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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 422 Documents
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The effectiveness of augmented reality-based pocket books to improve numeracy literacy skills of elementary school students Alfi Laila; Saiful Afandi; Mohd Hanafi Mohd Yasin
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 1 (2025): April 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i1.99900

Abstract

Elementary school students’ numeracy literacy skills remain low, particularly in understanding the concepts of two-dimensional and three-dimensional shapes, due to the limited use of instructional media. This study aims to examine the effectiveness of an augmented reality-based pocket book in improving students’ numeracy literacy. The research employed a Research and Development (R&D) method using the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The study involved 100 students from five elementary schools in Pakel District, using a pretest–posttest design. Data analysis was conducted using the N-Gain test to measure the improvement in students’ skills after utilizing the media. The results revealed an N-Gain score of 0.85, which falls into the high category, indicating a significant improvement in students’ understanding of mathematical concepts through interactive visualization. Thus, the augmented reality-based pocket book is proven to be effective and feasible for broader implementation in elementary numeracy literacy learning.
Profiles and support in student readiness Widyaning Hapsari; Fazreena Mansor; Purba Rhisma Sutikno
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 2 (2025): September 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i2.107056

Abstract

This study explores student learning readiness for implementing the Independent Curriculum, focusing on the transition from home to school and the role of family support. It aims to identify learning profiles, including styles and motivation, and assess family social support as a key factor. Using a descriptive quantitative approach, data were collected from 550 students in grades X–XII at SMAN 1 Wadaslintang through surveys on learning styles, motivation, and family support, analyzed with SPSS 26.0. The results reveal that most students have high motivation and strong family support, with kinesthetic and visual learning styles dominating. Female students show higher motivation and support levels than males. These findings suggest that students with high motivation, suitable learning styles, and supportive families are better prepared for the curriculum transition. The study highlights the importance of understanding individual learning profiles and family support to facilitate successful curriculum implementation, contributing to enhanced competency-based education. Limitations include the sample size and scope, which may affect generalizability. Future research should explore these factors using longitudinal designs to assess causality and include diverse school settings to enhance generalizability. Additionally, qualitative studies could provide deeper insights into student and family experiences during curriculum transitions.
Perbedaan motivasi belajar IPA antara siswa laki-laki dan perempuan melalui media papan permainan berbantuan kartu AR Sigit Dwi Saputro; Naelur Rohmah; Riki Yakub; Fajar Agung Nugroho
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 3 (2025): December 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i3.112716

Abstract

Motivasi belajar merupakan faktor penting dalam keberhasilan pembelajaran sains, namun mata pelajaran IPA masih kurang diminati oleh sebagian siswa. Penelitian ini bertujuan menganalisis perbedaan motivasi belajar antara siswa laki-laki dan perempuan setelah mengikuti pembelajaran IPA menggunakan media papan permainan berbantuan kartu Augmented Reality (AR). Penelitian menggunakan desain kuasi-eksperimen tipe one-group posttest-only. Subjek penelitian meliputi 37 siswa kelas VIII di SMPN 1 Kwanyar, terdiri atas 17 siswa laki-laki dan 20 siswa perempuan. Instrumen penelitian berupa angket motivasi belajar dengan 17 pernyataan positif yang diberikan setelah pembelajaran. Analisis menggunakan uji perbandingan rata-rata pada IBM SPSS. Hasil menunjukkan nilai signifikansi 0,02 < 0,05, sehingga terdapat perbedaan signifikan antara motivasi belajar siswa laki-laki dan perempuan. Skor rata-rata motivasi siswa perempuan adalah 88,7, lebih tinggi dibandingkan siswa laki-laki sebesar 80,6. Temuan ini menegaskan efektivitas media AR dalam memunculkan variasi respons motivasi berdasarkan gender. Gender differences in science learning motivation through board games supported by AR cards Abstract: Learning motivation plays a crucial role in the success of science education, yet science subjects often remain less appealing to students. This study aims to examine gender differences in learning motivation following the use of a board game supported by Augmented Reality (AR) cards in a science lesson. A quasi-experimental one-group posttest-only design was employed. The participants consisted of 37 eighth-grade students at SMPN 1 Kwanyar, including 17 male and 20 female students. A motivation questionnaire with 17 positive statements was administered after the learning activity. Data were analyzed using an independent mean comparison test in IBM SPSS. The results revealed a significance value of 0.02 < 0.05, indicating a significant difference in learning motivation between male and female students. Female students scored higher, with an average of 88.7, compared to 80.6 for male students. These findings highlight the potential of AR-supported board games in eliciting varied motivational responses across genders.
Pengembangan Media Pembelajaran Digital Geografi Berbasis Articulate Storyline Pada Materi Siklus Hidrologi Sumayya El Ghuraba; Sumarmi Sumarmi
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 2 (2025): September 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i2.102024

