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DWIJA CENDEKIA: Jurnal Riset Pedagogik
Published by Universitas Sebelas Maret
ISSN : 25811843     EISSN : 25811835     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Mathematics Social Sciences Other
DWIJA CENDEKIA: Jurnal Riset Pedagogik adalah jurnal yang dipublikasikan oleh Universitas Sebelas Maret Surakarta. Jurnal ini diterbitkan dua kali setahun, Agustus dan Desember P-ISSN 2581-1843, E-ISSN 2581-1835. Jurnal mencakup penelitian dan gagasan ilmiah tentang ilmu pendidikan, pendidikan ilmu sosial dan humaniora, dan pendidikan matematika dan ilmu alam. Pengajuan artikel, serta proses peninjauan, tidak dikenakan biaya (gratis). Jurnal ini juga telah menjadi anggota CrossRef. Oleh karena itu, Semua artikel yang diterbitkan oleh jurnal ini akan memiliki nomor DOI.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 272 Documents
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Pengembangan buku digital IPAS berbasis kearifan lokal dengan augmented reality berorientasi berpikir kritis Novita Riana Sari; Rokhmaniyah Rokhmaniyah; Dewi Indrapangastuti
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 10, No 1 (2026): April 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v10i1.113066

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya keterampilan berpikir kritis siswa serta terbatasnya bahan ajar IPAS yang kontekstual dan interaktif. Penelitian ini bertujuan mengembangkan buku digital IPAS berbasis kearifan lokal dengan Augmented Reality (AR) untuk meningkatkan keterampilan berpikir kritis siswa kelas V sekolah dasar. Penelitian ini dilatarbelakangi oleh rendahnya keterampilan berpikir kritis siswa serta terbatasnya bahan ajar IPAS yang kontekstual dan interaktif. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE. Produk dikembangkan dengan mengintegrasikan kearifan lokal Kabupaten Purworejo, pendekatan Problem Based Learning, dan visualisasi Augmented Reality. Hasil validasi oleh ahli materi, media, bahasa, dan praktisi menunjukkan rata-rata kelayakan sebesar 93% dengan kategori sangat baik. Implementasi produk menunjukkan peningkatan keterampilan berpikir kritis siswa kelas eksperimen dari nilai rata-rata 69,07 menjadi 91,15, lebih tinggi dibandingkan kelas kontrol. Hasil penelitian ini mengimplikasikan bahwa buku digital IPAS berbasis kearifan lokal dengan Augmented Reality layak dan efektif digunakan sebagai bahan ajar IPAS yang kontekstual dan inovatif untuk mendukung pengembangan keterampilan berpikir kritis siswa sekolah dasar. Development of a local wisdom-based IPAS digital book integrated with augmented reality oriented toward critical thinking skills Abstract: This study was motivated by students’ low critical thinking skills and the limited availability of contextual and interactive IPAS learning materials. The study aimed to develop a local wisdom based IPAS digital book integrated with Augmented Reality (AR) to support the development of critical thinking skills among fifth-grade elementary school students. The research employed a Research and Development (R&D) method using the ADDIE model. The product was developed by integrating local wisdom from Purworejo Regency, a Problem Based Learning approach, and Augmented Reality visualization. The validation results from content, media, language experts, and practitioners showed an average feasibility score of 93%, categorized as very good. The implementation results indicated an improvement in students’ critical thinking skills in the experimental class, with the average score increasing from 69.07 to 91.15, which was higher than that of the control class. These findings imply that the local wisdom–based IPAS digital book integrated with Augmented Reality is feasible and effective as a contextual and innovative learning material to support the development of elementary school students’ critical thinking skills.
Kecemasan statistik mahasiswa: Sebuah analisis pada mahasiswa pendidikan kesejahteraan keluarga di berbagai tahapan pembelajaran Maya Oktaviani; Tarma Tarma
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 10, No 1 (2026): April 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v10i1.116595

