International Journal Universal Pedagogy Education
International Journal Universal Pedagogy Education (IJUPE) is an open-access scholarly journal published by CV. Tiga Edukasi Global. IJUPE serves as an academic platform for researchers, educators, practitioners, and postgraduate students to share research findings, theoretical studies, and best practices in the field of education. The journal is committed to strengthening the bridge between educational theory and practice through high-quality, relevant, and innovative scientific publications. The journal primarily focuses on key issues in education, including instructional innovation and strategies, technology integration in education, curriculum development, inclusive education and special needs, as well as educational studies spanning from early childhood to higher education. IJUPE also encourages scholarly contributions in the areas of teacher professionalism, educational leadership, and contemporary education policy.
The Role of The Leading Teacher in Schools in Remote, Frontier and Outermost Areas in Enjoyable Learning
This study analyzes the multidimensional role of the Leading Teacher in realizing enjoyable learning in Disadvantaged, Frontier, and Outermost (3T) Areas based on the Independent Curriculum. Using a qualitative multi-site case study approach in Entikong Regency, data was collected through interviews, observations, and document reviews. The results of the study identified three core roles of the Leading Teacher: (1) as a Contextual Learning Architect who transforms material and environmental limitations into authentic learning resources; (2) as a Socio-Emotional Climate Facilitator who builds a safe space and restores learning motivation through a personal approach and positive feedback; and (3) as a Leader and Catalyst of the Learning Community who drives a collaborative network with fellow teachers, parents, and the community for sustainable innovation. These three roles are interconnected to form a learning ecosystem where enjoyment emerges as a consequence of a meaningful, relevant, and student-centered learning process. This study contributes to the development of a contextual learning leadership model in marginalized areas.
Copyright (c) 2025 International Journal Universal Pedagogy Education https://creativecommons.org/licenses/by-nc/4.0
Anti-Corruption Education in the Indonesian School and Social Context: An Integrative Review
Corruption in Indonesia is a systemic issue affecting political, bureaucratic, and educational spheres. Anti-Corruption Education (ACE) is recognized as a key non-penal strategy to foster integrity and prevent corruption in the long term. However, research often separates pedagogical effectiveness from critical discourse analysis, creating a gap in integrative understanding. This study employs an integrative review approach to synthesize empirical and conceptual literature on ACE in Indonesia. Data were drawn from 29 national and international journal articles published between 2016-2025, selected based on criteria related to policy, curriculum design, implementation, and evaluation. Thematic analysis identified patterns across curriculum models, pedagogical strategies, assessment practices, and socio-political discourse. Findings indicate that ACE implementation spans all educational levels, integrating values through Civics and Islamic Education, experiential learning, and digital media. Empirical evidence shows a positive correlation between ACE and integrity attitudes, yet practices remain dominated by individual-moral approaches with limited attention to structural and ideological dimensions. ACE has evolved into systematic policies but risks becoming symbolic morality without critical pedagogy and governance reform. Strengthening ACE requires ecosystem-based integration across family, school, and community, standardized curricula, educator training, and synergy with legal enforcement to ensure transformative impact.
Analysis of AI Anxiety in Madrasah Ibtidaiyah Prospective Teachers’ Readiness
The rapid integration of Artificial Intelligence (AI) in education has generated both opportunities and psychological challenges, notably AI Anxiety (AIA), particularly among pre-service primary school teachers who shape future generations’ technological attitudes. This study investigates how Information and Communication Technology (ICT) experience, attitudes, and competence predict AIA levels among pre-service teachers enrolled in the PGMI program at UIN Raden Mas Said Surakarta. Using a quantitative, correlational design, data were collected from 141 participants through validated AI Anxiety and ICT Role questionnaires using google form. Descriptive analysis revealed a moderate overall AIA level (M = 4.65), with high external, career-focused anxiety notably Job Replacement (M = 5.56) and low learning-related anxiety (M = 2.65). Correlation and regression analyses indicated that technical and cognitive ICT skills significantly and negatively predicted AIA, identifying Technical Skills as the strongest mitigating factor (B = -0.221, p = 0.030). These findings affirm that practical ICT proficiency reduces AI-related fears by enhancing digital self-efficacy. The study underscores the necessity for curriculum redesign in teacher education to emphasize applied technical competence and gender-sensitive training. Strengthening ICT capability can transform AI apprehension into confidence, preparing future educators for AI-integrated learning environments.
