Journal of Pedagogy and Education Science
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Local Culture Learning in Early Childhood Education Programs: An Analysis of Teacher Strategies in Introducing Lebak Culture, Banten, Indonesia
Full text linkThis study aims to analyze the strategies used by Early Childhood Education Programs (ECEP) teachers in introducing Lebak’s local culture to preschool children within early childhood education programs. A descriptive survey method with a cross-sectional design was used to capture teachers' strategies at a specific point in time. This study involved 40 respondents from 28 ECEP institutions, including public and private schools, selected through purposive sampling. Data were collected using a structured questionnaire consisting of demographic questions and open-ended questions exploring cultural content, teaching methods, and media. The collected data were analyzed using simple statistical methods, including graphical representation and narrative description. The results showed that the most common cultural content introduced was Baduy culture, followed by traditional food and clothing. Storytelling emerged as the most frequently used method, followed by questions, video presentations, demonstrations of real objects, and observation of images. Storytelling is preferred because it allows children to understand cultural narratives in an interesting and meaningful way. However, the storytelling techniques used by teachers often focus more on conveying information than stimulating higher-order thinking skills. In addition, video media is widely used because of its effectiveness in attracting children's attention and simplifying cultural concepts, but teachers need further training to improve the quality of educational videos. In conclusion, ECEP teachers in Lebak, Banten, have implemented various strategies to introduce local culture. However, improvements are needed, especially in improving questioning techniques in storytelling and optimizing educational video production
Designing Benchmarking Frameworks for Teacher Support in AI-Integrated STEM Education Curriculum: Insights from Cambodia
Full text linkThis paper proposes a benchmarking mechanism to evaluate and enhance teacher support systems in AI and digital STEM-integrated curricula in Cambodia. It addresses the critical need for educators to incorporate AI effectively, using a mixed-research approach that combines qualitative text analysis with quantitative clustering techniques. Employing a mixed-methods approach, textual data from Cambodian teachers were collected via surveys and interviews, preprocessed (tokenization, stop-word removal, stemming), and analyzed using TF-IDF vectorization and K-means clustering. These themes form the framework's dimensions, measured by contextually relevant metrics, aiming to foster a supportive environment for teachers. Recommendations include partnerships, flexible learning pathways, and pilot programs, contributing to global best practices while addressing local educational challenges. The resulting framework dimensions (training, infrastructure, and policy integration) are measured by context-specific metrics. Findings underscore the necessity of tailored training, equitable resource allocation, and collaborative learning communities in empowering teachers to effectively integrate AI and digital technologies into STEM education. Recommendations include partnerships with tech firms, flexible learning pathways, and iterative policy adjustments based on teacher feedback
Transformation of Religious Moderation Values through Digital Practices in the Character Building of Generation Z Teacher Candidates
Full text linkThe transformation of religious moderation values in education depends on conventional approaches and requires effective utilization of digital media, especially in shaping the character of Generation Z teacher candidates. This study aims to reflect on the understanding, experiences, and strategies of Generation Z teacher candidates in internalizing and spreading the values of religious moderation through digital practices amid the disruption era. Using a qualitative approach, data were collected through in-depth interviews based on open-ended instruments covering conceptual, pedagogical, and digital aspects. The results showed that Generation Z teacher candidates are highly aware of the importance of moderate attitudes in religion, especially in the context of the teaching profession as an agent of tolerance and peace. They actively utilize digital platforms such as social media and short videos to convey inclusive religious messages. However, they also face challenges such as polarization of opinions, negative responses, and a lack of curriculum and training that integrates digital competencies with moderation values. This research recommends strengthening university curricula by integrating religious moderation-based character education with developing contextualized and applicable digital competencies. Technology, in this case, plays a strategic role in shaping the character of future teachers who are inclusive, adaptive, and moderate
The Role of Physical Education in Building Students’ Soft Skills: A Literature Study
