Pedagogia: Jurnal Ilmiah Pendidikan

Adapting Systematic Literature Reviews for Undergraduate Thesis Projects: A Conceptual Framework

Muhammad Iqbal, M. Rasyid Ridlo, Agus Jayadi, Nuraeni Nuraeni — Fri, 31 Jul 2026 00:00:00 +0000

This article aims a explore conceptual analysis of authoritative SLR guidelines to develop the Undergraduate SLR Model - a simplified yet rigorous seven-stage framework specifically designed for undergraduate thesis projects. Systematic literature review (SLR) has gained increasing adoption in undergraduate educational research, yet most established SLR guidelines were developed for advanced research contexts and impose procedural demands that exceed undergraduate students' capacity in terms of time, database access, methodological training, and team composition. This study employed a conceptual research design through the systematic analysis and synthesis of authoritative SLR guidelines to identify essential methodological principles and adapt them to undergraduate research contexts. The results is unlike existing SLR guides that target graduate or professional researchers, this framework explicitly addresses the constraints of single-researcher settings by introducing supervisor validation as a quality assurance substitute for dual-reviewer screening, limiting database requirements to one primary source with a mandatory supplementary search strategy, and recommending thematic narrative synthesis as a feasible alternative to meta-analysis. The model also provides a decision guide for choosing between SLR and scoping review approaches, practical tools including a simplified PRISMA Flow Diagram and self-assessment checklist, and guidance for collaborative multi-researcher scenarios. This framework offers a methodological reference that enables undergraduate students and their supervisors to conduct literature reviews that are both rigorous in principle and realistic in practice.

Bridging Global Expertise and Classroom Pedagogy: International Partnership and Teacher Professional Transformation

Fri, 31 Jul 2026 00:00:00 +0000

This study aimed to assess the impact of the British Council’s partnership through the Nusantara Grow Program on teachers’ professional transformation in schools. The study was motivated by the growing need for sustainable professional development programs that enhance teachers’ pedagogical competencies and readiness to respond to evolving educational demands. An explanatory sequential mixed-methods design was employed, combining quantitative and qualitative data to provide a comprehensive evaluation of the program’s outcomes. Data were collected using the Customer Satisfaction Index (CSI), semi-structured interviews, and classroom observations, focusing on indicators of teacher professionalism. The findings indicate that the Nusantara Grow Program made a significant contribution to improving teachers’ professional competencies, particularly in identifying students’ learning needs, enhancing learning motivation, and strengthening the implementation of formative and summative assessments. Teachers also reported increased confidence, stronger reflective practices, and greater ability to integrate information technology and international learning platforms into classroom instruction. Furthermore, the program expanded teachers’ professional networks by facilitating collaboration with international experts through the British Council’s Massive Open Online Courses (MOOCs), encouraging the adoption of more adaptive, innovative, and globally informed teaching practices. These findings demonstrate that international partnership programs can play an important role in fostering teachers’ professional transformation and supporting continuous professional development in schools.

Civic Literacy for Sustainable Futures: Insights from a Systematic Review

Trimo Septiono, Afifah Hifzhillah, Anan Sutisna — Fri, 31 Jul 2026 00:00:00 +0000

This study aimed to systematically examine practices, strategies, and models for developing civic literacy across educational settings, digital environments, and public knowledge institutions in response to the growing challenges of misinformation, polarization, and digital transformation. A Systematic Literature Review (SLR) was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, including the stages of identification, screening, eligibility, and inclusion. A total of 30 peer-reviewed articles retrieved from national and international scholarly sources were analyzed using thematic analysis. The review explored six interrelated domains: civic learning, digital participation, educational policy, culture, libraries, and public knowledge spaces. The findings indicate that civic literacy is fostered through critical engagement with public information, dialogic and democratic communication, culturally responsive and local wisdom-based learning, and equitable access to reflective participation spaces within educational, digital, and public contexts. The synthesis further demonstrates that effective civic literacy initiatives integrate critical thinking, ethical reasoning, digital competencies, and participatory learning to strengthen informed citizenship. Civic literacy functions as a conceptual bridge between information literacy and Sustainable Development Goal (SDG) by enabling individuals to critically evaluate information, make ethical decisions, and participate responsibly in democratic life. These findings provide evidence-based implications for curriculum development, teacher education, and the design of inclusive democratic learning ecosystems across diverse educational contexts.

Educational Service Quality as a Mediator Between Principal Leadership and Teacher Job Satisfaction

Eli Karyati, Aan Komariah, Djam’an Satori, Sururi Sururi, Supiani Supiani — Fri, 31 Jul 2026 00:00:00 +0000

This study aimed to examine the mediating role of educational service quality in the relationship between principal leadership and teacher job satisfaction in disadvantaged educational settings. A quantitative explanatory research design was employed involving 310 junior high school teachers from rural area. Data were collected using a structured questionnaire measuring principal leadership, educational service quality, and teacher job satisfaction. The proposed relationships were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine both direct and indirect effects among the constructs. The results revealed that principal leadership had significant positive effects on both teacher job satisfaction and educational service quality. Educational service quality also significantly enhanced teacher job satisfaction. Furthermore, educational service quality partially mediated the relationship between principal leadership and teacher job satisfaction, indicating that effective school leadership improves teacher satisfaction both directly and indirectly by fostering higher-quality educational services. These findings highlight the importance of service-oriented leadership practices in strengthening teacher well-being and enhancing school performance in disadvantaged educational settings. The study contributes to the educational leadership literature by demonstrating the mediating mechanism through which principal leadership influences teacher job satisfaction and provides empirical evidence to support leadership development strategies aimed at improving educational service quality and sustainable school effectiveness in rural area.