Abstract

Penelitian ini bertujuan mengembangkan media pembelajaran digital berbasis Articulate Storyline yang dapat mendukung gaya belajar kinestetik dan memberikan rekomendasi praktis bagi guru. Penelitian menggunakan metode penelitian dan pengembangan dengan mo-del ADDIE, yang meliputi analisis, desain, pengembangan, implementasi, dan evaluasi. Media hasil pengembangan memuat empat sub-materi siklus hidrologi, dilengkapi kuis interaktif, proyek eksperimen sederhana, serta sumber referensi yang dapat diakses melalui komputer maupun smartphone. Hasil validasi ahli media memperoleh nilai 81,5% dan ahli materi memperoleh nilai 93,3%, keduanya dinilai layak. Tanggapan guru terhadap media memperoleh nilai 88,5%, menunjukkan media ini layak digunakan. Uji coba terbatas dengan sepuluh siswa meng-hasilkan 89,2%, dan uji coba lapangan utama dengan 33 siswa memperoleh nilai 89,5%, dimana kedua uji coba tersebut termasuk kategori sangat efisien. Media yang dikembangkan terbukti mendukung keterlibatan aktif siswa, sesuai dengan gaya belajar kinestetik, dan memberikan referensi praktis bagi guru, sehingga dapat menjadi alternatif pembelajaran yang relevan dan menjadi inovasi yang berorientasi pada peningkatan kualitas pendidikan geografi di sekolah. Development of articulate storyline-based digital geography learning media on hydrological cycle material Abstract: This study aims to develop digital learning media based on Articulate Storyline that supports kinesthetic learning styles and provides practical recommendations for teachers. The research uses the Research and Development (R&D) method with the ADDIE model. Which includes analysis, design, development, implementation, and evaluation. The developed media comprises four hydrological cycle subtopics, interactive quizzes, a simple experiment, and reference sources accessible via computers and smartphones. Media validation by experts resulted in scores of 81,5% from media experts and 93,3% form subject matter experts, both deemed suitable for use. Teacher feedback showed a score if 88,5%, indicating that the media is feasible for use. A limited trial with ten students resulted in an efficiency scire of 89,2%, while the main filed trial with 33 students achieved an efficiency score of 89,5%, both categorized as highly efficient. The developed media effectively supports active student engagement in line with kinesthetic learning styles, provides practical guidance for teachers, and can serve as an alternative leaning tool. 
Desain joyful deep learning dan penguatan pemecahan masalah matematis siswa sekolah dasar Siti Mas’ula; M. Luthfi Oktarianto; Sri Rahayuningsih; Herlina Herlina; Rangga Budiyono; Nur Cahya Sugiana
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 3 (2025): December 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i3.110820

Abstract

Pembelajaran matematika di sekolah dasar sering belum mampu menumbuhkan keterlibatan dan kedalaman berpikir siswa. Penelitian ini bertujuan mendeskripsikan peran guru sebagai desainer pembelajaran Joyful Deep Learning (JDL) dalam menciptakan pengalaman belajar matematika yang bermakna dan menantang. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus eksploratif. Subjek terdiri atas enam guru matematika di SD Laboratorium UM. Data dikumpulkan melalui wawancara mendalam, observasi kelas, studi dokumentasi, dan tes pemecahan masalah, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru berperan penting sebagai learning designer yang mampu mengintegrasikan aspek afektif dan kognitif dalam pembelajaran. Implementasi JDL mendorong siswa lebih aktif, reflektif, dan kreatif dalam memecahkan masalah matematis. Penelitian menyimpulkan perlunya penguatan kompetensi desain pembelajaran guru melalui pelatihan reflektif dan inovasi pedagogis agar JDL dapat menjadi paradigma baru pembelajaran matematika di sekolah dasar. Joyful deep learning design and its role in enhancing mathematical problem-solving in elementary schools Abstract: Elementary mathematics learning often fails to foster student engagement and deep thinking, highlighting the need for an approach that balances joy and conceptual understanding. This study aims to describe the teacher’s role as a learning designer in implementing Joyful Deep Learning (JDL) to create meaningful and challenging mathematics learning experiences. Using a descriptive qualitative approach with an exploratory case study design, the research involved six mathematics teachers at the UM Laboratory Elementary School. Data were collected through in-depth interviews, classroom observations, document analysis, and problem-solving tests, then analyzed through data reduction, data display, and conclusion drawing. The findings indicate that teachers play a crucial role as learning designers who integrate affective and cognitive dimensions in instruction. JDL implementation encourages students to be more active, reflective, and creative in solving mathematical problems. The study underscores the need to strengthen teachers’ learning design competencies through reflective training and pedagogical innovation.
“Don’t judge, listen to their story”: A narrative study on an elementary school teacher’s experiences in supporting children with special attention needs Gupi Rohman Nurmansyah; Effy Mulyasari; Ikmal Redzuan; Dinn Wahyudin
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 2 (2025): September 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i2.103368

