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INDONESIA
PAEDAGOGIA
Published by Universitas Sebelas Maret
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Core Subject : Education,
Education
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Articles 15 Documents
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Search results for , issue "Vol 27, No 2 (2024): PAEDAGOGIA Jilid 27 No 2 (2024)" : 15 Documents clear
Radec Learning Model With E-Modul: An Effort to Enhance Student Critical Thingking Skills Anti Muthmainnah; Dede Trie Kurniawan; Rendi Restiana Sukardi; Nur Hidayah Zayadi
PAEDAGOGIA Vol 27, No 2 (2024): PAEDAGOGIA Jilid 27 No 2 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i2.84207

Abstract

The results of several studies show that the critical thinking abilities of elementary school students in Indonesia are still relatively low. Therefore, this research aims to train elementary school students' critical thinking skills. This research is pre-experimental research using One Group Pretest-Posttest Design. The research instrument used was a pre-test and post-test critical thinking ability test which was processed using the N-Gain formula to measure the influence of the RADEC learning model on students' critical thinking abilities before and after learning activities. The results of the research show that, in terms of critical thinking indicators, the aspects of simple explanation, development of basic skills, concluding, strategy and tactics, have an N-Gain score in the high category, which shows that students' critical thinking skills increase in the high category with an N-Gain score of 0.8 . Meanwhile, for further explanation, it has a value of 0.6 N-Gain in the medium category, which shows that students' critical thinking abilities have increased in the medium category. It can be concluded that the simple explanation aspect is lower than other aspects in students' critical thinking abilities. This shows that students experience a high and moderate increase in critical thinking skills after implementing RADEC-based learning and completing the pre-test and post-test, so that the application of the RADEC-based E-Module is very good for training or improving students' critical thinking skills. critical thinking skills. The E-Module application being developed still needs to be improved in the form of a more attractive presentation and can add more detailed explanations such as commands, tasks, etc.
Activity Contents Of Mathematical Communication In Merdeka Curriculum Textbooks Of Grade VII On Plane Geometry Materials Tri Sedya Febrianti; Jarnawi Afgani Dahlan; Siti Fatimah
PAEDAGOGIA Vol 27, No 2 (2024): PAEDAGOGIA Jilid 27 No 2 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i2.84504

Abstract

This research was conducted to analyze the availability of activity content in curriculum merdeka textbooks of grade VII on plane geometry materials published by the Ministry of Education and Culture of the Republic of Indonesia. The research method was carried out in a descriptive qualitative manner with the type of textbook content analysis. Mathematical communication indicators are used as the aspect of analysis. The research results obtained are that all activities in this book have been able to support the improvement of students' mathematical communication competence, although there are no special labels or instructions related to mathematical communication indicators embedded in each activity so that the meaning is still implied or based on the opinion of researchers with adjusted theory used in relation to mathematical communication. From the data analysis that has been done, it can be concluded that the content material is good enough based on the percentage category table for the suitability of book activity, which is equal to 39%. Based on the research this books can help students develop their mathematical communication ability  with teacher guidance. However, basically this book provides sufficient activities as an effort to improve students' mathematical communication skills if teachers are able to use this book well as a resource and learning media in the classroom
An Investigation of teacher talk and student talk in Indonesian EFL Classroom Interaction Dahia Alqalbi Nursehag; Lulu Laela Amalia
PAEDAGOGIA Vol 27, No 2 (2024): PAEDAGOGIA Jilid 27 No 2 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i2.84086