Enhancing Critical Thinking Through Augmented Reality-Based Nervous System E-Modules

Fri, 31 Jul 2026 00:00:00 +0000

This study aims to develop an integrated nervous system e-module using Augmented Reality and to analyze its feasibility and effectiveness in improving the critical thinking skills of 11th-grade students. This study was primarily motivated by findings indicating deficiencies in students’ analytical reasoning skills in science, with a specific focus on biology. This study employed the Research and Development method using the ADDIE model, which includes the Analysis, Design, Development, Implementation, and Evaluation stages. The study subjects consisted of 34 11th-grade students. The effectiveness test was conducted using a one-group pretest-posttest design. Critical thinking skills were measured using Ennis’s indicators. The research results show that the e-module developed met very high feasible criteria based on evaluations by experts and practitioners, including 1 media expert, 1 content expert, and 15 teachers. Calculation results show that the CVI score falls into the “very good” category. Achieving a score so close to perfection proves that the integration of Augmented Reality technology into the science module has been presented accurately, systematically, and in accordance with applicable language and graphic standards. The results of the e-module’s implementation proved effective in enhancing students’ critical thinking skills, as evidenced by an increase in the average score from the pretest to the posttest with an N-gain in the moderate category, where the greatest progress occurred in the “Advanced Clarification” and “Basic Support” indicators. The decrease in the standard deviation (SD) indicates that this e-module can reduce gaps in students’ understanding. Thus, this e-module is effective and suitable for use in enhancing students’ critical thinking skills.

Leading Digital Transformation: Principal Strategies for Building a Digital School Culture

Dwi Andini, Maya Novita Sari — Fri, 31 Jul 2026 00:00:00 +0000

This study aimed to analyze the principal’s leadership in developing a digital school culture by examining leadership strategies, implementation processes, and challenges in integrating technology within the school environment. A qualitative approach with a case study design was employed. Participants included the principal, teachers, and educational staff selected through purposive sampling. Data were collected through semi-structured interviews, classroom and school observations, and document analysis. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, encompassing data condensation, data display, and conclusion drawing. The findings revealed that the principal enacted visionary, transformational, and adaptive leadership by integrating technology-driven initiatives with Islamic values to promote a sustainable digital school culture. Leadership practices were reflected in the implementation of digital policies, continuous teacher professional development, and the integration of digital technologies into teaching and learning activities. These strategies enhanced teachers’ digital competence, strengthened collaborative practices, and increased student engagement in technology-supported learning. Nevertheless, several challenges persisted, including inadequate technological infrastructure, unstable internet connectivity, and the potential misuse of digital technologies by students. This study demonstrates that effective digital school transformation depends not only on technological resources but also on strong, adaptive, and values-based school leadership. The findings contribute to the digital leadership literature by highlighting the importance of aligning technological innovation, organizational culture, and institutional values to foster sustainable digital school development.

Mapping the Intellectual Landscape of Local Wisdom-Based Learning: A Bibliometric Analysis

Fri, 31 Jul 2026 00:00:00 +0000

This study aimed to systematically map global research trends, intellectual structures, and collaborative dynamics concerning the integration of local wisdom into education for fostering student creativity. A descriptive bibliometric approach combined with qualitative content analysis was employed. A refined dataset of 3,057 peer-reviewed articles published between 2017 and 2025 was retrieved from the Dimensions database following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Bibliometric mapping and network visualization were conducted using VOSviewer to examine publication growth, citation patterns, keyword co-occurrence, thematic evolution, and research density. The findings revealed an exponential increase in annual publications and cumulative citations, indicating growing scholarly interest in integrating local wisdom into educational research. Network visualization identified “local wisdom” as the central keyword, strongly connected with science learning, character education, and student creativity. Overlay visualization demonstrated a shift from conceptual discussions toward empirical investigations emphasizing classroom implementation and educational impact. Density mapping further revealed thematic disparities, showing extensive attention to general student contexts, whereas specific learning processes, cognitive mechanisms underlying creativity, and empirical evaluations of instructional effectiveness remain underexplored. This study provides a comprehensive bibliometric baseline that captures the evolution of local wisdom-based education and identifies emerging research opportunities. The findings offer valuable directions for future investigations and support the development of culturally responsive and sustainable educational innovations that strengthen creativity and improve instructional quality across diverse learning contexts.

Quizlet-Assisted Microlearning Approach: Impact on Digital Literacy and Student Learning Motivation

Paijan Rambe, Nini Aryani, Emilda Sulasmi, Setya Wardana Putri — Fri, 31 Jul 2026 00:00:00 +0000

This study aims to examine the effect of Quizlet-assisted microlearning on digital literacy and learning motivation and investigate the mediating role of digital literacy, as well as to provide an overview of the contribution of technology-based learning media to learning competencies in the digital era. This research is motivated by the demands of education in the digital era which emphasizes the importance of digital literacy and student learning motivation. The research method uses a quantitative approach with an ex post facto design. The research sample amounted to 85 students who were selected through purposive sampling techniques. Data collection was carried out using a Likert scale questionnaire, then analyzed with Structural Equation Modeling ) based on Partial Least Square (SEM-PLS). The results of the study show that digital literacy has a positive and significant influence on learning motivation. In addition, Quizlet-assisted microlearning also has a significant effect on digital literacy and student learning motivation. Other findings reveal that digital literacy plays a partial mediator in the relationship between microlearning and learning motivation. This shows that increasing digital literacy is able to strengthen the influence of microlearning on student learning motivation. Thus, the integration of microlearning-based learning technology is an effective strategy to increase digital literacy and learning motivation, so that educators are expected to optimize the use of interactive digital media in the learning process.