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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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Implementation of the Adiwiyata School Program at Kembaran Public Elementary School, Kembaran Subdistrict, Banyumas Regency, 2024 Aulia Putri Febriyanti; Ariesta Amanda; Chamid Sutikno; Indah Ayu Permana Pribadi; Andi Zaelani
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: 10.65310/28sxmk73

Abstract

This study examines the implementation of the Adiwiyata School Program at SD Negeri Kembaran, Kembaran District, Banyumas Regency, by applying George C. Edward III’s policy implementation framework, which consists of communication, resources, disposition, and bureaucratic structure. A descriptive qualitative approach was employed, with data collected through interviews, observations, and document analysis. The data were analyzed using data reduction, data display, and conclusion drawing, while data validity was ensured through source and method triangulation. The findings indicate that the Adiwiyata Program at SD Negeri Kembaran has been implemented relatively well and is integrated into both curricular and extracurricular activities. The program has successfully fostered students’ environmental awareness, reflected in daily habits such as maintaining classroom cleanliness, sorting waste, and reusing materials through recycling activities. The effectiveness of implementation is supported by strong communication among stakeholders, adequate supporting facilities, and the commitment of school leadership and teachers. However, several challenges remain, including limited human resources, uneven participation among school members, and suboptimal administrative management. Continuous improvement is therefore required to strengthen participation and ensure the sustainability of environmental education within the school.
Issues and Barriers to Social-Emotional Development in Early Childhood Naimatul Ulfia Rahma; Zusy Aryanti; Dwi Enggal Wahyuni
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/fnfs7942

Abstract

Social-emotional development is a crucial aspect of early childhood development as it influences children’s ability to regulate emotions, interact with others, and adapt to various social situations. However, many young children experience socio-emotional problems and developmental barriers that may affect their future growth and well-being. This study aims to identify and analyze the problems and barriers to social-emotional development in early childhood based on findings from previous studies. The research employed a qualitative library research method through a systematic review of relevant scientific articles on early childhood socio-emotional development. The findings indicate that common socio-emotional problems include poor emotional regulation, difficulties in peer interaction, social anxiety, aggressive behavior, social withdrawal, low self-confidence, and limited abilities in cooperation and empathy. These barriers are influenced by multiple factors such as inappropriate parenting styles, unsupportive social environments, negative peer experiences, excessive gadget use, and insufficient socio-emotional stimulation. The study concludes that emotional regulation is a central factor in determining children’s socio-emotional development outcomes. Therefore, active involvement from families, schools, and the wider community is essential to provide appropriate support and stimulation to optimize early childhood socio-emotional development.
Academic Burnout Among College Students in the Digital Age: An Educational Psychology Review Risalatul Kamila; 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/d1x5w457

Abstract

The rapid expansion of digital technology has fundamentally transformed learning practices in higher education, creating new opportunities for flexibility, accessibility, and academic engagement while simultaneously introducing complex psychological challenges for students. One of the most significant concerns is academic burnout, a condition characterized by emotional exhaustion, cynicism toward academic activities, and reduced academic efficacy resulting from prolonged exposure to academic stressors. This study aims to examine the phenomenon of academic burnout among college students in the digital age through the lens of educational psychology. Employing a qualitative literature review design, the study synthesizes findings from peer-reviewed journal articles, scholarly books, and relevant academic publications addressing the antecedents, consequences, and intervention strategies associated with academic burnout. The findings indicate that excessive academic workload, technostress, intensive social media use, poor self-regulation, ineffective time management, and limited social support are major factors contributing to burnout. The condition negatively affects students’ mental health, academic motivation, learning engagement, and academic performance. From an educational psychology perspective, preventive efforts should emphasize self-regulated learning, effective time-management skills, social support enhancement, and student well-being-oriented learning environments. These findings highlight the importance of holistic educational approaches to support academic success and psychological well-being in digitally mediated higher education contexts.  
The Reconstruction of Constructivist-Based Islamic Religious Education Learning in Enhancing Students' Understanding at SD NU 03 Bondowoso Faisol Amin; Asyari Abdul Wafa; Tubi Heryandi
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: 10.65310/983nm280

