Journal of Pedagogy and Education Science
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Needs Analysis for Collaborative and Experiential Civic Education in Higher Education
Full text linkCivic Education in higher education is expected to develop reflective, critical, and socially responsible citizens. However, its implementation often remains conventional and less connected to real-life civic experiences. This study aims to describe the current state of Civic Education learning at the university level and identify the need for transformation toward a more collaborative and experiential model. Employing a qualitative descriptive approach, data were collected through non-participatory classroom observations in eight Civic Education classes at Universitas Sriwijaya, supported by lecturer and student questionnaires. Thematic analysis revealed four major issues: limited collaboration with external stakeholders, lecture-dominated teaching methods, minimal use of contextual learning resources, and assignments that lack participatory engagement. These findings highlight a gap between the ideal vision of Civic Education and its practical application. The study underscores the urgency of redesigning Civic Education to emphasize student collaboration, contextual relevance, and experiential learning. It recommends developing innovative learning models that align Civic Education with 21st-century civic challenges and learner needs
Education for Sustainable Development: The Bekarang Tradition as an Educational Tool for Teaching Biology
Full text linkThe Bekarang tradition, a communal fishing practice in South Sumatra, reflects sustainable river management but faces threats from modernization. Preserving it through education requires aligning its cultural meaning with learning contexts. This qualitative study examines the significance of Bekarang and its potential integration into Biology education through interviews with cultural and pedagogical experts, as well as a literature review. Thematic analysis identified key themes for contextualizing Biology learning, followed by interpreting indigenous science through socio-scientific issues. Findings reveal that the Bekarang embodies a blue economy philosophy, addressing SDGs by fostering cooperation, responsibility, and environmental stewardship. It aligns with Biology topics like ecosystem, conservation, and biodiversity, and suits pedagogical models. This study highlights the Bekarang’s value as an educational tool for culturally rooted and sustainable science learning
Impact of Parental Involvement, Classroom Climate, and Behavior Problems on Academic Achievement of Children Between Rural and Urban Areas of Bangladesh
Full text linkThe purpose of this study was to examine the relationship between parental involvement, classroom climate, and behavioral problems and their collective impact on children’s academic achievement. The research explores how parental involvement, classroom climate, and behavioral issues impact academic achievement in rural and urban Bangladeshi school-going children. 200 Bangladeshi secondary school students in grades VI–VII (100 in rural and 100 in urban areas; 50:50 gender ratio) participated in this study. Data was gathered by researchers using standardized instruments, such as child behavior checklists, classroom climate scales, parental involvement scales, and Personal Information Form (PIF). With a model that was a robust fit (Adjusted R2 = 0.754, F = 203.79, p < 0.05), the study deployed multiple regression to examine factors associated with academic success and found significant impacts on Parental Involvement (positive), Behavior Problems (negative), and Classroom Climate (positive). It is noted that academic achievement is strongly impacted by socio-economic status, place of residence, and their interaction (p < 0.05). This emphasizes how crucial these factors of context are. The study's limitations include the potential influence of unmeasured variables like teacher quality and regional disparities, which could affect academic outcomes. Additionally, reliance on self-reported parental involvement and classroom climate data might introduce biases, and the urban-rural comparison may oversimplify diverse contextual differences within these areas. The findings will guide educational psychologists, policymakers, and institutions in developing targeted strategies for improving student outcomes across different regions
Implementation of 3D AR Learning Media to Increase Learning Interest in Computational Thinking Materials: A Case Study of the Informatics Subject at a Public Junior High School in Pademawu, Madura, Indonesia
Full text linkThe use of technology-based learning media has become a necessity in the world of modern education. As a technological innovation, 3D Augmented Reality (AR) offers an immersive and interactive learning experience. This study aims to describe the implementation of 3D AR-based learning media in increasing student interest in Information and Communication Technology (ICT) subjects, especially the material of computational thinking at SMP Negeri 2 Pademawu, Madura, Indonesia. This research uses a qualitative approach with descriptive methods. Data were collected through observation, interviews, and documentation of teachers and students in the 8th grade. The results showed that using 3D AR media increased student engagement during the learning process, helped visualize the concept of computational thinking, and generated enthusiasm in completing creative tasks. 3D AR media can make theoretical ICT learning more concrete, engaging, and meaningful
Reflective Training and Its Impact on Developing Professional Competencies of Pre-Service Teachers in Morocco’s Regional Centres for Education and Training Professions
Full text linkThis study examines the pedagogical design of the Regional Centres for Education and Training Professions (RCETP), focusing on three training dimensions: functional knowledge, professional competence, and reflective practice. In this study, particular attention is devoted to the reflective dimension because it provides an essential entry point for addressing conceptual and methodological challenges in pre-service teacher educational training. This research adopts a qualitative approach based on participatory observation of training sessions and activities within selected RCETP programs in different regional centres in Morocco. This method offers direct insight into the daily dynamics of teacher preparation and the ways reflective practice is woven into training processes. Drawing on a competency-based framework, the analysis explores how training modules encourage trainee teachers to develop reflective professional skills that move beyond routine classroom practice. These skills enable future teachers to examine their teaching critically, conduct interventional educational research, and design context-sensitive pedagogical materials and resources. Findings indicate that integrating the reflective dimension within training modules strengthens the relationship between theoretical knowledge and practical application. It fosters critical thinking, professional autonomy, and the ability to generate innovative solutions to classroom challenges. The study concludes that prioritizing reflective practice enhances the holistic development of teacher professionalism and supports the continuous improvement of pre-service teacher education in Morocco