Abstract

This study interpreted and navigated the experiences of a teacher providing an inclusive approach to children in elementary school who required special attention. The study was motivated by the increasing cases of mental health issues among elementary school-aged children, which adversely affect various aspects of their lives. The gap between teachers' knowledge related to children's psychological problems is an important substance that deserves to be explored, because research like this is still rarely carried out. This research did not judge the rightness or wrongness of a teacher’s actions but prioritized the value of care in this exploration. Through a narrative inquiry, the study explored how a elementary school teacher’s care and experience manifested in attending to children exhibiting psychological symptoms influencing their behavior at school. The findings focused on the interpretation of narratives constructed by the teacher. Behaviors perceived as ‘naughty,’ hyperactive, anxious, or attention-seeking were understood as accumulations of family background factors. Hence, what was needed was not judgment but the teacher’s ability to dedicate time to listen to the child’s story and provide an inclusive approach. Psychological competence was not the foremost concern; rather, it was the teacher’s willingness and high level of care, demonstrated through actions aimed at helping students reach their optimal performance in life. Due to the research limitations, the findings recommend long-term studies involving multiple participants from diverse backgrounds for further exploration.
Sekolah hijau atau sekadar slogan? Realitas di tepi Muara Barito Ainun Nafisah; Aslamiah Aslamiah; M. Ziyan Takhqiqi Arsyad; Bagus Aulia Iskandar; Ifan Anom Bintoro Aji; Diani Ayu Pratiwi; Putera Kamarul Hidayat; Muhammad Fadhil Kamil
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 3 (2025): December 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i3.109524

Abstract

Penelitian ini bertujuan mengidentifikasi tantangan utama dalam pengelolaan sekolah hijau di SD Tepi Muara Sungai Barito dan merumuskan strategi peningkatannya. Pendekatan kualitatif dengan studi kasus digunakan melalui wawancara, observasi, dan dokumentasi terhadap guru. Analisis data dilakukan menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa implementasi sekolah hijau terhambat oleh keterbatasan anggaran, minimnya sumber daya, rendahnya partisipasi publik, serta absennya evaluasi dan tindak lanjut berkelanjutan. Temuan lain mengungkap belum adanya struktur organisasi yang jelas untuk mengelola gerakan sekolah hijau. Penelitian ini menyimpulkan bahwa keberhasilan program sekolah hijau membutuhkan dukungan pendanaan, kemitraan antar pihak, pembentukan tim penggerak, serta sistem pemantauan rutin agar inisiatif lingkungan dapat berjalan secara efektif dan berkelanjutan. Green schools or just a slogan? The reality on the banks of the Barito Estuary Abstract: This study aims to identify the key challenges in implementing green school management at an elementary school located near the Barito River estuary and to propose strategies for improvement. A qualitative case study approach was employed using interviews, observations, and documentation with teachers as participants. Data were analyzed using the Miles and Huberman model. The findings reveal that green school practices are hindered by limited budgets, inadequate resources, low public participation, and the absence of continuous evaluation and follow-up. Another important finding is the lack of a dedicated organizational structure to oversee green school initiatives. The study concludes that effective green school implementation requires adequate funding, cross-sector partnerships, the establishment of a clear task force, and consistent monitoring to ensure sustainable environmental programs.
Mobile learning approach in teaching elementary school English literation: What are their voices? Puspa Dewi; Tusino Tusino; Titi Rokhayati; Ivan Ananta Luckita; Inna V Lisitsa
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 2 (2025): September 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i2.107171