Abstract

Islamic Religious Education (IRE) plays a crucial role in developing students’ cognitive competencies while fostering religious, moral, and social character. However, IRE learning in elementary schools is frequently dominated by conventional instructional approaches that emphasize knowledge transmission and academic achievement, limiting students’ opportunities to develop meaningful understanding of Islamic teachings. This study aimed to analyze the reconstruction of constructivist-based Islamic Religious Education learning in enhancing students’ understanding at SD NU 03 Bondowoso and to identify the factors supporting and hindering its implementation. The study employed a qualitative case study design involving the principal, Islamic Religious Education teachers, and students as research participants. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings revealed that learning reconstruction was implemented through student-centered constructivist practices, the integration of Multiple Intelligences-based instructional strategies, the utilization of contextual learning environments, and the incorporation of religious programs such as Qiraati-based Qur’anic learning, Qur’an and hadith memorization, Arabic language instruction, and worship habituation activities. Supporting factors included school leadership, teacher competence, learning facilities, and parental involvement, while challenges involved variations in student characteristics and limitations in instructional innovation. The study demonstrates that constructivist-based learning reconstruction contributes to greater student engagement, motivation, and understanding of Islamic Religious Education.
Criterion-Referenced and Norm-Referenced Assessment: An Analysis of Score Processing Techniques in Islamic Religious Education Ikhwan Al Hafiz; Remiswal Remiswal; Khadijah Khadijah
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/fcbqwt88

Abstract

This study examines the conceptual foundations of Criterion-Referenced Assessment (CRA) and Norm-Referenced Assessment (NRA), with particular emphasis on their score-processing techniques and pedagogical relevance in Islamic Religious Education (IRE). A qualitative, non-empirical approach employing library research was adopted by systematically reviewing scholarly books, peer-reviewed journal articles, and relevant educational policy documents. The collected literature was analyzed through qualitative content analysis and comparative conceptual analysis to identify the characteristics, differences, pedagogical functions, and implications of both assessment approaches. The findings reveal that CRA evaluates students' achievement against predetermined competency standards, enabling objective interpretation of learning outcomes and supporting mastery learning through competency-based assessment. In contrast, NRA interprets achievement relative to group performance, making it more appropriate for ranking, classification, and selection purposes than for measuring competency attainment. The analysis further demonstrates that CRA is more compatible with the objectives of Islamic Religious Education because it facilitates comprehensive assessment across cognitive, affective, and psychomotor domains while supporting individualized feedback and competency development. Although NRA remains useful in specific educational contexts, its role in routine classroom assessment is complementary rather than primary. The study contributes to contemporary pedagogy by proposing an integrated conceptual perspective linking assessment paradigms, score-processing techniques, and competency-based evaluation in Islamic Religious Education.
The Use of Genially-Based Learning Media in Pancasila Education and Its Impact on Student Participation: A Study of Grade VIII-H Students at SMP Negeri 1 Kayen Siva Ayu Ananta; Natal Kristiono; Puji Dwi Hastuti
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: 10.65310/4nwp6b90

Abstract

This study investigated the use of Genially-based learning media in Pancasila Education and its impact on student participation among Grade VIII-H students at SMP Negeri 1 Kayen. The research was motivated by low classroom participation, declining concentration, and learning fatigue experienced during afternoon instructional sessions. A descriptive qualitative approach was employed to examine students' learning behaviors following the implementation of Genially integrated with Baamboozle-based gamified quizzes. Data were collected over a five-month internship through participant observation, semi-structured interviews, and documentation. The findings reveal that the integration of interactive multimedia, instructional videos, visual learning materials, and collaborative gamification increased students' attention, participation, classroom interaction, and learning motivation. Students became more confident in expressing opinions, asking questions, and engaging in collaborative discussions. Nevertheless, the effectiveness of the interactive media declined during cognitively demanding activities because physical fatigue and the afternoon learning schedule reduced students' sustained concentration. The study concludes that Genially-based learning media can effectively enhance student participation when supported by appropriate instructional design and classroom conditions, while emphasizing the importance of considering learners' physical readiness to optimize the implementation of technology-enhanced learning.  
Design of a Leadership and Inclusive Learning Poster to Support Artificial Intelligence Utilization Selfiana Khoirunnisa; Oktaviana Purnamasari
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/t7ctxr13

Abstract

The rapid advancement of digital technology, particularly Artificial Intelligence (AI), has significantly transformed contemporary education, leadership, and communication systems. This study aims to describe the design process of the poster entitled “AI Shapes the Future of Education”, which was developed for the International Virtual Short Course (IVSC) 2025 Poster Competition under the subtheme Innovative Digital Tools for Leadership and Inclusive Learning and achieved Second Place at the international level. This research employs a descriptive qualitative approach through literature review and design process documentation. The findings reveal that the poster development involved several stages, including concept formulation, message construction, visual element selection, typography and color determination, and final artwork refinement. The poster integrates educational advertising principles, including headline, subline, and call-to-action, with graphic design elements representing the collaboration between humans and AI technology in creating inclusive, adaptive, and sustainable education. The study highlights that visual communication design can function as an effective medium for promoting AI literacy, digital leadership, and inclusive learning awareness. Participation in the international competition also contributed to developing students’ digital communication skills, visual creativity, and critical thinking while strengthening academic representation in global contexts.
Integrating West Kalimantan Local Wisdom, Educational Games, and Artificial Intelligence for Pancasila Education in Elementary Schools Iir Nikmatul Fathonah; Syf. Rizekia Zulaikha Assegaf; Dita Septiana
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: 10.65310/6ewead67

