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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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Empowering elementary school teachers in garut regency to implement deep learning-based differentiated learning for civic literacy Faisal Sadam Murron; Shahris Haikal; Sendi Fauzi Giwangsa; Mubarok Somantri; Fatih Nur Farhan; Azmi Nurbarlian Ramadhan; Waysqotnie Pramuditya
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.v9i3.109336

Abstract

The implementation of Merdeka Curriculum in Indonesia demands significant pedagogical transformation, particularly in developing civic literacy through student-centered approaches. This study aims to analyze the effectiveness of teacher empowerment programs in enhancing elementary school teachers' competencies to implement deep learning-based differentiated learning for civic literacy development. This research employed a mixed-methods approach combining quantitative and qualitative data collection within an action research framework following the Kemmis and McTaggart model. The study involved 21 elementary school teachers in Garut Regency selected through purposive sampling. Data were collected using validated questionnaires (Cronbach's Alpha = 0.89) measuring 15 indicators of teacher understanding, complemented by in-depth interviews and classroom observation protocols. Quantitative data were analyzed using descriptive statistics and N-Gain analysis, while qualitative data underwent thematic analysis following Braun and Clarke's framework. Results demonstrated significant improvements in teachers' competencies, with differentiated learning implementation scores increasing from 3.38 to 4.80 (N-Gain = 0.88, high category) and deep learning-based instruction from 3.95 to 4.70 (N-Gain = 0.71, high category). The study concludes that participatory empowerment programs integrating theoretical foundations with practical implementation effectively enhance teachers' pedagogical competencies.
Analisis Gaya Belajar Siswa generasi Z dalam Perspektif Social Kognitif Theory Patmisari Patmisari; Siti Irene Astuti Dwiningrum
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.v9i2.104081

Abstract

Penelitian ini bertujuan untuk memetakan kecenderungan gaya belajar mahasiswa Generasi Z dalam konteks pembelajaran digital serta menjelaskannya melalui kerangka Social Cognitive Theory (SCT). Metode penelitian yang digunakan adalah survei kuantitatif deskriptif, dengan pengumpulan data menggunakan instrumen Index of Learning Styles (ILS) yang telah diterjemahkan dan disesuaikan ke dalam Bahasa Indonesia. Instrumen disebarkan secara daring kepada 309 responden berusia 13–19 tahun di wilayah Solo Raya menggunakan teknik purposive–incidental sampling, dengan analisis data berupa statistik deskriptif berbasis distribusi persentase. Hasil penelitian menunjukkan bahwa gaya belajar visual mendominasi (54%), diikuti asimilatif, sedangkan dimensi aktif–reflektif dan sequential–global berada pada kategori rendah. Temuan ini menunjukkan adanya preferensi kuat terhadap pembelajaran berbasis observasi visual, fleksibilitas strategi belajar, dan pemanfaatan lingkungan digital dalam mengakses informasi. Berdasarkan konstruk SCT, gaya belajar Gen Z merupakan hasil interaksi tiga faktor, yaitu personal (preferensi visual, efikasi diri), behavioral (strategi belajar mandiri, observasional), dan environmental (paparan teknologi digital yang intens). Simpulan penelitian menegaskan pentingnya desain pembelajaran adaptif, visual, dan berbasis teknologi dalam mendukung keterlibatan serta optimalisasi potensi belajar Generasi Z. Analysis of Generation Z students' learning styles from a social cognitive theory perspective Abstract: This study aims to map the learning style tendencies of Generation Z students in digital learning environments and explain them through the lens of Social Cognitive Theory (SCT). A quantitative descriptive survey method was employed using the Index of Learning Styles (ILS) instrument, which was translated and culturally adapted into Indonesian. Data were collected online from 309 respondents aged 13–19 years in the Solo Raya region using purposive–incidental sampling. Descriptive statistical analysis was conducted using percentage distribution. The findings revealed a dominant visual learning style (54%) followed by assimilative tendencies, while the active–reflective and sequential–global dimensions scored low. These results indicate a strong preference for visual observation-based learning, flexible strategies, and technology-driven information access. Within the SCT framework, the learning styles of Generation Z are shaped by reciprocal interactions between personal factors (visual preference, self-efficacy), behavioral factors (self-regulated observational learning), and environmental factors (intensive exposure to digital media). The study concludes that adaptive, visually rich, and technology-integrated instructional designs are essential for enhancing learning engagement and optimizing the educational potential of Generation Z learners.
Digital flipbook teori ekonomi mikro berbasis model pembelajaran RADEC (Read-Answer-Discuss-Explain-Create) Yuliana FH; Dian Eka Amrina; Firmansyah Firmansyah
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.v9i3.110385