Optimizing Mathematics Learning in Elementary Schools: A Differentiated Approach to Improving Students' Cognitive Abilities
This study aims to test the effectiveness of the application of differentiation approaches in mathematics learning in elementary school and its impact on students' cognitive abilities. This study used a quantitative experimental design with two groups, namely the experimental group that was treated with a differentiated approach and the control group that followed conventional learning. The sample consisted of two classes, namely the experimental class with 24 students and the control class with 25 students. Data was collected through math ability tests and motivation questionnaires, which were analyzed using a t-test to see significant differences between groups. The results showed that the experimental group that used the differentiation approach experienced significant improvements in concept comprehension, problem-solving skills, and learning motivation, compared to the control group. These findings imply that a differentiated approach can improve the quality of mathematics learning in primary schools, by tailoring teaching to the individual needs of students. Therefore, the application of a differentiation approach is recommended to improve student learning outcomes.
Learning Planning, Mathematics, Learning Methods, Learning Media, Learning Evaluation.
Local Storybooks and Cultural–Civic Literacy Development in Primary Schools: A Quasi-Experimental Study from Indonesia
This study aimed to examine the effectiveness of culturally based children’s storybooks in strengthening students’ cultural literacy and civic literacy simultaneously. A quasi-experimental design with a non-equivalent control group was employed, involving 60 elementary school students divided into experimental and control classes. The experimental group received instruction using child-friendly, bilingual storybooks grounded in Gorontalo culture, while the control group followed conventional learning practices. Data were collected through pretest and posttest instruments measuring cultural literacy and civic literacy. Statistical analyses were conducted using appropriate parametric and non-parametric tests, complemented by normalized gain (N-gain) and effect size calculations. The results demonstrate that students in the experimental group showed significantly higher improvements in both cultural literacy and civic literacy compared to the control group. The intervention produced a large effect on cultural literacy and a moderate-to-strong effect on civic literacy, indicating substantial pedagogical impact. These findings suggest that culturally grounded narrative media function as an effective pedagogical instrument for reinforcing cultural identity and civic understanding in elementary education, offering a scalable model for culturally relevant learning in diverse sociocultural contexts.
Deep Learning Strategies for Developing Critical Thinking Skills and Pancasila Character among Elementary School Students
In the current educational context, elementary schools face challenges in simultaneously developing students’ cognitive abilities and national character. Many students demonstrate limited critical thinking skills and weak internalization of Pancasila values, which are essential for responsible and ethical citizenship. This study aimed to design, implement, and evaluate Deep Learning instructional strategies to enhance critical thinking and Pancasila character among Grade V students. A mixed-methods approach combined with a developmental research design was employed, involving iterative cycles of needs analysis, strategy design, limited implementation, and evaluation. Quantitative data were collected through critical thinking tests and character assessment rubrics, while qualitative data were obtained via classroom observations, interviews, and learning documentation. The results revealed significant improvements in students’ critical thinking abilities and the internalization of Pancasila values, facilitated by active, collaborative, reflective, and contextual learning activities. Expert validation confirmed that the strategy was both practical and pedagogically sound. The study concluded that Deep Learning strategies provide an effective model for simultaneously fostering higher-order cognitive skills and national character in elementary education, offering practical guidance for teachers and schools seeking to enhance both academic and character development.
Identifying the Factors Behind Low Digital Literacy Skills Among Higher Education Students
This study investigates the factors influencing low digital literacy skills among students at PBI UKI Toraja. Digital literacy is crucial for academic success and professional development, yet many students face barriers that hinder their ability to effectively engage with digital technologies. The primary objective of this research is to identify the key factors personal, academic, social, resource-related, and technological that contribute to the low digital literacy skills of students. A quantitative survey method was employed, gathering responses from 10 students through a structured questionnaire. The findings indicate that while students exhibit high interest in digital technology, personal confidence, basic knowledge, and insufficient academic support were the most significant barriers to digital literacy. Additionally, limited access to digital resources and technical issues further hinder students' engagement with digital tools. The study concludes that addressing these challenges through improved faculty support, better curriculum integration, and enhanced access to resources and technology is essential for fostering digital literacy. These findings provide valuable insights for universities to develop strategies to enhance digital literacy among students.
