Scientia Causa: Journal of Contemporary Pedagogy and Learning Science
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.
Articles
22 Documents
<![CDATA[Digital Translanguaging in AI-Assisted Business English Writing: EFL Student and Lecturer Perspectives ]]>
<![CDATA[Roziyan Adi Wicaksana]]>
<![CDATA[ Journal of Contemporary Pedagogy and Learning Science Vol. 1 No. 3 (2026): : August: Scientia Causa: Journal of Contemporary Pedagogy and Learning Science ]]>
Publisher : <![CDATA[CV SCRIPTA INTELEKTUAL MANDIRI ]]>
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DOI: 10.65310/1y6qnb30
<![CDATA[Generative artificial intelligence (GenAI) has reshaped Business English writing by enabling multilingual learners to coordinate first-language reasoning, English genre practices, and algorithmic output within a single composing process. This study investigated how EFL students and lecturers interpreted digital translanguaging in AI-assisted Business English writing through an interpretive qualitative case study in a higher-education context. The participants consisted of nine EFL students and three lecturers, with data collected through semi-structured interviews, classroom observations, AI chat logs, prompt histories, and sequential drafts, which were analyzed using reflexive thematic analysis. The findings revealed three themes: digital translanguaging as cognitive scaffolding, communicative bridging, and socio-affective support. Students strategically used multilingual resources to deepen conceptual understanding, negotiate professional discourse, and develop confidence in writing tasks, while lecturers emphasized accountability, critical evaluation, and authorship. Productive AI-supported translanguaging occurred when learners could explain, revise, reject, and defend generated language. The study contributes to contemporary pedagogy by proposing accountable digital translanguaging as a framework for integrating multilingual practices and GenAI in Business English education. ]]>
<![CDATA[The Application of Gamification in Learning Assessment to Increase Students’ Interest in Learning ]]>
<![CDATA[Arvi Shalom Efata]]>
<![CDATA[ Journal of Contemporary Pedagogy and Learning Science Vol. 1 No. 3 (2026): : August: Scientia Causa: Journal of Contemporary Pedagogy and Learning Science ]]>
Publisher : <![CDATA[CV SCRIPTA INTELEKTUAL MANDIRI ]]>
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DOI: 10.65310/0hzaea24
<![CDATA[This study examines students’ learning interest and responses to the implementation of gamification in learning assessment activities in Sociology, Geography, and Biology. A mixed-methods approach was employed involving five eleventh-grade students who participated in game-based assessment activities. Quantitative data were collected through a 24-item questionnaire consisting of four learning interest indicators: enjoyment, interest, attention, and student involvement, while qualitative data were obtained through semi-structured interviews. The findings revealed that the enjoyment score increased from 2.53 during general learning activities to 2.67 during game-based assessment. In contrast, the interest score decreased from 3.00 to 2.27, attention decreased from 2.93 to 2.07, and student involvement decreased from 3.00 to 2.33. The overall mean score across the four indicators decreased from 2.87 to 2.33. Interview findings provided a more nuanced interpretation, indicating that several students perceived the game-based assessment as more fun, interactive, and capable of stimulating curiosity toward subsequent questions and challenges. However, visual elements and point systems could also create distraction and pressure for some students. These findings indicate that gamification did not produce an overall increase in students’ learning interest in the present implementation, although it demonstrated potential to improve the emotional experience of assessment. The effectiveness of gamified assessment depends on careful integration of game elements with learning objectives, assessment content, and students’ characteristics.]]>