Abstract

Tujuan penelitian ini adalah mengembangkan buku digital flipbook berbasis model pembelajaran RADEC yang valid dan layak digunakan dalam pembelajaran Teori Ekonomi Mikro. Metode penelitian menggunakan pendekatan penelitian dan pengembangan (R&D) dengan model 4D yang meliputi tahap define, design, develop, dan disseminate. Subjek penelitian melibatkan 94 mahasiswa Program Studi Pendidikan Ekonomi FKIP Universitas Sriwijaya pada Semester Ganjil Tahun Akademik 2024–2025. Data dikumpulkan melalui lembar validasi ahli dan angket respons pengguna pada tahap uji coba terbatas dan uji coba luas. Hasil penelitian menunjukkan bahwa flipbook digital memperoleh penilaian sangat valid dari ahli materi (89,2%) dan ahli bahasa (88,3%), serta valid dari ahli media (80%). Temuan penelitian juga menunjukkan respons positif pengguna pada uji terbatas (81,25%) dan uji luas (85,20%). Simpulan penelitian menegaskan bahwa flipbook digital berbasis RADEC valid dan layak digunakan untuk mendukung pembelajaran Teori Ekonomi Mikro. Digital flipbook on microeconomic theory based on the RADEC (Read-Answer-Discuss-Explain-Create) learning model Abstract: The purpose of this study was to develop a RADEC-based digital flipbook that is valid and feasible for use in Microeconomic Theory learning. The method employed was research and development (R&D) using the 4D model, consisting of the define, design, develop, and disseminate stages. The research subjects involved 94 students of the Economics Education Program at FKIP Universitas Sriwijaya in the Odd Semester of the 2024–2025 academic year. Data were collected through expert validation sheets and user response questionnaires during limited and field trials. The results showed that the digital flipbook achieved a very valid rating from material experts (89.2%) and language experts (88.3%), and a valid rating from media experts (80%). The findings also indicated positive user responses in the limited trial (81.25%) and field trial (85.20%). The conclusion confirms that the RADEC-based digital flipbook is valid and feasible to support Microeconomic Theory learning.
The implementation of the problem-based learning model integrated with ethnoscience on students' critical thinking skills and learning motivation Rifqy Kiara Cahyaningrum; Woro Sumarni; Suharto Linuwih
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.v9i2.101377

Abstract

Critical thinking skills and learning motivation exist in every student, but each individual possesses them at different levels. The aim of this study is to examine the correlation between the application of problem-based learning in science lessons—specifically on the topics of vibration, waves, and sound—and students' critical thinking skills and learning motivation. This research employed a one-shot case study design, which is a type of pre-experimental research. The sample consisted of 35 eighth-grade students from class VIII G at MTsN 1 Kota Serang. The sampling technique used was purposive sampling, and data were collected using tests. The result of the study indicate that: (1) based on the assessment of four aspects of students’ critical thinking skills, 27 students were categorized as very high and 8 students as high; (2) based on six aspects of learning motivation, 1 student was categorized as moderate, 22 students as high, and 12 students as very high; (3) the correlation between critical thinking skills and learning motivation through the ethnoscience-integrated problem-based learning model was 70.1%, with the calculated r-value exceeding the table r-value at a significance level of 0.05.The conclusion of this study is that students’ learning motivation and critical thinking skills through ethnoscience-integrated problem-based learning are strongly correlated.
Persepsi mahasiswa terhadap pengunaan AI dalam proses pembelajaran Pamuti Pamuti; Iwan Abdy; Andi Rahmadani; Ayu Annisa Akbar; Lis Susilawati
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.v9i3.109374

