Journal of Pedagogy and Education Science
Not a member yet
105 research outputs found
Sort by
Diffrentiated Learning to Improve Student Competencies
No full textDifferentiated learning is an instructional approach that customizes learning processes, content, and products according to students' diverse needs, interests, and readiness levels. This approach has emerged as a critical strategy for addressing classroom diversity and optimizing both academic and non-academic competencies. Despite growing interest, a systematic understanding of how differentiated learning enhances student competencies across varied educational contexts remains limited. This study employed a systematic literature review to examine the role of differentiated learning in improving student competencies. A comprehensive search across academic databases identified peer-reviewed articles published between 2015 and 2025. Selected studies underwent thematic analysis to identify implementation patterns, underlying principles, and effectiveness indicators of differentiated learning strategies. The analysis reveals that differentiated learning significantly enhances learning motivation, student engagement, and equitable competency achievement across diverse populations. Three critical success factors emerged: systematic diagnostic assessment to map individual learning needs, teacher flexibility and pedagogical skills in designing adaptive strategies, and robust institutional support for inclusive learning environments. Evidence indicates substantial improvements in both cognitive and affective learning outcomes when differentiation is properly implemented. Effective differentiated learning transcends mere pedagogical technique, requiring continuous professional development, collaborative school culture, and responsive formative assessment practices. The integration of student-centered approaches and ongoing evaluation mechanisms amplifies positive impacts on competency development. However, implementation challenges persist, including time constraints and resource limitations. This study confirms that differentiated learning represents a strategic, evidence-based approach for creating equitable and adaptive learning processes that sustainably improve student competencies across diverse educational settings
Users’ Perceptions of Contextualized Reading Materials in Enhancing Reading Comprehension
Full text linkThis study aimed to document the research-based reading interventions and innovations in improving reading competencies among Junior High School Students between 2013 and 2019. Specifically, it sought to answer the following objectives: describe the students’ perception of contextualized reading materials, and design a school-based policy to optimize the utilization of the Research-based interventions. This study used a descriptive research design and a mixed method to discuss and answer the objectives of this research. The respondents comprised one teacher who implemented the reading interventions and 15 students who utilized the interventions. Based on the study's results, the archived reading interventions focus on improving students' reading comprehension and English proficiency. Many studies conducted between 2013 and 2019 were designed to address the learners' needs. Each intervention proposed different strategies that could solve the timely concerns about reading. However, only the contextualization of reading materials was realized. It has proven effective and significantly improved reading comprehension since it was frequently utilized. The study showed a high level of engagement among the students with the contextualized reading materials and found them helpful in understanding them. Nevertheless, there were still competencies unsuitable for the student’s level. They find it difficult, and sometimes it is hard to understand. Some competencies are not appropriate for the grade level they are and need to provide alternative reading materials instead. Therefore, it is recommended that language teachers revise the reading materials based on the students' interests and level of appropriateness to improve reading comprehension, fill the students’ learning gap, and provide different levels of support and scaffolding to meet the needs of diverse learners. These results served as the basis for crafting the school-based policy on utilizing the reading interventions
Microlearning on TikTok: Developing Creativity and Communication for Vocational Students
Full text linkNon-technical skills (soft skills), such as creativity and oral communication, have become increasingly important for Vocational High School graduates in the Industry 4.0 era; however, their systematic integration into the curriculum remains limited. This study aimed to develop and examine the feasibility and preliminary effectiveness of a TikTok-based microlearning platform to support the development of vocational students’ soft skills. The study employed a research and development approach using the ADDIE model and involved 32 vocational students in Boyolali, Central Java, Indonesia. Data were collected through expert validation, student response questionnaires, and a pretest–posttest design. Expert validation indicated that the developed media met high feasibility criteria, with an average score of 88% from media and material experts. Student responses suggested a positive level of acceptance, with an average score of 83.6%. The pretest–posttest results showed modest increases in average scores for creativity (2.44 points) and oral communication (8.12 points). These findings suggest that TikTok-based microlearning has potential as a supportive and engaging tool for facilitating the development of vocational students’ soft skills, although further studies with larger samples and comparative designs are recommended to confirm its effectiveness