Abstract

Penelitian ini bertujuan untuk menganalisis perbedaan tingkat kecemasan statistik mahasiswa Pendidikan Kesejahteraan Keluarga (PKK) berdasarkan tahapan pembelajaran (belum, sedang, dan telah menempuh mata kuliah). Menggunakan pendekatan kuantitatif komparatif, penelitian ini melibatkan 250 mahasiswa Program Studi PKK Universitas Negeri Jakarta yang dipilih melalui teknik convenience sampling. Data dikumpulkan menggunakan skala kecemasan statistik dan dianalisis melalui uji one-way ANOVA. Hasil penelitian menunjukkan adanya perbedaan signifikan tingkat kecemasan statistik antar kelompok mahasiswa (F = 3,055; p = 0,049). Temuan utama mengungkapkan bahwa mahasiswa yang belum menempuh mata kuliah Statistika memiliki tingkat kecemasan tertinggi dibandingkan kelompok yang sedang (p = 0,025) maupun yang telah mengikuti perkuliahan (p = 0,018). Disimpulkan bahwa kecemasan statistik dipengaruhi oleh pengalaman formal dalam pembelajaran subjek tersebut. Penelitian ini menekankan perlunya strategi pedagogis yang adaptif, seperti program orientasi dan peningkatan efikasi diri, untuk mereduksi kecemasan mahasiswa sebelum memulai perkuliahan statistika guna mengoptimalkan performa akademik mereka. Students’ anxiety toward statistics: An analysis of family welfare education students at various stages of learning Abstract: This study aims to analyze the differences in statistical anxiety levels among Family Welfare Education (PKK) students based on their learning stages (pre-course, ongoing, and post-course). Using a comparative quantitative approach, the study involved 250 students from the PKK Study Program at Universitas Negeri Jakarta, selected via convenience sampling. Data were collected using a validated statistical anxiety scale and analyzed using one-way ANOVA. The results indicate a significant difference in statistical anxiety levels across the groups (F = 3.055; p = 0.049). Key findings reveal that students who have not yet taken the Statistics course exhibit the highest anxiety levels compared to those currently enrolled (p = 0.025) and those who have completed the course (p = 0.018). It is concluded that statistical anxiety is significantly influenced by formal exposure to the subject. This study emphasizes the need for adaptive pedagogical strategies, such as orientation programs and self-efficacy enhancement, to reduce anxiety before students begin the course to optimize their academic performance.
Social-emotional competence among vocational students: A gender-based comparative study Fayruziyah Ifroch Sabtana; Budi Astuti; M. Alvy Syahrin Mi’roj
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 10, No 1 (2026): April 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v10i1.114582

Abstract

This study aims to analyze differences in social-emotional competencies between female and male students in vocational high schools in West Nusa Tenggara. The background of this study is based on the assumption that gender studies in social-emotional competencies need to be approached critically, rather than simplified into assumptions of natural differences. This study employs a descriptive comparative quantitative method with a sample of 711 vocational students selected through simple random sampling. Data were analyzed using cross-tabulation and Mann–Whitney tests. The findings reveal that the majority of students are in the moderate category (67.4%), indicating that social-emotional competencies are present but not yet optimally developed, while 31.4% fall into the low category, reflecting a substantial proportion of students who still require targeted support. Statistical analysis shows significant gender differences in three SEL dimensions: self-awareness (p = 0.019), self-management (p = 0.000), and relationship skills (p = 0.036), suggesting that gender may influence how students develop and express specific social-emotional competencies. These findings highlight the need for more responsive and inclusive approaches to Social Emotional Learning (SEL) that consider gender-related differences without reinforcing stereotypes. Practically, this implies the importance of designing SEL interventions that are adaptive, equitable, and sensitive to diverse student needs in both instructional and counseling contexts.
Mapping socioscientific issues research in science education: Trends, pedagogy, competencies, and gaps (2021-2025) Rifat Shafwatul Anam; Ahmad Yani
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 10, No 1 (2026): April 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v10i1.116867