Abstract

Tujuan penelitian ini adalah mengeksplorasi persepsi mahasiswa terhadap penggunaan teknologi AI dalam aktivitas akademik, tools AI, intensitas pengunaan, kemudahan, dukungan lingkungan dan etika dalam pemanfaatan AI. Penelitian ini dilakukan dengan pendekatan Kuantitatif deskriptif. Teknik pengumpulan data dalam penelitian ini menggunakan angket yang dibagikan pada mahasiswa program studi PGSD sebanyak 137 responden. Data yang terkumpul dianalisis mengunakan analisis deskriptif untuk melihat pola dan kecenderungan data, serta mengungkap persepsi pemanfaatan AI dikalangan mahasiswa. Hasil: Temuan tersebut mengungkapkan integrasi pemanfaatan AI yang signifikan, dengan AI yang populer adalah ChatGPT/Gemini (59,12%). Respon Mahasiswa menunjukkan intensitas penggunaan yang tinggi (68,6% menggunakan AI selama  >10 jam per minggu) dan merasakan efektivitas yang tinggi dengan mengunaan AI, dengan 64,7% merasa mudah sampai lebih mudah mengerjakan tugas dan 56,2% sering sampai sangat sering menggunakan AI untuk memahami materi. Dukungan lingkungan kuat dari teman sebaya (88,6%), dukungan dosen juga cukup tinggi (52,4% mendukung) dan dukungan orang tua (54,3% mendukung). Kesenjangan kritis terjadi pada praktik integritas akademik yang rendah, karena 60,9% mahasiswa hanya terkadang atau tidak pernah menulusuri lebih lanjut konten yang dihasilkan AI.  Perceptions of AI use: Application tools, intensity, effectiveness, ease of use, support, and ethics in the use of AI among students Abstract: The purpose of this study was to explore students' perceptions of the use of AI technology in academic activities, AI tools, intensity of use, ease of use, environmental support, and ethics in the use of AI. This study was conducted using a descriptive quantitative approach. The data collection technique in this study used a questionnaire distributed to 137 respondents of the Elementary School Teacher Education (PGSD) study program students. The collected data were analyzed using descriptive analysis to see data patterns and trends, as well as to reveal perceptions of AI use among students. Results: The findings revealed a significant integration of AI use, with the most popular AI being ChatGPT/Gemini (59.12%). Student responses showed a high intensity of use (68.6% used AI for >10 hours per week) and felt high effectiveness by using AI, with 64.7% finding it easy to easier to do assignments and 56.2% often to very often using AI to understand the material. Strong environmental support from peers (88.6%), lecturer support was also quite high (52.4% supported) and parental support (54.3% supported). A critical gap exists in low academic integrity practices, as 60.9% of students only sometimes or never explore AI-generated content further.
Perspektif Teori Konstruktivisme Vygotsky Terhadap Kemampuan Bersosialisasi Siswa Slow Learner Di Sekolah Dasar Inklusi Yunis Aprianti; Ibnu Laksana Aulia Ramdani; Muhammad Ali; Muhammad Rifki; Ridho Budhi Utomo
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.v9i1.99167