Full text linkPhysical Education has a strategic role in developing students' physical fitness and building non-technical skills (soft skills) that are very much needed in the 21st century. The purpose of this study is to systematically examine the contribution of Physical Education in developing students' soft skills through literature studies. The research method uses the Systematic Literature Review (SLR) approach with PRISMA guidance. Data were collected from the Google Scholar and Scopus databases using the keywords "Physical Education", "Soft Skills", and "Students" for publications in 2013–2023. Of the 126 articles found, 15 met the inclusion criteria for further analysis. This literature study indicates that Physical Education plays an important role in building students' soft skills, such as leadership, teamwork, communication, self-control, and problem-solving. Various learning models such as Sport Education, Cooperative Learning, traditional games, and adaptive Physical Education have proven effective in developing these skills. However, developing soft skills through Physical Education still faces obstacles, including limited teacher competence, inadequate facilities and infrastructure, and limited learning time. In addition, there is still a research gap related to using technology-based models and longitudinal studies to see the long-term impact. Physical Education can potentially strengthen students' soft skills if it is supported by learning innovation, teacher capacity building, and a curriculum responsive to students' character development needs
Challenges in the Philippine Educational System and its Impact Towards Teachers' Instruction Strategies and Professional Growth
Full text linkChallenges in the education system significantly impact the teachers' strategies and methods of instruction and their efforts for professional growth. The challenges bring difficulty in achieving the desired outcomes; however, these cases create an opportunity for the teachers to think of the best strategy to give quality education and a positive future for Filipino learners. The article revealed that various educational system problems affect the quality of instruction teachers provide for the learners, like low government budget for education and the effect of the recently implemented K-12 curriculum. On the other hand, the article reviews the importance of the government's support for continuous professional development (CPD) of teachers
The Influence of Emotional Intelligence on Student Learning Outcomes at Religion-based High School in Indonesia
Full text linkThis study investigates the impact of emotional intelligence on the mathematics learning outcomes of 4th-grade students at MIS Harisma Pulo Padang, Labuhanbaru Regency, Indonesia. Employing quantitative research methodology, the descriptive analysis indicates that emotional intelligence maintains a constant value of 66.008. Furthermore, the regression coefficient for the emotional intelligence variable is calculated at 0.256, signifying that for every unit increase in emotional intelligence, there is a corresponding increase of 0.256 in learning outcomes, as expressed in the simple regression equation Y = 66.008 + 0.256X. The calculated t value for emotional intelligence stands at 0.00, supporting the acceptance of Ha, which asserts a positive correlation between emotional intelligence and mathematics learning outcomes. Moreover, the F probability value (F-calculated) of 0.004 < 0.05, along with t= 3.100 and t-table = 2.029, indicates that the condition t-count > t-table is met. Consequently, with a determination coefficient of 21.1%, Ha is affirmed while H0 is rejected, implying that the linear regression equation model, based on the research data, is statistically significant and complies with linearity criteria. In conclusion, emotional intelligence significantly influences mathematics learning outcomes
Evaluation of the Effects of Vocational Home Economics Education on Graduates Career Choice in Edo State, Nigeria
Full text linkGraduate unemployment and underemployment are major setbacks to socio-economic development as well as hindrances towards the attainment of the United Nations Sustainable Goal of zero poverty. In Nigeria, graduates unemployment and underemployment are compounding the complex problems of insecurity, drug abuse, and agitation for resource control. One way to address the above problem is to evaluate the influence university courses have on graduates’ future choice of careers. Hence the present study aimed to investigate the influence of the choice of technical education course on graduates’ future careers. A total of 200 graduates of the vocational Home Economics department from the University of Benin and Ambrose Alli University Ekpoma were surveyed. The majority of the respondents (27% -32%) reported that teaching aids during their undergraduate days boasted their interest in Vocational Home Economics. This was followed by another 21% to 34% who reported that family background was an encouraging factor. On the effects of Vocational Home Education on graduates future career choice, most of the surveyed graduates 31% - 34% agreed that their career after graduation was influenced by vocational home economics studied at the university, while 18% to 27% reported their knowledge of VHE did not influence their career choice after graduation. The study found that fashion stylists (18% - 20%), including tailoring and hairdressing, were the predominant occupations of graduates, followed by catering and restaurant owners (16% -17%). Of the surveyed graduates, over 50% agreed that they can meet their livelihood needs after graduation