Abstract

Amid increasing global challenges characterized by uncertainty, complexity, and ethical dilemmas, socioscientific issues (SSI) have emerged as a critical framework for advancing science education. This study systematically examines research trends, pedagogical approaches, competencies, and research gaps in SSI studies. A systematic literature review (SLR) was conducted using the PRISMA protocol on 53 open-access articles published between 2021 and 2025 in selected high-impact Scopus Q1 journals. The findings reveal a growing concentration of SSI research within the selected corpus, particularly in recent publications. Qualitative approaches dominate, with studies largely situated in secondary and higher education contexts. Research primarily focuses on environmental and health-related issues, while argumentation, inquiry-based learning, and discussion are the most frequently applied pedagogical approaches. SSI-based learning fosters multidimensional competencies across cognitive, epistemic, and affective domains. However, key gaps persist, including limited thematic diversity, underrepresentation of primary education, insufficient integration of emerging technologies, and a lack of large-scale and longitudinal designs. This study underscores the need for broader implementation, methodological diversification, and technology integration. Limitations related to the bounded corpus and open-access selection are acknowledged, which may affect generalizability.
A contrastive analysis of language style in traditional Javanese and Japanese children’s songs and their educational values from an ethnostylistic perspective Favorita Kurwidaria; Eni Sri Budilestari; Astiana Ajeng Rahadini; Kenfitria Diah Wijayanti; Nirbito Hanggoro Pribadi; Dewi Pangestu Said; Prima Veronika; Gagah Wahyu Setiyaka
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 10, No 1 (2026): April 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v10i1.115378

Abstract

This study analyses the language style in the lyrics of traditional Javanese children’s songs (tembang dolanan) and Japanese children’s songs (warabe uta) through contrastive analysis from an ethnostylistic perspective. This study aims to describe the forms of language style used and to reveal their similarities and differences based on their cultural backgrounds. The study used a qualitative method using content analysis by contrasting Javanese and Japanese children’s song lyrics. Data were collected through document analysis of song lyrics, supported by interviews with instructors from Japan and experts in the Javanese language. The data, validated through source triangulation and strengthened by Focus Group Discussions (FGDs), were analysed using James P. Spradley’s ethnographic stages, including domain, taxonomic, componential, and cultural theme analysis. The findings indicate that language style in both Javanese and Japanese children’s song lyrics is constructed through rhyme, repetition, lexical choices related to nature, animals, and plants, as well as the use of figurative language (metaphor, personification, hyperbole, and simile) and symbolism. These stylistic choices collectively support the construction of meaning and the transmission of educational values within their respective cultural contexts. Therefore, this study contributes to the development of contrastive linguistic analysis by demonstrating that such analysis can extend beyond structural comparison to integrate specific analytical perspectives, such as ethnostylistics. In addition, it offers insights into the exploration of stylistic language use in creative texts, particularly song lyrics, which may serve as alternative media for character education in children. Future research is recommended to expand the corpus by including a wider range of children’s songs across cultures and to examine their implementation in deeper learning contexts involving culturally based creative texts.
Enhancing elementary students’ computational thinking through problem-based learning in science education Jupriyanto Jupriyanto; Yunita Sari; Fajar Dwi Mukti
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 10, No 1 (2026): April 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v10i1.117011

Abstract

The rapid advancement of digital technology has shifted educational priorities toward the development of higher-order thinking skills, including computational thinking. However, the integration of computational thinking into elementary science learning remains limited. This study aims to examine the effect of Problem-Based Learning (PBL) on students’ computational thinking skills in science education. A quantitative approach with a quasi-experimental nonequivalent control group design was employed. The participants consisted of 40 fifth-grade students divided into an experimental group (n = 20) and a control group (n = 20), selected using a saturated sampling technique. The instrument was a descriptive test developed based on four computational thinking components: decomposition, pattern recognition, abstraction, and algorithms. Data were analyzed using normality and homogeneity tests followed by simple linear regression. The findings indicate that PBL has a statistically significant effect on students’ computational thinking skills (p < 0.05), with a coefficient of determination (R²) of 0.919. These results suggest that PBL is an effective instructional approach for fostering computational thinking skills in elementary science learning.
Enhancing students’ poetry writing creativity and learning motivation through RADEC-based learning modules Tatang Suryadi; Dadang Sunendar; Wahyu Sopandi; Aliefya Nurbaity
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 10, No 1 (2026): April 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v10i1.115783

