Garuda - Garba Rujukan Digital

Exploring Pre-Service Chemistry Teachers’ Scientific Literacy on Environmental Issues through the Lens of the Nature of Science Moh Ismail Sholeh; Pandu Jati Laksono; Etrie Jayanti; Karina Karina; Okti Lia Alinda
PAEDAGOGIA Vol 28, No 3 (2025): PAEDAGOGIA Jilid 28 No 3 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i3.103135

This study aimed to investigate the level of scientific literacy and Nature of Science (NOS) conceptions among pre-service chemistry teachers in the context of environmental issues. This study adopted a mixed-methods approach combining descriptive surveys and semi-structured interviews. Participants were 72 pre-service chemistry teachers from universities in Palembang, Indonesia, selected through purposive sampling across academic levels. Data collection involved three instruments: a scientific literacy test on environmental issues, a NOS perception questionnaire, and qualitative interviews. The results showed that scientific literacy among participants was generally at a high level, with an average score of 86.00. Participants demonstrated strong competence in scientific content and practices, particularly on renewable energy, deforestation, and air pollution. However, lower scores were observed in contextual understanding, such as water quality and waste management. Regarding NOS conceptions, participants obtained an average score of 72.88%, indicating a high level of understanding, particularly on the tentativeness of scientific knowledge and the role of observation and inference. However, misunderstandings persist in areas such as creativity in science and the influence of social and cultural values. Interview results revealed a nuanced understanding of NOS, which is in line with theoretical frameworks that view science as empirical, tentative, and influenced by human creativity and social context. These insights underscore the importance of integrating NOS into science teacher education to foster critical thinking and contextual teaching of environmental issues

Governance for Sexual Bullying Prevention among Students with Special Needs in Pekanbaru Special Schools Achmad Fauzi; Seno Andri; Muchid Albintani; Febri Yuliani
PAEDAGOGIA Vol 28, No 3 (2025): PAEDAGOGIA Jilid 28 No 3 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i3.108333

Students with Special Needs are a vulnerable group with a high risk of experiencing sexual bullying in educational environments. Special Schools in Pekanbaru City face challenges in preventing and handling cases of sexual bullying against students with special needs due to limitations in integrated governance systems. This study aims to analyze the implementation of anti-sexual bullying governance and design an effective networking governance model for protecting students with special needs in Special Schools throughout Pekanbaru City. A qualitative approach using the case study method was conducted across all Special Schools in Pekanbaru, involving in-depth interviews with principals, teachers, parents, and related stakeholders. Policy document analysis and school environment observations were also conducted to obtain comprehensive data. The research findings indicate that anti-sexual bullying governance in Pekanbaru Special Schools remains partial and not yet integrated among stakeholders. A networking governance model is needed that involves systematic collaboration between schools, families, education departments, child protection institutions, and communities. This model includes early detection systems, safe reporting mechanisms, victim assistance, and sustainable prevention programs. The implementation of networking governance is expected to create a safe and protective learning environment for students with special needs, while strengthening institutional capacity in preventing sexual bullying.

The Development of Komfun CT Learning Media Based on Scratch to Enhance Computational Thinking Skills Yuli Bangun Nursanti; Rachma Lutfiana
PAEDAGOGIA Vol 28, No 2 (2025): PAEDAGOGIA Jilid 28 No 2 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i2.102225