Quality of Instruction and Entrepreneurial Mindset of Business Studies Students at Upper-Basic Schools in Nigeria
Full text linkDespite the employability and self-employment goals and objectives of pre-vocational subjects outlined in the National Policy on Education, the prevailing incidence of unemployment among the youth and its attendant crises in Nigeria were significant concerns to stakeholders and society. Therefore, this study sought to assess the quality of instruction in the Business Studies curriculum and students’ mindset for entrepreneurship and self-employment at public and private upper-basic schools in Lagos, Nigeria. Three research questions and three hypotheses guided the study. The study population comprised 4.435 students, all teachers of business studies subjects in the selected upper-basic schools in Lagos, Nigeria. Using simple random and proportional sampling techniques, the sample size was 467 students and 11 teachers. The research instruments used were a structured questionnaire and a checklist. The internal consistency of the research instruments, using the Cronbach Alpha reliability coefficient, yielded an average value of 0.72, which shows that the instruments were very reliable. Mean and standard deviation and t-tests were used as statistical tools at a 0.05 significance level. The findings show that the recommended experiential instructional strategies were not adequately implemented. Even though most respondents claimed to have a mindset for entrepreneurship and self-employment, many agreed that the quality of the Business Studies subject needs to improve for adequate employability and self-employment empowerment. Based on the findings, sufficient availability and functionality of the approved instructional resources and constant use of innovative instructional strategies were some of the recommendations
Effect of the Powerpoint Presentation on Academic Achievement of Agricultural Students Taught Digestive System of Animals in Nigeria
Full text linkThis study investigated the effect of using PowerPoint presentations (PPP) as an instructional medium on the academic achievement of agricultural students in secondary schools in Adamawa State, Nigeria. The study employed a pre-test, post-test, non-equivalent control group quasi-experimental research design, with 88 students from secondary school as the sample. The participants were divided into an experimental group taught with PPP and a control group taught using conventional methods. An achievement test on the digestive system of animals was administered before and after the intervention. The data were analyzed using mean statistics and t-tests. The findings revealed that students with PPP achieved significantly higher academic scores than those taught using conventional methods. Furthermore, the male students outperformed their female counterparts in both groups. The results highlighted the effectiveness of PPP in capturing students' interest and enhancing academic performance in agricultural science. The study's outcomes align with previous research, emphasizing the benefits of using modern educational media for instructional purposes. In conclusion, the study recommends a shift from conventional teaching methods to educational media like PPP to enhance learning outcomes in agricultural science. Incorporating PPP into teaching can engage students' senses and promote a deeper understanding of the subject matter. The results also indicate that gender plays a role in academic achievement, suggesting the need for targeted interventions to support female students in their learning journey. Overall, the study underscores the potential of technology-based instructional approaches to improve students' academic achievements in secondary schools
Knowledge Management and Pedagogical Innovativeness of Business Educators in Nigerian Universities
Full text linkThe sole responsibility of business educators through pedagogical innovativeness is to equip their students with skills to make them self-sufficient; and to positively get involved in the nation’s well-being economically and otherwise. Considering this, hence a need to investigate the relationships between the three dimensions of knowledge management (KM) and pedagogical innovativeness (PI) of business educators in Nigerian Universities. The study adopted a correlational design and data were collected from 137 business educators in public universities in Nigeria. The authors employed a bivariate correlation linear regression and path analysis via the 5000 re-samples bootstrap method. The results revealed that knowledge management dimensions such as knowledge dissemination, and responsiveness to knowledge significantly predict pedagogical innovativeness while knowledge acquisition did not significantly predict pedagogical innovativeness. The results indicate that knowledge acquisition (KA) knowledge dissemination (KD) responsiveness to knowledge (RK) are the major pointers of pedagogical innovativeness. This result will help business education program stakeholders understand the important role knowledge management plays in all work processes