Abstract

Poetry writing instruction in elementary schools still faces several challenges, particularly the low levels of students’ creativity and learning motivation due to the limited availability of systematic instructional materials that support the creative process. The purpose of this study is to produce a valid, effective, and tested RADEC-based module in improving students' creativity in poetry writing and their learning motivation. This study used an R&D approach with the ADDIE model. The participants included fifth-grade elementary school students, teachers, and expert validators. Data were collected through interviews, tests, questionnaires, and documentation studies. The results indicate that the developed module falls into the “very feasible” category based on expert validation. The implementation of the module showed an improvement in students’ poetry writing creativity, with the average pretest score increasing from 40.4 to 78.8 and an N-gain of 0.67 (moderate). Students’ learning motivation also increased from 54.2 to 83.4, with an N-gain of 0.65 (moderate). In addition, teacher and student responses were categorized as very positive, indicating that the module is practical and effective for classroom use. Therefore, the RADEC-based learning module is proven to be effective in enhancing elementary school students’ creativity in poetry writing and their learning motivation.
Inovasi AR pada materi redoks: Mengintegrasikan konsep kimia dengan prinsip green chemistry Ramlah Ramlah; Sitti Fatimah Ramadhani; Putri Sarera Surbakti; Achmad Rante Suparman; Murtihapsari Murtihapsari; Muhammad Fajar Islam; Yona Lesti Aling
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 10, No 1 (2026): April 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v10i1.114081

Abstract

Penelitian ini bertujuan mengembangkan dan menguji kelayakan media pembelajaran kimia berbasis Augmented Reality (AR) pada materi reaksi redoks yang diintegrasikan dengan prinsip Green Chemistry dalam kerangka Education for Sustainable Development (ESD). Metode yang digunakan adalah Research and Development (R&D) dengan model pengembangan Spiral–Waterfall yang meliputi tahapan analisis tujuan, identifikasi risiko, perancangan, pengembangan, dan iterasi. Kelayakan media dinilai melalui uji validitas Aiken’s V dan reliabilitas Intraclass Correlation Coefficient (ICC). Hasil analisis menunjukkan tingkat validitas sangat tinggi dengan nilai Aiken’s V antara 0,80–0,95 pada aspek materi, tampilan, interaktivitas, dan pedagogis. Temuan penelitian mengungkapkan bahwa uji coba terbatas pada peserta didik menghasilkan tingkat kepuasan sebesar 82,35% (kategori sangat baik), meskipun nilai reliabilitas ICC berada pada kategori sedang (0,527). Disimpulkan bahwa media AR yang dikembangkan layak dan diterima dengan baik sebagai sarana visualisasi konsep redoks sekaligus efektif dalam menumbuhkan kesadaran peserta didik terhadap prinsip keberlanjutan lingkungan. Hasil ini berimplikasi pada penguatan inovasi digital dalam pendidikan kimia berbasis ESD. AR innovation in redox materials: Integrating chemical concepts with the principles of green chemistry Abstract: This study aims to develop and evaluate the feasibility of Augmented Reality (AR)-based chemistry learning media for redox reaction topics, integrated with Green Chemistry principles within the Education for Sustainable Development (ESD) framework. The research employed a Research and Development (R&D) approach using the Spiral–Waterfall model, which includes goal analysis, risk identification, design, development, and iteration phases. Media feasibility was assessed through Aiken’s V validity testing and Intraclass Correlation Coefficient (ICC) reliability analysis. The results indicated very high validity, with Aiken’s V scores ranging from 0.80 to 0.95 across content, visual, interactivity, and pedagogical aspects. Key findings revealed that limited field testing with students achieved an 82.35% satisfaction rate (very good category), despite an ICC reliability score in the moderate category (0.527). It is concluded that the developed AR media is feasible and well-received as a tool for visualizing redox concepts while effectively fostering students' awareness of environmental sustainability principles. These findings contribute to the advancement of digital innovation in ESD-based chemistry education.
Analysis of elementary school students mathematical problem-solving abilities based on the IDEAL model stages Asep Ahyar; Yunus Abidin; Yeni Yuniarti; Ai Sutini; Burieva Kibrio Ergashevna
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 10, No 1 (2026): April 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v10i1.116187

