Journal of Pedagogy and Education Science
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Controversies in Implementing English as a Second Language Policy in Papua: Perspectives of English Teachers
Full text linkLanguage Policy of English as a Second Language (ESL) in Papua has been established by the Special Autonomy Law in 2021. This is pivotal in educational practices in a multilingual context. Despite this, significant concerns remain, especially about teachers’ involvement and the execution of the regulation. The gap policy arises from the previous studies highlighting the policy intention and classroom practices. This study aims to explore the gaps in the policy due to three main themes, namely communication gaps, structural and professional support, and socio-cultural tensions and language ideologies. A qualitative study was conducted by applying in-depth interviews with 6 teachers from several regencies in West Papua and Southwest Papua Province. Thematic analysis exposed three main challenges: (1) policy communication gaps; (2) limited structural and professional support; (3) socio-cultural tensions and language ideologies. This study shows that the success of ESL policy depends on the provincial government's engagement, sustained teacher training, and culturally sensitive curriculum to local wisdom. Ultimately, this research contributes to the discourse of language policy in multilingual contexts, emphasizing the respect for local values and adjusting to the multilingual context, like Papua
Theoretical Perspectives on Educational Transformation Modeling: Ethno-Sociological Approaches and Value Strengthening in Futuristic Learning
Full text linkEducation plays a crucial role in shaping societal values, particularly in the context of globalization and technological advancements. This study explores the transformation of education through an ethno-sociological approach, emphasizing integrating cultural values into futuristic learning. The research aims to develop a conceptual framework that strengthens local cultural values while adapting to modern educational trends. Using a literature review and conceptual analysis, this study examines key factors influencing education, including social, cultural, and economic aspects, as well as the role of technology in learning. The findings highlight that ethno-sociological education fosters inclusivity, cultural preservation, and social cohesion. The proposed model integrates value-based education with technological advancements, ensuring that learning remains holistic and culturally relevant. However, policy constraints, digital divides, and resistance to change must be addressed to ensure successful implementation. The study recommends a balanced integration of technology and traditional educational values, policy adjustments to support inclusive and value-based learning, and developing teacher training programs incorporating ethno-sociological perspectives. Future research should explore empirical applications of this model to assess its effectiveness in diverse educational settings.
Fostering Tolerance through Technology: Digital Transformation of Islamic Religious Education in Bengkulu’s Public High Schools
Full text linkThis study aims to: (1) identify the forms and types of digital media used in the teaching of Islamic Religious Education (IRE) in public senior high schools in Bengkulu Province; (2) analyze strategies for integrating the values of religious moderation into digital-based content; and (3) describe the benefits and challenges encountered in implementing digitalized learning with a focus on strengthening the values of religious moderation. This descriptive qualitative research employed purposive sampling to select informants, which included teachers, school principals, vice principals for curriculum, and 11th and 12th-grade students who actively participated in online or hybrid IRE learning. Data were collected through observation, interviews, and documentation. Data validity was ensured through triangulation of sources and methods. Data analysis involved data reduction, display, and conclusion drawing/verification. The substantial benefits of digital applications for humans in the modern era position media as a tool with various advantages, particularly in terms of better accessibility, interactive content delivery, diverse learning resources, improved communication and collaboration, and support for autonomous and personalized learning. Efforts to integrate digital media into IRE learning include the use of online learning platforms, educational videos, collaborative projects, blogs or online journals, social media, online discussion forums, multicultural content, live streaming, and webinars. The values of religious moderation that must be incorporated into Islamic Religious Education encompass attitudes and behaviors that are balanced, open-minded, and respectful of religious diversity in practice
The Impact of Mediated Teaching on Secondary School Students’ Academic Achievement in Social Studies: A Study in Ogun State, Nigeria
Full text linkThis study therefore determined the effects of mediated teaching on secondary school students’ academic achievement in social studies in Ogun state. A pretest, posttest, control group quasi-experimental design was employed for the study. Six secondary schools (public and private) in Ogun State were randomly selected. Two instruments were used for data collection, are Social Studies Academic Achievement Test and the Mediated Teaching Academic Achievement Questionnaire. The hypotheses were tested using Analysis of Covariance at 0.05 level of significance. Treatment has a significant effect on students’ achievement (F(2,110) = 17.269 P<0.05). This means that there is a significant difference in the achievement of students exposed to teaching with instructional resources than those students taught without instructional resources. It was recommended that government, school authorities, and other stakeholders should provide enough instructional resources for teaching and learning. Where the resources are unavailable or insufficient, teachers are encouraged to improvise
The Impact of Self-Efficacy and Teaching Innovation on Teacher Performance
Full text linkThis study investigates the influence of teachers’ self-efficacy and teaching innovation on their professional performance. Employing a quantitative research design, the study involved 298 madrasah teachers selected through proportional random sampling. Data were analyzed using path analysis, preceded by the computation of inter-variable correlations presented in matrix form. The analysis reveals that self-efficacy exerts a positive effect on teacher performance, with a standardized coefficient of 0.121, while teaching innovation demonstrates a stronger positive influence, with a coefficient of 0.177. These findings indicate that self-efficacy contributes to a 12.1% enhancement in teacher performance, whereas teaching innovation contributes to a 17.7% improvement. The results underscore the pivotal role of both self-efficacy and innovative teaching practices in enhancing the effectiveness and performance of madrasah teachers
The Problems of Indonesian Education Policy with the Change of Curriculum as an Effort to Improve the Ranking of Education Quality in the World