Integrating Deep Learning Approaches to Strengthen Students’ Religious Moderation and Character Formation
Full text linkTechnological advances in the digital era present both challenges and opportunities in the world of education, especially in efforts to instill religious moderation values in the younger generation. This study aims to analyze how deep learning technology can be integrated into religious education to form a generation with character and tolerance. The method used is a literature review, by collecting and analyzing literature from various academic sources such as journals, books, and research reports relevant to the topics of deep learning, education, and religious moderation. The analysis is done thematically to identify patterns of deep learning utilization in filtering extreme content, providing contextual learning materials, and supporting personalization of religious learning. The results show that deep learning has the potential to be a strategic tool in developing an inclusive and adaptive religious education curriculum. This research recommends the need for collaboration between educators, technology developers, and policy makers in designing technology-based education that remains rooted in moderate values
Enhancing 4th-grade Students’ Interest and Science Learning Outcomes through Differentiated Learning: A Quasi-Experimental Study at SD Muhammadiyah Kleco Kotagede, Yogyakarta
Full text linkThe issue in science learning is the mismatch between the applied learning model and student characteristics, along with teachers' limited pedagogical abilities. This impacts students' interest and learning outcomes in science. This study aims to examine the effect of differentiated learning on students' interests and science learning outcomes. The research uses a quasi-experimental design with a two-group pretest-posttest control group approach. Data were collected through observations, a learning interest questionnaire, and a learning outcomes test. Simple random sampling was used, involving two classes: IV Tablig (28 students) and IV Amanah (29 students). Validity was tested using point biserial, and reliability was measured with KR-20. Data analysis included descriptive statistics and hypothesis testing using the Paired Sample t-test and Independent Sample t-test. Results showed that after the intervention, students' interest in science learning was in the moderate category (39.29%), and learning outcomes were also moderate (50%). The Paired Sample t-test indicated a significant improvement in interest and learning outcomes, while the Independent Sample t-test confirmed a significant difference between the experimental and control groups. Thus, differentiated learning has a significant effect on students' interest and science learning outcomes
Analysis of Psychometric Properties of the University of California, Los Angeles Loneliness Scale Version-3 (UCLA LS-V3) in the Indian Context
Full text linkThe UCLA Loneliness Scale Version 3 (UCLA LS-V3) is the most widely utilized measure globally, with various iterations tailored to different cultural contexts. While initially conceived as unidimensional, the scale has been subject to both unidimensional and multidimensional interpretations. However, research on loneliness among Indian university students remains limited. This study investigates the psychometric properties of the UCLA LS-V3 in this population, revealing five distinct dimensions through exploratory factor analysis (EFA) and confirming construct validity through confirmatory factor analysis (CFA). The findings affirm the scale's suitability for assessing loneliness among Indian university students, contributing to the growing body of literature.
Moderation and Agricultural Education for Cultural Communities in the Era of Technology 5.0
Full text linkThe rapid evolution of Technology 5.0 has revolutionized agriculture through microcontroller-based sensor systems that provide real-time climate monitoring. However, a persistent gap exists between these technological advancements and the traditional farming practices of culturally rooted communities, such as those in Cilacap Regency, Indonesia, who continue to rely on indigenous knowledge and customary leaders for agricultural decision-making. To address this disconnect, this study introduces the novel Agroclimatic Caping device, designed to harmonize modern agroclimatology technology with local wisdom. The research aims to develop and implement an IoT-based agroclimatic monitoring system using the Research and Development (R&D) method, integrating ESP8266, BME680 sensors, Blynk application, and AI-powered processing. The system delivers real-time data—including humidity, temperature, air pressure, dew point, and gas concentration—directly to farmers’ smartphones and supports decision-making through AI chatbots. This innovation promotes sustainable agricultural productivity while preserving cultural traditions, offering a replicable model for technology adoption in rural communities
Exploring the Impact of Achievement vs. Study Skills on College Students’ Perceived Academic Stress: A Comparative Analysis
Full text linkResearch has demonstrated that study skills can enhance academic performance; however, the understanding of how varying levels of study skills and academic achievement affect academic stress is limited. This study aimed to investigate the effects of college students' study skill levels and academic achievement on their academic stress. A total of 351 randomly selected college students from 16 different fields of study participated. Data were collected via a questionnaire that assessed academic stress related to students’ workloads, self-perceptions, academic expectations, study skills and academic achievement (measured by the CGPA). The analysis revealed that both study skill level and academic achievement have a statistically significant main effect on academic stress, with different levels of study skills and achievement being associated with varying levels of academic stress and a modest effect size. However, the interaction effect between study skill level and academic achievement in relation to perceived academic stress was not statistically significant. Post hoc tests indicated that students with low academic skills reported lower academic stress than did those with average academic skills did, and students with low academic achievement experienced greater academic stress than did their high-achieving counterparts did. The findings suggest important implications for educators, counselors and college students, emphasizing the need for targeted interventions to address study skills and achievement-related stress