The Impact of Collaborative Learning on the Social Skills of Primary School Students
This study aims to investigate the impact of collaborative learning on the social skills of primary school students, focusing on communication, cooperation, and conflict resolution. Social skills are critical in early child development, particularly in the primary education context. A mixed-methods approach was employed, combining both qualitative and quantitative data. Data were collected through questionnaires, observations, and interviews with 100 primary school students in Medan City. The results showed that collaborative learning significantly improved students' social skills, with 75% of participants reporting increased self-confidence in peer interactions. However, challenges such as difficulties faced by introverted students and issues in managing group dynamics were identified. These findings underscore the importance of incorporating collaborative learning into the curriculum and highlight the need for educator training in group management. The study suggests that more structured collaborative learning activities should be integrated into school programs to foster social skills development. Educators, parents, and curriculum developers can use these insights to create more effective strategies that promote student interaction and cooperation in the classroom.
Analyzing the Controversy of Literature Integration in Educational Curricula: Policy Review and Educational Implications
The integration of literature into educational curricula has sparked ongoing debate regarding its relevance and practical value in modern education systems. This study explores the challenges, implications, and benefits of incorporating literature into the curriculum, balancing tradition with innovation while emphasizing its socio-cultural importance. The primary challenges include policy prioritization of STEM subjects over the humanities, insufficient teacher preparedness, and resource inequalities between urban and rural schools. To address these issues, the study advocates for comprehensive policy reforms, including improved teacher training, equitable access to literary resources, and contextualized curricula that incorporate both local and global literary works. The findings highlight literature’s significant role in developing 21st-century skills, such as critical thinking, creativity, empathy, and communication. By engaging with literary texts, students can connect with cultural heritage, foster moral reflection, and develop a global outlook. Additionally, balancing classical literary traditions with modern, technology-driven approaches enhances student engagement and accessibility in the digital age. Literature’s socio-cultural value lies in its ability to preserve cultural identity, reflect societal realities, and inspire critical consciousness. This study concludes that integrating literature into curricula is vital for holistic education, cultivating students’ intellectual, ethical, and emotional development. Policymakers and educators must collaborate to ensure sustainable implementation, bridging the gap between humanistic learning and contemporary educational needs.
Literature Analysis of Fostering Islamic Character through Cooperative Learning Strategies in the Context of Islamic Religious Education
This study aims to analyze the contribution of cooperative learning strategies in fostering students' Islamic character in the context of Islamic Religious Education (PAI). In an increasingly complex era of education, the teaching of Islamic values such as honesty, responsibility, help, and tolerance is not enough to be done through the one-way lecture method. An approach is needed that actively engages learners in meaningful and collaborative learning experiences. To answer this, this study uses a library research method with a descriptive-qualitative approach, which examines various scientific literature from SINTA and Scopus indexed journals in 2017–2025. Data were analyzed through a thematic study on the application of cooperative learning models such as Jigsaw, Think-Pair-Share, Group Investigation, and Numbered Heads Together in the context of PAI learning. The results of the study show that cooperative strategies significantly support the formation of students' Islamic character through social interaction, group cooperation, and directed reflective communication. Islamic values are not only conveyed theoretically, but also practiced in learning dynamics. Teachers play the role of value facilitators who encourage the realization of learning based on manners and deliberation. The implications of this study emphasize the importance of professional training for PAI teachers to master a cooperative approach pedagogically and contextually. In addition, schools and educational institutions need to support the implementation of this strategy by providing time, space, and evaluation systems that encourage the integration of character values in the learning process. Cooperative strategies have proven to be relevant as a transformative approach in character-based Islamic education.
Strategies; Cooperative Learning; Islamic Religious Education
Critical Thinking Skills in Elementary School Science Lessons
This study aims to design and test the validity and reliability of a critical thinking assessment instrument based on Ennis’s theory, applied to the IPAS subject theme Exploring the World. The instrument was developed in the form of essay questions covering six critical thinking indicators: clarification, assumption, inference, evaluation, explanation, and self-regulation. The research adopted a Research and Development (R&D) approach using the Borg & Gall model. The try-out subjects were 30 sixth-grade students from Elementary School Pucangro Jombang. Validity was evaluated by three education and IPAS learning experts using Aiken’s V, while reliability was tested using Cronbach’s Alpha. Results showed that all items had high validity (Aiken’s V > 0.82) and strong reliability (α = 0.824). This instrument is considered appropriate as an assessment tool for evaluating elementary students' critical thinking skills in a thematic and global learning context. The use of the Exploring the World theme proved effective in encouraging students to analyze, compare, and draw critical conclusions about cultures, environments, and global life.