Abstract

The mathematical problem solving abilities of elementary school students still show variations in achievement at each stage of problem solving. This study aims to map the mathematical problem solving abilities of fourth-grade elementary school students based on the five stages of the IDEAL model (Identify, Define, Explore, Act, Look Back). The study used a quantitative descriptive approach with total sampling of 24 students. The instrument was a contextual problem solving test assessed using an analytical rubric on a scale of 0–4 at each stage. The scores were analyzed through average calculations and conversion of ability categories. The results showed that the Act (2.79) and Explore (2.54) stages were in the capable category, while the Identify (2.46) and Define (2.33) stages were in the sufficient category, and the Look Back (1.92) stage was the weakest aspect. Overall, most students were classified as capable, but weaknesses were still found in the stages of formulating information and verifying solutions. These findings emphasize the importance of strengthening reflective strategies in mathematics learning. This IDEAL stage-based competency mapping can serve as the basis for more systematic problem solving learning planning in elementary schools.
Komunikasi asertif guru sekolah dasar: Perspektif siswa terhadap etika vokal dan penguatan Dina Wardani; Ninuk Watini; Apriza Fitriani; Merri Sri Hartati
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 10, No 1 (2026): April 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v10i1.114482

Abstract

Penelitian ini bertujuan menganalisis dinamika implementasi komunikasi asertif guru sekolah dasar melalui perspektif siswa, dengan fokus pada dimensi etika vokal dan penguatan (reinforcement). Menggunakan desain deskriptif kuantitatif, penelitian melibatkan 126 siswa di SD Negeri 198 Bengkulu Utara yang dipilih melalui teknik proportional random sampling. Hasil penelitian menunjukkan adanya dualisme dalam profil komunikasi guru: terdapat konsistensi tinggi dalam menghindari pelabelan negatif (85,7%), namun 30,9% siswa melaporkan ketidakstabilan etika vokal saat situasi emosional. Dalam aspek penguatan, guru lebih dominan memberikan apresiasi afektif non-material (46,8%) dibandingkan penguatan material (50,8% tidak pernah). Temuan ini menegaskan bahwa asertivitas guru sangat bergantung pada regulasi emosi yang termanifestasi dalam stabilitas vokal dan dominansi penguatan sosial. Disimpulkan bahwa efektivitas asertivitas memerlukan sinkronisasi antara pesan verbal dan ketenangan vokal guna menjamin keamanan psikologis siswa. Penelitian ini merekomendasikan pelatihan vocal coaching dan manajemen stres bagi guru untuk meminimalisir kebocoran emosional di kelas serta menyarankan studi longitudinal terkait dampak penguatan afektif terhadap motivasi intrinsik siswa. Assertive communication by elementary school teachers: Students’ perspectives on vocal ethics and reinforcement Abstract: This study aims to analyze the dynamics of assertive communication implementation among elementary school teachers from the students' perspective, focusing on vocal ethics and reinforcement dimensions. Employing a descriptive quantitative design, the research involved 126 students at SD Negeri 198 North Bengkulu, selected through proportional random sampling. The results reveal a dualism in teacher communication profiles: high consistency in avoiding negative labeling (85.7%), yet 30.9% of students reported instability in vocal ethics during emotional situations. Regarding reinforcement, teachers predominantly provided non-material affective appreciation (46.8%) compared to material reinforcement (50.8% never). These findings emphasize that teacher assertiveness is highly dependent on emotional regulation, manifested in vocal stability and the dominance of social reinforcement. It is concluded that effective assertiveness requires synchronization between verbal messages and vocal calmness to ensure students' psychological safety. The study recommends vocal coaching and stress management training for teachers to minimize emotional leakage in the classroom and suggests longitudinal studies on the impact of affective reinforcement on students' intrinsic motivation.

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