Pedagogia : Jurnal Pendidikan

Content and Perspective of Students in the Professional Education Process

2025-04-15T17:44:44+00:00

This study focuses on the problems of employment of the graduates from vocational education institutions in Uzbekistan and describes growing need for middle level personnel in the Uzbekistan and the international labor markets. Therefore, although educational reforms continue, gaps remain in vocational training in term of their relevance to market demands, leaving workers prone to instability in the labor market and poor employment conditions. This research uses a qualitative approach to describe government policies, international best practices, and labor market trends. Results demonstrate that through reforms are strategic, digitalizing the employment process, and stronger public-private partnerships, graduate employability can be improved. The results highlight the need for modernization of vocational training systems and further refining the dynamic labor market. Implications drawn from these insights for policymakers, educational institutions, and industry stakeholders regarding creating a sustainable employment ecosystem in the context of the Philippines and other developing economies are also provided.

Highlights:

Employment Challenges: Gaps in vocational training reduce job stability and employability.
Strategic Reforms: Digitalization and public-private partnerships improve graduate employment.
Global Relevance: Lessons from Uzbekistan apply to other developing economies like the Philippines.

Keywords: Vocational Education, Labor Market, Employment, Digitalization, Workforce Development

Correlation between Self-Efficacy and Motivation with Self-Direct Learning of Elementary School Students

2025-05-24T19:14:06+00:00

Students’ low self-directed learning is often attributed to insufficient external support, leading to poor academic habits and dependency on rewards. Such conditions may reduce knowledge retention and weaken both self-efficacy and learning motivation. Despite its importance, the interplay between internal factors like self-efficacy and learning motivation in fostering self-directed learning among elementary students remains underexplored. This study investigates the relationship between self-efficacy and motivation to learn through self-directed learning in upper-grade elementary students in Surakarta. Using a quantitative correlational approach, data were collected from 140 students through Proportional Random Sampling and analyzed using product moment and multiple correlation techniques. The findings show a significant positive correlation between self-efficacy and self-directed learning (r = 0.556, p < 0.05), and between learning motivation and self-directed learning (r = 0.630, p < 0.05). Both variables together also significantly correlate with self-directed learning (R = 0.649, p < 0.05). This study empirically confirms the dual role of self-efficacy and motivation as predictors of self-directed learning among elementary students. The results highlight the importance of fostering internal factors to enhance learning independence, while encouraging further research into additional influences such as external support, time management, and learning strategies.

Highlights:

Self-efficacy and learning motivation have a significant positive correlation with students' independent learning.
Correlation analysis shows that self-efficacy and learning motivation jointly contribute to increased learning independence (R = 0.649; p < 0.05).
Independent learning is influenced by internal factors, particularly students’ confidence and intrinsic motivation.

Keywords: Self-Efficacy, Learning Motivation, Self-Direct Learning

Culturally Responsive Teaching Modules to Improve Reading Comprehension of Narrative Text for Elementary School Students

2025-05-25T18:48:18+00:00

This study aims to develop and examine the effectiveness of a Culturally Responsive Teaching (CRT)-based module to enhance narrative text reading comprehension among grade 4 elementary students. CRT was selected for its strength in integrating the local cultural context of West Java into the learning process, creating a cognitive bridge between students' daily experiences and the material. The research employed a modified 4D R&D model that included cultural analysis. Participants involved material, language, and media experts, teachers, and 30 fourth-grade students from SDN Puncakmanis, Sukabumi Regency. Data were collected using expert validation, questionnaires, and reading comprehension tests. Results indicated that the CRT-based module was valid (material 87.27%, language 88.33%, media 85%), practical (teachers 93.33%, students 87.22%), and effective—evidenced by an N-Gain of 0.61 (medium category) and an improvement in learning completeness from 40% to 100%. The findings suggest that CRT-based learning can significantly improve students' reading skills and support the integration of cultural relevance in education. However, the study's limitation lies in its specific cultural scope (West Java), suggesting a need for adaptation in other regions with different cultural backgrounds. Additionally, implementation was limited to a single school, requiring broader application for generalization.

Highlights:

Culturally Relevant: Integrates West Java culture to boost reading comprehension.
Well-Validated: Scored highly in expert and user evaluations.
Effective Results: Improved learning completeness from 40% to 100%.

Keywords: Teaching Module, Culturally Responsive Teaching, Reading Comprehension Skills, Narrative Text, Elementary School

Digital Storytelling For Enjoyable and Effective Learning in the Technological Era (2020–2025)

2025-05-25T18:48:18+00:00

Digital transformation in education has led to the development of more interactive and engaging learning methods. One strategy gaining momentum is digital storytelling, which delivers content through visual and narrative-based technologies. This article qualitatively examines digital storytelling’s role in enhancing learning effectiveness and engagement from 2020 to 2025, based on recent research findings. Through a literature review approach, it explores the use of digital media such as flipbooks, animated videos, and web-based storytelling tools. These media have been shown to improve students’ reading interest, idea articulation, conceptual understanding, critical thinking, and media literacy in elementary education. The findings suggest that combining technology with storytelling creates a more meaningful, multimodal learning experience aligned with the demands of 21st-century education. Theoretically, this approach supports the development of adaptive, contextual digital narrative-based learning. Practically, successful implementation requires improved teacher competence and curriculum adaptation to technological developments. A limitation of this study is the lack of direct empirical evidence from classroom applications, as the analysis relies entirely on secondary data. In conclusion, digital storytelling is a relevant and effective approach for tackling modern educational challenges and should be further developed to enrich learning practices in elementary schools.

Highlights:

Boosts Skills: Improves reading, thinking, and media literacy.
Engaging Format: Uses visuals and stories for richer learning.
Needs Support: Requires trained teachers and tech-ready curriculum.

Keywords: Digital Storytelling, Interactive Learning Media, Educational Transformation, 21st Century Skills, Educational Technology

Analysis of Students' Learning Needs for Teaching Materials in Informatics Subject at Senior High School.

2025-03-27T02:44:24+00:00

Education in the digital era requires innovative learning, especially in informatics, which develops critical thinking, problem-solving, and digital literacy. However, many schools, including SMA Negeri 2 Pasaman, struggle to provide relevant teaching materials. This study analyzes students' learning needs through a quantitative survey of 98 tenth-grade students. Results show that lectures (31%) and printed books (80%) dominate learning, while students prefer interactive materials with clear content, exercises, images, videos, and animations. The findings highlight the gap between available materials and students’ needs, emphasizing the need for more innovative, engaging, and relevant teaching resources.

Highlights:

Learning Material Gap – Most schools rely on printed books (80%) and lectures (31%), while students prefer interactive materials.
Need for Interactive Learning – Students want comprehensive, easy-to-understand materials with exercises, images, videos, and animations.
E-Module Solution – Developing interactive digital materials can enhance student engagement and understanding in informatics.

Keywords: Needs Analysis, Teaching Materials, Informatics