Abstract

Several research studies have explored how teachers and students communicate in a classroom setting. Balancing talking time whether teacher-dominant or student-dominant during the learning process and the quality of interaction in the classroom is a challenge faced in teaching methodology even in Indonesia. The primary focus of this particular research was to examine the different types of communication, both from teachers and students, in an EFL Indonesian classroom. Additionally, the study aimed to determine the proportion of verbal interaction during the learning process. This descriptive qualitative research gathered data through observations and interviews with the participants consisting of a teacher and secondary school students, selected using a purposive sampling technique. The data collection used observation and interviews. The result of classroom interaction observation was analyzed by using Flander’s Interaction Analysis Categories (FIAC). The findings showed that teacher talk dominated the classroom interaction, accounting for 74.4% of the overall communication. Within the teacher talk category, lecturing was the most frequently used method, making up 30.3% of the interactions. On the other hand, students primarily engaged in the student talk response category, comprising 9.6% of the interactions. These observations led to the conclusion that the teacher played a dominant role in the classroom, relying heavily on lectures, while students' participation was mostly limited to responding to the teacher's questions. It is recommended that further investigation of the study be integrated into communication media which is appropriate to the needs of the students.
Application of Culturally Responsive Teaching Through the Piil Pesenggiri Philosophy to Enhance Learning Outcomes and Cultural Interest in PKn for Fourth Grade of Elementary Students in the Academic Year 2023/2024 Muadz Assidiqi; Sutarmi Sutarmi
PAEDAGOGIA Vol 27, No 2 (2024): PAEDAGOGIA Jilid 27 No 2 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i2.84489

Abstract

By implementing culturally responsive teaching practices, the research aims to improve learning outcomes and foster cultural interest among fourth-grade elementary students in PKn. The problem in this study is the students' lack of cultural understanding, which leads to their ignorance of the cultural values present in their surroundings, particularly Piil Pesenggiri. This study employed the class action research method in one of the elementary schools in Lampung. The phases of this research consist of five stages, as follows: action planning, action implementation, observation, reflection, and evaluation. Research instruments consist of interview questions, issues, and cultural interest-raising. This research employed an interactive analysis approach. The pre-cycle results revealed a low level of student cultural interest, with a 70% achievement percentage, a 75% teacher learning activity, and an average percentage of 72.5%. Furthermore, Cycle I results were 78.84% for teacher activity and 75% for student activity, with a total Cycle I percentage of 76.92%. The teacher activity results were 94.23%, the student activity was 91.66%, and the total percentage in Cycle II was 92.95%. Furthermore, the breakdown of student learning outcomes by cycle is as follows: 12.50% had an average of 52.38 for pre-cycles, 59.09% had an average of 62.27 for cycles I, and 90.90% had an average of 81.13 in cycles II. Based on these findings, we can conclude that incorporating Piil Pesenggiri's philosophical values into culturally responsive teaching can help students learn more about their own and other cultures and become more interested in PKn. It is hoped that the findings of this research can contribute to knowledge related to culturally responsive learning about the spirit of nationalism and fostering inter-ethnic tolerance as a basis for further research, such as R&D
Analysis of Educational Values in the Novel Si Anak Savana by Tere Liye as Teaching Material for Literature Learning in High School Muji Zain Naufal; Ade Apriyanto; Desi Ratnasari
PAEDAGOGIA Vol 27, No 2 (2024): PAEDAGOGIA Jilid 27 No 2 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i2.85313

Abstract

Character education is a crucial aspect that must be imparted to pupils in schools. This is due to the fact that students, particularly adolescents, engage in a range of deviant behaviors as a manifestation of juvenile delinquency, including physical altercations, harassment, promiscuity, and similar activities. Contemporary reports in the media suggest that juvenile criminality has surpassed acceptable boundaries. The significance of character education in daily life can be exemplified through literary works, particularly novels. This research aims to analyze the educational values included in the novel "Si Anak Savana" by Tere Liye and assess the potential use of these values as teaching material for literary instruction in high school. The research employed a qualitative methodology. The research employs data collection strategies such as reading and note-taking. The analysis conducted reveals that the novel Si Anak Savana by Tere Liye encompasses fourteen educational values, namely: Religious, Honest, Disciplined, Hard Work, Creative, Independent, Democratic, Curious, Friendly, Peaceful, Passionate Reading, Environmental Care, Social Care, and Responsibility. The findings of this study serve as a resource that is anticipated to enhance understanding and can be applied in the teaching of Indonesian language to twelfth grade students, specifically in relation to the educational values. The urgency of this research is to describe the educational values in the novel "Si Anak Savana" by Tere Liye. The limitation of this research is that it is still limited to descriptive analysis and has not been carried out through experimental research to test its effectiveness
Implementation Project Citizen Model Based on Pop-Up Books in Civics Education Learning Pipid Mupidin; Dadang Sundawa; Iim Siti Masyitoh
PAEDAGOGIA Vol 27, No 2 (2024): PAEDAGOGIA Jilid 27 No 2 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i2.84035