Abstract

Penelitian ini bertujuan untuk menganalisis penerapan Zone of Proximal Development (ZPD) dalam pem-belajaran inklusif guna meningkatkan kemampuan bersosialisasi siswa slow learner. Metode yang digunakan adalah studi kasus dengan observasi non-partisipan di salah satu SD Negeri di Yogyakarta, serta pengumpulan data melalui observasi kelas, wawancara dengan guru dan orang tua, serta analisis dokumen sekolah. Hasil penelitian menunjukkan bahwa pembelajaran berbasis ZPD dengan bantuan teman sebaya mampu meningkatkan interaksi sosial, keterampilan komunikasi, rasa percaya diri, penyelesaian konflik, dan kerja sama siswa slow learner. Namun, terdapat tantangan seperti kesulitan mengidentifikasi ZPD, keterbatasan sumber daya, heterogenitas kemampuan siswa, serta kurangnya kolaborasi dengan orang tua. Simpulan penelitian ini mengungkap bahwa interaksi sosial dalam ZPD efektif mendukung perkembangan sosial siswa slow learner, sehingga dapat menjadi dasar pengembangan intervensi pembelajaran inklusif yang lebih efektif. The perspective of Vygotsky's Constructivism Theory on the social skills of slow learner students in inclusive elementary schools Abstract: This study aims to analyze the implementation of the Zone of Proximal Development (ZPD) in inclusive education to improve the socialization skills of slow learners. A case study method was employed, using non-participant observation at a public elementary school in Yogyakarta, along with data collection through classroom observations, interviews with teachers and parents, and analysis of school documents. The results indicate that ZPD-based learning, facilitated by peer assistance, enhances slow learners' social interaction, communication skills, self-confidence, conflict resolution, and cooperation. However, challenges such as difficulties in identifying ZPD, limited resources, varying student abilities, and insufficient parental collaboration were identified. The study concludes that social interaction within the ZPD framework effectively supports the social development of slow learner, providing a foundation for designing more effective inclusive learning interventions.
DEVELOPMENT OF CONTEXTUAL LEARNING VIDEOS ON TRANSFORMING ENERGY IN GRADE IV Herlina Herlina; Degi Alrinda Agustina; Dedi Kusnadi; Agustinus Toding Bua; Sucahyo Mas'an Al Wahid; Andi Ard Maidhah
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.v9i2.105196

Abstract

The use of learning media can attract students' interest in learning, increase motivation and make it easier to understand the material. This research aims to develop learning video media with a feasible and interesting contextual approach. This research is a Research and Development with the flow of the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The data collection instruments used were in the form of validation sheets and student response questionnaires. This research was conducted in class IV C SDN 006 Tarakan. The results of the validation of material experts were obtained at 80%, including the feasible category, media experts were obtained at 88.33% including the very feasible category, linguists were obtained at 83.13% including the very feasible category. The results of the limited trial student response were obtained of 82.54%, including the very interesting category, and the results of the field trial student response were obtained of 89.72%, including the very interesting category. Based on the results of the validation of materials, media and language, as well as student response questionnaires in limited trials and field trials, learning videos with a contextual approach were declared feasible and interesting to be used in the learning process.
Efektivitas project-based learning berbantuan Augmented Reality untuk peningkatan nalar kritis dan komunikasi siswa Rujiani Rujiani; Erni Suharini; Arif Widiyatmoko; Barokah Isdaryanti
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.v9i3.112292

Abstract

Penelitian ini bertujuan untuk menguji efektivitas model Project-Based Learning (PjBL) berbantuan Augmennted Reality (AR) dalam meningkatkan nalar kritis dan keterampilan komunikasi siswa melalui proyek pembuatan poster mengenai cara menjaga kesehatan mata. Penelitian dilakukan pada siswa kelas V SD Negeri Tlogowungu 02 menggunakan desain kuasi-eksperimental kelompok tunggal (one-group design). Hasil penelitian menunjukkan bahwa penerapan PjBL berbantuan AR menunjukkan persentase ketercapaian indikator nalar kritis sebesar 85,42% dan kemampuan komunikasi sebesar 86,81%. Visualisasi tiga dimensi melalui AR terbukti efektif mengubah pemahaman konsep siswa terhadap materi yang kompleks menjadi lebih konkret dan mudah dipahami. Penerapan teknologi AR dalam model PjBL terbukti mampu menciptakan lingkungan belajar imersif yang secara signifikan mendukung penguatan kompetensi akademik dan interaksi sosial siswa di tingkat pendidikan dasar. The effectiveness of Augmented Reality-assisted project-based learning for improving students' critical thinking and communication skills Abstract: This study aims to test the effectiveness of the Project-Based Learning (PjBL) model assisted by Augmented Reality (AR) in improving students' critical reasoning and communication skills through a poster-making project on how to maintain eye health. The study was conducted on fifth grade students of Tlogowungu 02 Elementary School using a single-group quasi-experimental design. The results showed that the implementation of AR-assisted PjBL showed a percentage of achievement of critical reasoning indicators of 85.42% and communication skills of 86.81%. Three-dimensional visualization through AR has proven effective in changing students' conceptual understanding of complex material to be more concrete and easier to understand. The application of AR technology in the PjBL model has been proven to be able to create an immersive learning environment that significantly supports the strengthening of students' academic competencies and social interactions at the elementary education level.
The effectiveness of multicultural-based hand puppet book media in enhancing elementary students' tolerance character Atika Susanti; Abdul Muktadir; Pratiwi Pujiastuti; Nady Febri Ariffiando
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.v9i2.101943