This research is motivated by the low level of students' computational thinking skills in mathematics learning, particularly in the topic of function composition. To address this issue, a Scratch-based learning media was developed with the aim of helping students understand the concept of function composition while also enhancing their computational thinking skills. The aim of this study is to produce Komfun CT learning media based on Scratch for function composition material. The research was conducted in the 2024/2025 academic year using the Research & Development (R&D) method based on the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The quality of the developed media must meet the criteria of validity, practicality, and effectiveness. The instruments used in this study include observation sheets, interview guidelines, questionnaires, and tests. The observation sheets were used to obtain information about mathematics learning activities conducted by the teacher at school. The interview guidelines were used with students to collect qualitative data regarding the practicality of the developed media. The questionnaires consisted of a student response questionnaire, a material expert questionnaire, and a media expert questionnaire. Finally, the computational thinking test, which included a pre-test and post-test, was used to assess students’ computational thinking skills before and after using the media.The results showed that: (1) the media developed using the ADDIE model successfully produced Komfun CT learning media based on Scratch; (2) the Komfun CT learning media was declared feasible based on expert validation (material and media), covering aspects of validity, practicality, and effectiveness; (3) the developed media met the validity criteria with an average percentage of 93.86%. The practicality test results showed an average percentage of 83.60% from student responses. The effectiveness test based on N-Gain analysis showed an average gain score of 85.43%, indicating that the media is effective in enhancing students’ Computational Thinking.

Augmented Reality Media Development on Human Excretory System Material to Improve Digital Literacy and HOTS Baskoro Adhiguna; Sri Yamtinah; Muzzazinah Muzzazinah
PAEDAGOGIA Vol 28, No 1 (2025): PAEDAGOGIA Jilid 28 No 1 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i1.99561

Excretory system material is one of the materials that is difficult to understand the concept because it has a lot of memorization, terms, and mechanisms. Excretory system material is less preferred and tends to be boring because it requires students to memorize terminology and Latin language to introduce organs involved in the human excretion process. The use of learning media integrated with AR technology can be an effective solution in improving learning. Through this technology, various abstract concepts that are usually invisible can be displayed in 3D or 2D, making them appear more real. This study aims to assess the feasibility, practicality, and effectiveness of AR-based learning media on human excretory system material to improve HOTS and digital literacy of grade VIII junior high school students. This research uses the ADDIE development model with a pretest-posttest control group design. The study used control and experimental classes with a total sample of 140 students. The instruments used were questionnaires and tests of digital literacy and HOTS. Data analysis included descriptive and inferential statistics. The results showed that AR media was feasible, with media and material expert assessments based on the Aiken index of 0.909 and 0.835. Practicality scores from teachers and students received scores of 90.62% and 91.12%. N-Gain test showed a substantial increase, and the one-way manova test showed statistical significance (p < 0.05). The AR media developed has met the values of feasibility, practicality, and effectiveness in improving digital literacy and HOTS.

Developing an Ethnoscience-Based AKM instrument: Evidence of Content Validity and Item Quality Sukmaningrum Latifah Oktaviani; Sri Yamtinah; Budi Hastuti
PAEDAGOGIA Vol 29, No 1 (2026): PAEDAGOGIA Jilid 29 No 1 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i1.115663

This study uses a descriptive quantitative approach that aims to describe and analyze the quality of Minimum Competency Assessment (AKM) questions developed in integrated ethnoscience learning with a focus on scientific literacy and numeracy literacy in the topic of salt hydrolysis. There are various question formats, namely multiple choice, complex multiple choice, matching, short answer (fill in the blank), and true-false. The item quality analysis in this study involved: difficulty level testing, discrimination power testing, and instrument reliability testing. The difficulty level testing was conducted to determine the proportion of students who were able to answer each item correctly. The discrimination power testing aimed to determine the ability of each item to distinguish between high-ability and low-ability students. Meanwhile, the reliability testing was conducted to assess the overall internal consistency of the test instrument in measuring students' scientific literacy and numeracy skills.The variety of question formats is designed to accommodate the characteristics of AKM which emphasizes higher-order thinking skills, conceptual understanding, and the application of knowledge in the context of everyday life based on ethnoscience.The analysis results show that the majority of test items fall into the moderate difficulty category, indicating that they are neither too easy nor too difficult for students. Furthermore, the discriminatory power of the test items is in the good category, meaning each item effectively differentiates students with different ability levels. High instrument reliability indicates that the test instrument has good consistency and can provide stable and reliable measurement results.