Exploring Teachers’ Awareness and Attitudes Towards Ergonomics Practices in the Classroom
Full text linkThis study adopted correlational research designed to explore teachers’ awareness and attitudes toward ergonomics practices in the classroom. The study was carried out at community secondary schools in Nigeria. The Population of the study is 152 teachers from the two schools. A sample of 76 teachers was used for the study. The simple random sampling technique was used for the study. The instrument used for the study is a structured questionnaire titled Exploring Teachers’ Awareness and Attitudes towards Ergonomics Practices in the Classroom (ETAAEPC) with 20 items. Face and content validity were used for the study. A reliability coefficient of 0.74 was obtained. Mean and Z-test were the statistical tools used for the study to compare two schools to observe differences in the teachers’ awareness and attitude. The study found that with the increasing use of technology in classrooms, ergonomic principles related to the use of computers, tablets, and other devices are becoming more relevant, and also teachers who are knowledgeable about digital ergonomics can better support students in using technology safely. Based on the findings, the researchers recommended that teacher training institutions and professional development bodies should develop and deliver targeted professional development workshops and training sessions
Educational Technology in Elementary Teaching: Philosophies and Practices of Selected Teachers
Full text linkTechnology is present in almost all of society, including education. While there is increased use of various forms of technology and their applications, it is also essential to understand the philosophies and beliefs of elementary teachers and their decision points in incorporating technology into their teaching practice. This study aimed to systematically review the educational technology used in elementary teaching and document and describe the philosophies and practices of selected teachers. The researcher used the PRISMA model to review literature and group best practices into five areas: Teaching Methods, Instructional Materials, Interaction and Collaboration, Assessment, and Accessibility. Data was collected through surveys and a Focus Group Discussion (FGD). One survey question used SAMR descriptors to assess how often and in what ways teachers used technology in class. These helped identify which practices worked well for both teachers and students. To see if teachers followed best practices found in literature, the researcher included them in the survey and confirmed them in the FGD. A Teaching Philosophy test also identified each teacher's dominant philosophy. Results were analyzed qualitatively. The study found that even with some challenges, elementary teachers used technology in varied ways aligned with global best practices. The literature review highlighted effective strategies from countries like the US, the UK, Singapore, Japan, and Canada, offering models the Philippines can adopt or adapt. It also showed that teaching philosophy did not affect how teachers applied technology in their classrooms
Embracing Digital Tools: Understanding Teachers' Attitudes on ICT Integration in Classroom Learning
No full textThis qualitative research analyses the determinants that influence the attitudes of teachers toward integrating Information and Communication Technology (ICT) in teaching-learning. Based on the observation that teacher perception is the success factor of technology enhanced learning, this research would like to identify main drivers and barriers influencing ICT adoption. This study used qualitative methods to gather data, done through semi structured interviews and observing classrooms with 38 teachers of various subjects in different grade levels at a state junior high school in Indonesia and analysed the results thematically relating patterns and connections. Results show that teacher intentions to integrate ICT are affected by three main factors: usefulness, ease of use of digital resources and training in being able to make effective use of such resources, along with support at an infrastructural level. Teachers who attended in-service training and were supported by the institution as they integrated ICT became more self-assured and able to incorporate ICT tools that made it possible for them to be successful teachers. In contrast, obstacles including lack of infrastructure, time limitations and the absence of administrative support were identified as obstacles to successful implementation. The study concludes that enhancing teachers’ positive attitudes toward ICT requires targeted professional development programs, supportive leadership, and equitable resource distribution. These findings have practical implications for schools, teacher education institutions, and policymakers committed to fostering inclusive and sustainable ICT integration within the education system
On Making Humans Human: Engaging Affective, Cognitive, and Spiritual Dimensions within Instructional Design