Abstract

Digital transformation has created opportunities to develop more interactive and meaningful Pancasila Education; however, current digital learning practices still emphasize content delivery rather than integrating students’ cultural contexts. West Kalimantan local wisdom contains values aligned with Pancasila, including mutual cooperation, deliberation, responsibility, tolerance, and social care, which can serve as contextual learning resources. This study aims to analyze the integration of West Kalimantan local wisdom into educational games supported by digital technology and Artificial Intelligence (AI) for elementary school Pancasila Education. Using a qualitative library research approach, this study analyzed relevant literature on Pancasila Education, local wisdom, educational games, digital learning, and AI through thematic classification and conceptual synthesis. The findings indicate that cultural practices such as the Saprahan tradition, Dayak Longhouse (Rumah Panjang), Customary Deliberation, Cap Go Meh Festival, and Dayak customary forests can be transformed into educational game content to strengthen students’ understanding and practice of Pancasila values. The proposed conceptual model positions local wisdom as learning content, educational games as pedagogical strategies, and AI as adaptive technological support for creating contextual, engaging, and value-oriented learning experiences.
The Use of a Lapbook on the Founding Figures of Pancasila to Improve Students' Understanding at SDN Parsanga IV Khairun Nisa’; Lani Susiana; Afriyatunnisa Afriyatunnisa; Yetti Hidayatillah
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/nhytr066

Abstract

Learning Pancasila Education in elementary schools continues to face challenges due to teacher-centered instructional practices that limit students' engagement and conceptual understanding of civic learning materials. This study aimed to examine the effectiveness of a lapbook on the founding figures of Pancasila in improving third-grade students' conceptual understanding at SDN Parsanga IV, Sumenep Regency. The study employed a Classroom Action Research design consisting of two cycles, each involving the stages of planning, action, observation, and reflection. The participants were ten third-grade students, and data were collected through classroom observations, achievement tests, documentation, and field notes before being analyzed using descriptive qualitative techniques supported by descriptive quantitative learning outcomes. The findings revealed that lapbook-based learning effectively improved students' conceptual understanding, as evidenced by the increase in learning mastery from 40% before the intervention to 90% after the second cycle. Classroom observations also indicated notable improvements in students' participation, collaboration, confidence, and engagement throughout the learning process. These findings suggest that lapbook-based instruction represents an effective learner-centered pedagogical innovation for strengthening conceptual understanding and promoting active participation in elementary Pancasila Education.
Accommodation and Transformation of Islamic Educational Institutions in Indonesia: A Historical-Epistemological Analysis from the Classical Period to the Digital Era Risnawati Risnawati; Idrus L
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: 10.65310/3ecx8h39

Abstract

This article examines the accommodation and transformation of Islamic educational institutions in Indonesia from the classical period to the digital era through a historical-epistemological perspective. Using a library research method and a descriptive-analytical approach, the study analyzes the historical development of Islamic educational institutions and the evolution of their epistemological foundations across different socio-political contexts. The findings indicate that Islamic education in Indonesia has historically evolved through continuous accommodation with local traditions, resulting in distinctive institutions such as mosques, surau, langgar, and pesantren, which integrated Sufi traditions, kuttab, and the indigenous guru-kula model. Classical Islamic education was constructed upon the complementary epistemological traditions of bayani, burhani, and irfani. During the colonial period, Dutch educational policies generated educational dualism and epistemological subordination, encouraging the establishment of madrasah as an adaptive institutional response. Following independence, institutional transformation continued through the formalization of madrasah and the transition from IAIN to UIN to promote epistemological integration between Islamic and modern sciences. In the digital era, Islamic educational institutions continue to accommodate technological change while confronting challenges related to scholarly authority, digital inequality, and knowledge integration. The study concludes that accommodation and transformation constitute the defining characteristics of Indonesian Islamic education, although achieving a genuinely integrated epistemological framework remains an ongoing intellectual challenge.  

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