Innovative Strategies in Mathematics Lesson Planning to Increase Student Engagement in Grade IV State Elementary School Jajar 01
This study aims to analyze and evaluate the planning of mathematics learning in grade IV of State Elementary School Jajar 1 in the context of the application of the principles of the Independent Curriculum. The main focus of this research is to explore how teachers structure teaching modules and use various learning methods and media to increase student involvement in the mathematics learning process. This study uses a descriptive qualitative method, with data collection techniques through observation, interviews, and documentation. The research subjects are grade IV teachers and students at State Elementary School Jajar 1 in the 2024/2025 academic year. The results of the study show that the learning planning carried out by teachers has included various important components, including clear learning objectives, materials that are appropriate to the student's level of development, and the use of varied learning media and resources, such as teaching aids and digital media. Teachers also implement diverse learning methods, including project-based, problem-based, and differentiated learning, to accommodate students' diverse learning styles. In addition, formative assessments that include cognitive, affective, and high-level thinking skills aspects are also applied to monitor student development thoroughly. The implications of this study show that the implementation of flexible and technology-based learning planning can increase student engagement, deepen understanding of mathematical concepts, and optimize student learning outcomes. Further training is needed for teachers to enrich the variety of learning methods and the use of technology in the learning process.
Analysis Application of Problem Based Learning Model to Improve Students' Critical Thinking Skills in Pancasila Education Subjects
Critical thinking skills are one of the ten main skills that students need to prepare and strengthen to face and achieve success in the future. Critical thinking skills are needed so that citizens can make wise and appropriate decisions that benefit themselves and their environment. The purpose of this study is to find out student learning activities and improve students' critical thinking skills by applying the problem based learning model. The type of research chosen is class action research (PTK) which consists of 2 cycles. Each cycle includes four stages, namely: planning, acting, observing, and reflecting. The results of the study show that there is an increase in each cycle that has been adjusted to the critical thinking indicators. Thus, the application of problem-based learning in general can improve students' critical thinking skills in the Pancasila Education course in classroom action research.
Increasing Student Interest in Learning Using E-Flipbook Learning Media
Education is a field that is very much needed by the country which requires special attention from all walks of life, the progress and success of education in Indonesia is not only the government which is responsible, but all of us are also responsible for the success of education both the teachers, parents, even student. In the era of globalization, technological developments can affect all aspects of human life, and the educational aspect is one of them. One of the learning media that can be used for students studying at school or home is by using e-flipbook learning media. E-flipbooks that are now in great demand by the public are digital books or e-flipbooks where book pages can be opened and read on a computer monitor screen. The form of research used is classroom action research (PTK). Based on research on cycle I and cycle II, economic learning through the application of eflipbook media provides a different variation from the learning activities that were usually carried out by the previous teacher and this can be seen from the attention of students who feel happy and enthusiastic about carrying out learning activities.
The Effect of Problem-Based Learning (PBL) Model Assisted by Musical Board Media on the Ability to Solve Story Problems in Fifth Grade Elementary School Students
This study aims to test the effectiveness of the Problem Based Learning (PBL) model assisted by the media of the musi board in improving students' ability to solve mathematical story problems, especially in the material of the Smallest Common Multiple (KPK) and the Largest Common Factor (FPB) in elementary schools. This study used a quasi-experimental design with two groups, namely the experimental group that applied the PBL model assisted by the musi board and the control group that used conventional learning. Data was collected through a post-test in the form of essay questions, which were then analyzed with a descriptive statistical test and an independent t-test to test the difference in learning outcomes between the two groups. The results showed that students who participated in learning with the PBL model assisted by the musi board showed a significant improvement in their ability to solve math story problems compared to students who participated in conventional learning. Musi board media helps students visualize abstract mathematical concepts, which in turn makes it easier for students to understand. The implication of these findings is the importance of applying the PBL model with relevant media in mathematics learning to improve student learning outcomes. Problem-based learning that supports students' active engagement can be an effective alternative to improving math comprehension and skills at the elementary school level.