Abstract

This study examines the impact of a mobile learning application on the reading and writing skills of fifth-grade students in Purworejo Regency, Central Java.  Eighty students were divided into an experimental group using the LearnEnglish Kids: Playtime app and a control group using traditional methods. The data were collected through writing tests and questionnaires and anallyzed using Guttman scale Results showed significant improvement in the experimental group, with mean scores rising from 61.07 to 88.08 and 85% of students achieving an “Excellent” rating. The control group showed only modest gains, with mean scores increasing from 57.15 to 63.63. Tests for normality, homogeneity, and an independent sample t-test confirmed a statistically significant difference between the two groups (Sig. 0.000). Additionally, a questionnaire revealed that 71% of students agreed the app helped improve their language skills, and 96% felt it met their learning needs. These findings suggest that integrating mobile learning tools like LearnEnglish Kids: Playtime into the curriculum can significantly boost student performance and motivation. Future research should investigate the long-term effects of mobile learning on language skills and explore its applicability across different educational settings.
The effect of project-based learning model on students’ IPAS learning creativity Khlisnida Siswandari; Sumadi Sumadi; Hairida Hairida; Agung Hartoyo; Ricka Tesi Muskania
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 2 (2025): September 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i2.103134

Abstract

This study aims to determine the effect of the project-based learning model (PjBL) on the learning creativity of fifth-grade science students in elementary school. This study uses a quantitative approach with a quasi-experimental design method and nonequivalent control group design. The research sample consisted of 46 fifth-grade students of SD Negeri 18 Pontianak Timur, divided into an experimental class (23 students) and a control class (23 students). The data collection technique was carried out using tests with pre-test and post-test instruments. Data were analyzed using descriptive statistics and independent t-tests after fulfilling the prerequisite tests for normality and homogeneity. The results showed a significant difference between the experimental and control groups with a p value <0.05. The average posttest of the experimental group (82.61) was higher than the control group (55.24). Analysis per indicator showed that the experimental group excelled in all aspects of fluency (68.50% vs. 64.12%), flexibility (81.52% vs. 38.59%), originality (89.14% vs. 52.72%), and elaboration (89.12% vs. 85.87%). This study proves that the PjBL model has a positive and significant effect on the creativity of fifth-grade students in learning science, so it can be used as an innovative learning alternative to support the development of 21st-century skills in the context of the Independent Curriculum.
Metode Gasing Dalam Perspektif Pedagogik Futuristik : Menumbuhkan Kecakapan Numerasi Abad 21 Rani Tartillah; Yusuf Tri Herlambang; Dede Margo Irianto; Rendi Restiana Sukardi
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 3 (2025): December 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i3.106719

Abstract

Tujuan penelitian ini adalah mengkaji dan merumuskan model konseptual integrasi metode GASING dalam kerangka pedagogik futuristik untuk memperkuat kecakapan numerasi abad ke-21. Metode penelitian menggunakan Systematic Literature Review (SLR) berbasis studi kasus eksplanatoris. Penelusuran literatur dilakukan pada basis data Scopus, DOAJ, SINTA 1–2, dan Google Scholar dengan rentang tahun 2019–2025, menggunakan protokol PRISMA, sehingga diperoleh 26 artikel yang memenuhi kriteria inklusi. Hasil penelitian menunjukkan bahwa metode GASING efektif meningkatkan hasil belajar dan keterlibatan siswa, namun implementasinya masih terbatas pada penguasaan konsep dasar numerasi. Temuan utama mengungkapkan bahwa GASING belum terintegrasi secara strategis dengan pengembangan keterampilan abad ke-21, pendekatan STEM, maupun pemanfaatan teknologi digital. Simpulan penelitian menegaskan bahwa integrasi GASING dalam pedagogik futuristik berpotensi menjadi model pembelajaran matematika yang adaptif, kontekstual, dan transdisipliner, dengan dukungan kebijakan pembelajaran dan penguatan kompetensi guru. The GASING method from a futuristic pedagogical perspective: Fostering 21st-century numeracy skills Abstract: The purpose of this study was to examine and formulate a conceptual model integrating the GASING method within a futuristic pedagogical framework to strengthen 21st-century numeracy skills. The method employed was a Systematic Literature Review (SLR) using an explanatory case study approach. Literature searches were conducted across Scopus, DOAJ, SINTA 1–2, and Google Scholar databases for publications from 2019–2025, following the PRISMA protocol, resulting in 26 eligible articles. The results indicate that the GASING method effectively improves learning outcomes and student engagement, yet its application remains focused on basic numeracy mastery. The findings reveal a lack of strategic integration between GASING, 21st-century skills development, STEM approaches, and digital pedagogy. The conclusion confirms that integrating GASING within a futuristic pedagogical framework holds strong potential as an adaptive, contextual, and transdisciplinary mathematics learning model, requiring supportive educational policies and responsive teacher professional development.

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