addition, scouting activities promote broader developmental outcomes, including leadership, independence, social responsibility, and civic awareness. These findings highlight the significance of scouting as a character-based learning environment that supports holistic student development and strengthens both socio-emotional competencies and disciplinary character.
A Comparison of the Effectiveness of Audio and Visual Learning Media in Improving Student Learning Outcomes Dery Kurniawan; Dini Fitrianti; Fitri Nur Alya; Hasna Daiyah Islami; Putri Wardani; Sania Alifah; Yuliyanti Yuliyanti
Journal of Contemporary Pedagogy and Learning Science Vol. 1 No. 2 (2026): : May: Scientia Causa: Journal of Contemporary Pedagogy and Learning Science
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/3c5r5361

Abstract

This study aimed to compare the effectiveness of audio and visual learning media in improving students’ learning outcomes. The research employed a quantitative experimental method with a pretest–posttest group design. The sample consisted of 60 eighth-grade students at SMP Negeri 6 Kota Serang, divided equally into an audio group and a visual group through randomization. The research instrument initially comprised 10 multiple-choice items, which were tested for validity prior to implementation. Based on item analysis, four items were declared valid, three items were revised, and a total of seven items were used in both the pretest and posttest. Normality testing using the Kolmogorov–Smirnov test indicated that most data were not normally distributed, leading to the use of the Wilcoxon Signed-Rank Test for hypothesis testing. The results showed that the audio group experienced a significant improvement in learning outcomes (p = 0.005 < 0.05), while the visual group showed no significant improvement (p = 0.390 > 0.05). These findings indicate that audio learning media is more effective than visual learning media in enhancing students’ learning outcomes.    

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