Full text linkThis paper aims to illustrate how to integrate the cognitive, affective, and spiritual dimensions using the models developed by Buchanan and Taplin. Buchanan's model incorporates the three components into religious education, while Taplin's is secular. However, they have not yet integrated model stages into instructional design, especially instructional events. This research uses the document analysis method, a systematic document review procedure. Document analysis requires data analysis and interpretation to gain meaning, comprehension, and empirical information. This study's central questions are: How can instructional design use these three dimensions, especially in Gagne's nine learning events? Data extraction finds literature on merging these dimensions. Build a conceptual framework to explain how these three dimensions interact in instructional design. This study outlines integrating the three dimensions in instructional design utilizing Gagne's nine learning events. This study will allow teachers to plan learning with cognitive, emotional, and spiritual dimensions and change how people learn
Digital Storytelling as an Innovative Tool for Improving Academic Writing Skills Among English Major Students: A Mixed-Methods Approach
Full text linkThis study investigates the effectiveness of digital storytelling as an innovative pedagogical tool for enhancing academic writing skills among English major students in Indonesian higher education. Digital storytelling, which combines traditional narrative techniques with multimedia elements, has emerged as a promising approach to address the challenges students face in developing academic writing competencies. A mixed-methods research design was employed to examine the impact of digital storytelling interventions on students' writing performance, engagement, and skill development. The study involved 60 English major students from a public university in Indonesia, divided into experimental and control groups. Quantitative data were collected through pre- and post-assessment writing tests, while qualitative data were gathered through interviews, focus group discussions, and reflective journals. Results indicated significant improvements in academic writing skills among students who participated in digital storytelling activities compared to those receiving traditional instruction. The findings revealed enhanced narrative competence, improved technological literacy, and increased student motivation and engagement. This research contributes to the growing literature on innovative pedagogical approaches in language education. It provides practical implications for educators seeking to integrate technology-enhanced learning in academic writing instruction
The Contribution of Learning Motivation and Learning Styles to Numeracy Literacy Skills: A Regression-Based Study
Full text linkThis study aims to examine the effect of learning motivation and learning styles on the numeracy literacy skills of grade 7 at SMP Negeri 2 Kasihan. The research employed a quantitative approach with an ex post facto design. The sample consisted of 120 students selected purposively, and the study was conducted from February to May 2025. The research instruments included a learning motivation questionnaire, a learning style questionnaire, and a numeracy literacy test, all of which underwent construction, expert validation, and pilot testing. Most of the items were found to be valid and reliable, except for several items in the numeracy literacy test that were eliminated. The data were analyzed using descriptive statistics to obtain the maximum, minimum, total, and mean scores for each variable. The prerequisite tests included normality, multicollinearity, heteroscedasticity, and linearity, all of which indicated that the data met the assumptions for regression analysis. The results of multiple linear regression analysis revealed that learning motivation and learning styles simultaneously had a significant effect on numeracy literacy skills (sig. 0.000 < 0.05). However, partially, neither learning motivation nor learning styles showed a significant effect. The coefficient of determination (R²) of 0.276 indicates that the two independent variables explained 27.6% of the variance in students’ numeracy literacy skills, while the remaining variance was influenced by other factors beyond this study
Mathematical Interpretation of the Geblek Renteng Batik Theme: Exploring Geometric Transformations
Full text linkThis research seeks to explore the connection between ethnomathematics and Geblek Renteng Batik, a unique cultural symbol of Kulon Progo. UNESCO's recognition of Batik as part of Human Heritage underscores its cultural significance. This acknowledgment offers the potential to use Batik as an alternative educational tool in mathematics, enhancing the understanding of mathematical concepts in everyday contexts. The study utilizes a qualitative descriptive methodology within an ethnographic framework. Data collection was carried out through interviews, observation, and documentation and the research instrument was a questionnaire. Data validation is performed through qualitative descriptive analysis. The study's results indicate that Batik Geblek Renteng themes incorporate mathematical concepts such as triangles, polygons, translations, reflections, rotations, and dilations. The integration of these mathematical concepts with the cultural aspects of Batik Geblek Renteng aims to foster a culturally enriched approach to learning mathematics