Abstract

The purpose of this research is to determine the effect of learning models. Project Citizen is based on a Pop-up Book on students' critical and creative thinking abilities in Civics subjects. This type of research is quantitative research in the form of a Pre-Experimental Design with a group Pretest-Posttest type. The sample for this research was 12th grade MIPA 2 students at SMA Pasundan 2 Cimahi City, totaling 32 students. Two types of instruments were used in this research, including observation sheets and critical and creative thinking skills tests. Validity test uses Pearson correlation and reliability testing using Cronbach's alpha. The research results show that Project Citizen's learning model is based on a Pop-up Book on students' critical and creative thinking abilities.
Should We Teach English to Our Kids in Indonesia? Ibnu Herlambang; Athaya Hanifah Adri
PAEDAGOGIA Vol 27, No 2 (2024): PAEDAGOGIA Jilid 27 No 2 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i2.84394

Abstract

The influence of the English language in a globalized world has been acknowledged internationally. This widespread use underscores the importance of imparting English skills to individuals from a young age. However, recent changes in the Indonesian curriculum reflect ongoing debate, as primary school students are no longer mandated to learn English. This leads to the inquiry “Is English not that important for children?” and “Should we teach English to young learners?”. The study delves into the discourse on teaching English to young learners in Indonesia, aiming to understand English teachers’ perspectives on this matter. Two experienced English teachers who specialize in instructing young learners in Indonesia were engaged using interviews. Employing the narrative inquiry technique, the study seeks a comprehensive exploration of their educational experiences (Baden & Niekerk, 2007). The study's findings reveal a consensus among the teachers that teaching English to young learners in Indonesia has more advantages than drawbacks. Both educators argue that early exposure to the language enhances children's confidence and vocabulary knowledge, fostering a solid foundation for their future endeavors. This insight challenges the recent curriculum change and prompts a reevaluation of the decision to exclude English from the mandatory syllabus for young students. In conclusion, the study advocates for reconsidering the current educational approach in Indonesia, emphasizing the benefits of introducing English to young learners. It highlights the positive impact on children's linguistic development and overall educational trajectory, suggesting that early English education contributes significantly to their long-term success
Students’ Critical Thinking Skills Improvement through Community of Lecturer, Teacher, and Colleger (CLTC) I Nyoman Try Upayogi; H. Riandi; Sumar Hendayana; Ida Kaniawati
PAEDAGOGIA Vol 27, No 2 (2024): PAEDAGOGIA Jilid 27 No 2 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i2.85181