Full text linkThe curriculum is a fundamental yet often overlooked aspect of education, serving as the core of the learning process. It must be evaluated innovatively and dynamically to align with technological advancements and evolving societal needs. As technology progresses, education must adapt to equip future generations with relevant skills for global competition. A flexible, student-centered curriculum is essential, tailored to learners’ needs, interests, and experiences. This study employs library research, analyzing books, journals, and articles to explore educational challenges in Indonesia, including curriculum issues, corruption in funding, limited teaching hours, and restrictive teacher autonomy in lesson design. Potential solutions are drawn from successful models in Finland, Germany, and Australia, whose adaptable and equitable education systems could offer valuable insights for Indonesia. By addressing these challenges through evidence-based reforms, Indonesia can enhance its educational framework, ensuring it meets contemporary demands while fostering student-centered learning
The Role of Generative AI Companions in Promoting Reading Engagement and Self-Regulation in EFL Contexts
Full text linkReading ability is a basic requirement for academic achievements and ongoing learning processes, specifically among English as a Foreign Language (EFL) students who must handle progressively challenging linguistic and intellectual demands in modern global educational frameworks. The current approaches for teaching self-regulated learning (SRL) through training programs face a significant drawback because they do not provide enough interactivity and personalized assistance that addresses individual student requirements. Advances in generative artificial intelligence (GenAI) offer a potential solution to this challenge by delivering dynamic, adaptive guidance that enhances self-regulation in reading. This study examines the impact of GenAI-enabled SRL assistance for self-regulated reading strategies and engagement of university-level EFL students, employing a quasi-experimental design with 62 Indonesian learners from two classrooms. Following a 45-minute instructional session on SRL in reading, participants engaged in a 12-week autonomous reading program using a digital platform, with the experimental group (N= 32) receiving chatbot-based SRL assistance and the control group (N= 30) engaging in independent reading without additional support. Data from pre- and post-questionnaires, platform log analyses, and semi-structured interviews indicate that the intervention significantly enhanced students' application of self-regulated learning strategies and their level of engagement in reading activities. The findings stress the effectiveness of interactive, GenAI-assisted SRL support in fostering sustained engagement and strategic reading behaviours, accentuating its potential to address longstanding gaps in EFL reading instruction
Evaluating Pedagogical Strategies for Pedestrian Safety Education Among High School Students
Full text linkPedestrian-related accidents are a significant public health concern, particularly in sub-Saharan Africa, where pedestrian fatalities among young people continue to rise. In Ghana, the absence of targeted pedestrian safety education in senior high schools contributes to these fatalities. This study aims to assess the knowledge of pedestrian safety among senior high school students and evaluate their preferred learning strategies for safety education. Using a descriptive survey design, data were collected from 103 students in the Ashanti Region of Ghana. Quantitative methods, including descriptive statistics and regression analysis, were employed to analyze the data. The results revealed that while 75.7% of students demonstrated adequate knowledge of pedestrian signs, only 35% had sufficient knowledge of pedestrian safety rules. Students expressed a clear preference for active learning strategies, with outdoor practical exercises and roleplay rated as the most effective methods. No significant relationship was found between students’ gender and the effectiveness of these strategies, suggesting that interactive teaching methods are universally effective across demographic groups. The findings highlight the need to integrate student-centered, experiential learning methods into the national curriculum to enhance pedestrian safety education
Correlation Between Lecturer’s TPACK Mastery and Students’ Critical Thinking Skills
Full text linkThe study's objectives are to investigate the relationship between lecturer mastery of Technology Pedagogical Content Knowledge (TPACK) and critical thinking skill development of students in the early childhood teacher education program. Based on a quantitative approach, this study shows a high correlation, which indicates a significant correlation between lecturers’ TPACK mastery and students’ higher-order critical thinking skills. A regression analysis also found that mastery of TPACK has a significant influence on critical way of thinking, which suggests that teachers who develop technology integration practices will assist in developing critical thinking among students. This study adds to the educational literature that TPACK is crucial for promoting this important 21st-century student skill. They realise that the amount of their sample reached the limit of the findings and recommend more compact research involving larger and more diverse samples to replicate these findings in a wider range of educational contexts. These findings reinforce the position of TPACK as a foundational element in promoting critical thinking in teacher education
Student Engagement and Challenges in Web 2.0-Based Learning: Evidence from Higher Education in Dhaka
Full text linkThe COVID-19 epidemic transformed education, prompting a rise in the adoption of Web 2.0 tools in Dhaka's colleges to improve digital literacy, teacher-student connection, and student engagement. A quantitative approach was used, with 200 students from five institutions in Dhaka city receiving structured questionnaires. The learning engagement is the outcome variable in this study, and the predictor factors are academic year, gender (1=male, 2=female), web 2.0 usage (1=yes, 0=no), and web 2.0 tools literacy. The influence of learning engagement was assessed using SPSS and Microsoft Excel, which included regression analysis, t-tests, ANOVA, and descriptive statistics. Findings showed that 78% of students said they were more involved, and 85% said that Google Docs and Padlet had helped them collaborate better. However, issues including inadequate teacher preparation (50%) and restricted access to technology (48%), as well as distractions (56%), were noted. According to regression analysis, digital literacy and Web 2.0 usage were significant predictors of learner engagement (R2 = 0.74). By concentrating on a developing nation, this study offers insights into the acceptance and obstacles of Web 2.0 tools in environments with limited resources, which makes it novel. The study concludes that although Web 2.0 technologies improve educational opportunities, their full potential requires filling infrastructural deficiencies, educating teachers, and encouraging digital literacy. These findings provide valuable suggestions for educators and policymakers and add to the conversation on technology-integrated education