The Existence of Education Humanizing Humans in the Perspective of Driyarkara's Philosophy
This article aims to examine Driyarkara's thoughts on education that humanizes humans, as well as its relevance in the context of Indonesian multicultural education. The education initiated by Driyarkara not only focuses on the intellectual aspect, but also on the formation of the moral and social character of students, with an emphasis on the values of humanism, solidarity, and love. This study uses a qualitative literature study method, which analyzes the literature related to Driyarkara's thought and the application of the concepts of hominization and humanization in education. The primary data sources used include books, journals, and scientific articles obtained from Google Scholar, while secondary sources include relevant literature on education in Indonesia and the challenges faced in a multicultural society. The results of the study show that Driyarkara's thinking on humanistic education is very relevant in overcoming social problems such as bullying, juvenile delinquency, and violence in schools. Through the concept of humanizing young people, Driyarkara emphasized the importance of education that not only forms intellectual intelligence, but also strengthens the moral character of students. In the face of globalization and industrialization of education, the application of human values in education in Indonesia is very important to create a young generation that is not only intelligent, but also moral and caring for others.
Analysis of Classroom-Based Mathematics Learning Evaluation at Public Elementary School Jajar 01: A Qualitative Study
This study aims to analyze the practice of classroom-based mathematics learning evaluation carried out by grade IV teachers at Public Elementary School Jajar 01, as well as identify the challenges faced in its implementation. The focus of the research is directed at how teachers structure, implement, and follow up on learning evaluations in a contextual and reflective manner. This study uses a qualitative descriptive approach with data collection techniques in the form of in-depth interviews, direct observations, and documentation. The subjects of the study are homeroom teachers of grade IV and supporting documents such as Student Worksheet, test results, and teaching modules. The results of the study show that learning evaluation is not only carried out in the form of written tests, but also through project evaluations, diagnostic assessments, and the provision of constructive formative feedback. Teachers also involve parents in the evaluation process through periodic communication aimed at increasing students' motivation to learn at home. The use of concrete media in evaluation has been proven to help students' understanding of mathematical concepts, especially in abstract materials. Although there are still challenges such as time constraints and the dominance of conventional tests, the evaluation practices implemented have shown a direction towards more inclusive, participatory, and development-oriented assessments. These findings provide important implications for other elementary school teachers to develop more meaningful evaluation practices and empower students as active and reflective learners.
Development of Fishing Games for Innovative and Fun Learning on Elementary School Science Substance Change Material
This study aims to design and implement a fishing game as an interactive learning tool on the material of changes in the form of matter for class 4A at Elementary School 93 Palembang consisting of 30 students. This learning tool was developed using the ADDIE method which includes analysis, design, development, implementation, and evaluation. This fishing game is designed to increase student participation and motivation by presenting interesting and educational activities, so that students can understand the concept of changes in the form of matter in a more real and interactive way. The research methodology used is one group pretest-posttest with observation and assessment of learning outcomes as measuring instruments. The results of the study showed a significant increase in students' understanding of the material of changes in the form of matter after using the fishing game tool. In addition, this tool has proven effective in encouraging students' cognitive development and their ability to apply concepts practically. This study is in line with previous studies which found that fishing games can improve children's cognitive abilities and enthusiasm for learning in elementary education. The application of the ADDIE method in the development of learning tools also supports the creation of organized and effective media according to student needs. Therefore, fishing games as an interactive learning tool are an innovative choice that can enrich the learning process at the elementary level, especially on the material on changes in the form of matter. This study provides an important contribution in the development of fun learning tools and supports the achievement of optimal learning outcomes.
Development of Barcode-Based Pop-Up Books in Elementary School
Students' understanding of abstract concepts such as the life cycle of living beings often poses a challenge at the elementary level, especially in Grade III. Learning processes that rely heavily on textbooks and verbal explanations tend to be less engaging and difficult for students to grasp. This study aims to determine the effect of pop-up book media on third-grade elementary students' understanding of the life cycle material. The method used is Research and Development (R&D), involving three stages of trials: one-to-one, small group, and field test, with a total of 22 students at Public Elementary School 81 Palembang. Validation was conducted by media experts, material experts, and education practitioners. The validation results indicated that the pop-up book media was highly feasible, with an average score above 82%. Meanwhile, the trial results showed a significant improvement in students' understanding, with average scores reaching 93.3% in the one-to-one and small group stages, and 89.2% in the field test. In conclusion, the pop-up book media is effective in enhancing students' understanding of the life cycle concept and is suitable for use as an engaging and interactive learning tool.