Abstract

This study aims to determine the effectiveness of the multicultural-based Hand Puppet Book media in enhancing the tolerance character of elementary school students. A quantitative approach was employed, using pretests and posttests to collect data. The research subjects were fourth-grade students from three schools in Depok District: Percobaan 2 Depok, Deresan, and Caturtunggal 3. Data analysis involved several stages of statistical tests, starting with a normality test to ensure normal distribution, followed by a homogeneity test to check for equality of variances among groups. An independent sample t-test with a significance level of 0.05 was then used to evaluate significant differences between the experimental and control groups. The results indicate that the multicultural-based Hand Puppet Book media is effective in improving the tolerance character of students. This is reflected in the gain scores: 0.08 (low) for the control class, 0.37 (medium) for experimental class I, and 0.39 (medium) for experimental class II. The independent sample t-test showed significant results of 0.041 between the control and experimental class I, and 0.030 between the control and experimental class II (sig < 0.05). Consequently, the multicultural-based Hand Puppet Book media proves to be an effective tool for fostering students' tolerance character.
Efektivitas Integrasi Differentiated Instruction dan Project-Based Learning sebagai Strategi Penguatan Critical Thinking Mahasiswa PGSD Unga Utari; Ni Luh Sakinah Nuraini; Ahmad Syawaludin; Sigit Wibowo
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.v9i3.110559

Abstract

Penelitian ini bertujuan menganalisis efektivitas integrasi Differentiated Instruction dan Project-Based Learning dalam menguatkan critical thinking mahasiswa PGSD pada mata kuliah Konsep Dasar IPS SD. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental tipe pretest–posttest control group. Sampel terdiri atas dua kelas: kelompok eksperimen yang menerima pembelajaran berbasis Differentiated Instruction dan Project-Based Learning, serta kelompok kontrol yang memperoleh pembelajaran konvensional. Kemampuan critical thinking diukur melalui tes yang mencakup indikator analisis, evaluasi, dan inferensi. Hasil uji independent-samples t-test dan ANCOVA menunjukkan perbedaan signifikan antara kedua kelompok. Nilai gain kelompok eksperimen mencapai 0,51, lebih tinggi dibandingkan kelompok kontrol sebesar 0,28. Temuan ini menegaskan bahwa integrasi Differentiated Instruction dan Project-Based Learning efektif meningkatkan critical thinking mahasiswa PGSD dan layak diterapkan sebagai strategi pembelajaran abad ke-21. Integration of differentiated instruction and project-based learning to strengthen students' critical thinking Abstract: This study examines the effectiveness of integrating Differentiated Instruction and Project-Based Learning in enhancing the critical thinking skills of Elementary Teacher Education students. A quantitative approach with a quasi-experimental pretest–posttest control group design was employed. The sample consisted of two classes: an experimental group receiving Differentiated Instruction combined with Project-Based Learning, and a control group engaged in conventional learning. Critical thinking was assessed using a test covering analysis, evaluation, and inference indicators. Independent-samples t-test and ANCOVA results revealed significant differences between groups, with the experimental group showing greater improvement. The gain score of the experimental group reached 0.51, compared to 0.28 in the control group. These findings indicate that the integration of Differentiated Instruction and Project-Based Learning is effective in strengthening students’ critical thinking and offers a relevant pedagogical strategy for 21st-century teacher education.

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