Abstract

The student's critical thinking skills in Ngada Regency are still relatively low, with an average test score of 44,9. Critical thinking is a fundamental skill that students must possess to face future challenges in the era of global competition. Initial classroom observations indicate that teachers need more facilitation in developing students' critical thinking. Several issues identified include: (a) the provision of information sources is still limited to textbooks, (b) teachers have not facilitated students in asking critical questions (teachers ask more questions, and students answer), (c) teachers lack in providing opportunities for students to conclude in Worksheets or summarize learning outcomes, and (d) student Worksheets mainly involve filling in or explaining terms, lacking opportunities for students to strategize problem-solving. These issues can be addressed through focused and continuous mentoring, necessitating a school learning community. This study investigates the influence of the Community of Lecturers, Teachers, and Colleger (CLTC) on teachers' professional development in enhancing students' critical thinking skills. The study employs a mixed methods case study (MMCS) design to investigate the influence of CLTC on teachers' professional development in improving the critical thinking skills of 8th-grade students in science subjects. Data were collected through interviews, observations, and critical thinking skills tests. Qualitative data were analyzed using a thematic analysis approach, while quantitative data were analyzed using paired t-tests. The results showed increased teachers' professionalism in enhancing students' critical thinking skills during CLTC activities. Statistical tests also showed significant differences in students' critical thinking skills before and after teachers participated in CLTC, with a Sig. (2-tailed) value of 0,015. Classroom observations and sharing during learning evaluations were the most effective activities based on qualitative findings. These findings have implications for universities and schools to create mutually beneficial partnerships to enhance teachers' professionalism and students' experience. The practical implications of this research include recommending that teachers conduct peer teaching observations and sharing sessions within schools routinely. Colleger must also be involved in the learning community at school early in order to form professional teacher candidates earlier
Phenomena of Digital-Based Learning Media in the Indonesian Educational Curriculum (Kurikulum Merdeka) Regarding Chemical Bonding Materials: A Literature Review Hayuni Retno Widarti; Antuni Wiyarsi; Sri Yamtinah; Ginesia Dudin Wijaya; Deni Ainur Rokhim
PAEDAGOGIA Vol 27, No 2 (2024): PAEDAGOGIA Jilid 27 No 2 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i2.83993

Abstract

Chemistry is a subject with complex, abstract and microscopic concepts, so the quality of education must continue to be improved in line with developments in existing science. One of the realizations of this is the Indonesian Independent Curriculum (Kurikulum Merdeka). This curriculum aims to form a generation that is quick and responsive in understanding the material by being actively collaborative and communicative with various learning sources. One example of material that requires explicit delivery is chemical bonds, so the solution is to pay attention to supporting materials in learning such as learning media. This study aims to describe the phenomenon of digital learning media in the Indonesian Independent Curriculum (Kurikulum Merdeka) on chemical bonding concept The method used in this research is a systematic literature review for data collection. In this research, there are 12 literature indexed by Sinta on the topic of development and implementation of digital media in teaching the concept of chemical bonds. The research articles obtained were then examined connect the aims, methods and results of the research. Based on the literature review, it was found that there was a positive response from students and teachers in using digital learning media for  the concept of chemical bonds
Development of The Android Application Suka EduPAI as An Interactive Learning Media for Islamic Religious Education Ikhsan Rifai; Anggita Dewi Apriliana; Asniyah Nailasariy; Adhi Setiyawan
PAEDAGOGIA Vol 27, No 2 (2024): PAEDAGOGIA Jilid 27 No 2 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i2.84265

Abstract

Lack of interactivity inside and outside the classroom can be a problem in learning. Android apps can help increase the level of interactivity among students, teachers and subject matter. Preliminary studies show that PAI teachers need Android applications to support the learning process in class and outside the classroom. This research aims to develop interactive learning media Suka EduPAI for Islamic Religious Education on Umayyad in Andalusia material. The population was taken from all class VII of SMP Negeri 2 Sewon with a sample of Class VII H. The research method used the APPED model (Analysis, Design, Production, Evaluation and Dissemination). Data collected from ongoing evaluation, and alpha testing from media experts, material experts and instructional experts shows that the application is valid and suitable for use. The assessment for this media from the material expert gets a high category of assessment of 73.3%, the media expert assessment gets a very high category of 88%, the instructional expert assessment gets a very high category with a score of 90%, and the student response gets a very high satisfaction with a score of 94%. Thus  the Suka EduPAI application is feasible and can be implemented in a classroom setting.

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