The Effectiveness of the Use of Android-Based Andro Poster Learning Media on the Numeracy Skills of Seventh Grade Junior High School Students Bima Pambudi; Roemintoyo Roemintoyo; Deny Tri Ardianto
PAEDAGOGIA Vol 28, No 2 (2025): PAEDAGOGIA Jilid 28 No 2 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i2.101497

Numeracy skills or numeracy literacy is a basic competency that is important for junior high school students to master in facing the challenges of the 21st century and the Industrial 5.0 era. However, PISA 2023 data shows that Indonesian students are still ranked low in math skills, reflecting students' weak numeracy skills. This study aims to test the effectiveness of Android-based Andro Poster learning media in improving the numeracy skills of grade VII junior high school students. The research uses a pre-experimental quantitative method with a One Group Pretest-Posttest Design. The research sample consisted of 30 students in grades VII-9 of junior high school who were selected through purposive sampling techniques. The research instrument was in the form of a numeracy multiple-choice test of 10 items, which was developed based on indicators of numeracy ability in the submaterial of algebraic forms. Data were obtained through pretest and posttest, then analyzed using paired sample t-tests and effect sizes (Cohen's d). The results showed that the average posttest score (72.87) increased significantly compared to the pretest (60.97), with a p value of < 0.001. The correlation between pretest and posttest of 0.865 shows a very strong relationship. In addition, Cohen's d value of -2.905 indicates a very large measure of effect on students' improved numeracy skills. Andro's Poster Media successfully presents algebra material visually, contextually, and interactively, so that it can increase students' motivation to learn and understand. This study concludes that the use of Android-based learning media such as Poster Andro is an effective and innovative strategy in improving the numeracy skills of junior high school students. This finding is expected to be a practical solution in mathematics learning as well as contribute to the development of digital media that is adaptive to the learning needs of students in the digital era.

Development of Student Worksheets Based on Argument-Driven Inquiry to Improve The Scientific Argumentation Ability Dewannia Fariska Herman; Ulin Nuha; Zainur Rasyid Ridlo
PAEDAGOGIA Vol 28, No 1 (2025): PAEDAGOGIA Jilid 28 No 1 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i1.97940

Scientific argumentation plays a crucial role in science learning, yet many students face difficulties in constructing and justifying arguments based on evidence. Conventional teaching approaches often do not provide adequate opportunities for structured argumentation. Student Worksheets Based on Argument-Driven Inquiry (ADI) integrate argumentation into experimental activities, yet their use in topics such as vibrations, waves, and light remains underexplored. This study focuses on developing student worksheets based on ADI to enhance the scientific argumentation ability of eighth-grade students at MTsN 1 Jember. The research follows the ADDIE model, consisting of analysis, design, development, implementation, and evaluation. The worksheets underwent validation by three experts and were tested using observation sheets, student questionnaires, and pretest-posttest assessment. Findings indicate that the worksheets are highly valid, practical, and effective, with an N-gain score of 0.7, classified as high. These results suggest that integrating ADI-based worksheets into science instruction can foster students’ scientific argumentation ability

Development of an Ethnochemistry-Based Learning Module to Strengthen Pancasila Student Profile in the Context of Acid-Base Material Rika Siti Syaadah; Tiwi Nur Astuti; Andari Thanes Shafitri
PAEDAGOGIA Vol 28, No 3 (2025): PAEDAGOGIA Jilid 28 No 3 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i3.103139

Chemistry is inherently a contextual subject that can be connected to various aspects of everyday life. Indonesia’s rich and diverse cultural heritage offers great potential for integrating chemistry learning with local wisdom through an ethnochemistry. Such integration not only makes learning more meaningful and relevant but also supports the development of the Pancasila Student Profile, which emphasizes values such as creativity, cooperation and appreciation of cultural diversity. However, in practice the integration of ethnochemistry into chemistry learning remains limited. This is reflected in most textbooks, which rarely incorporate. This study aims to develop and evaluate the feasibility of an ethnochemistry-based learning module designed to strengthen the Pancasila Student Profile in the context of acid-base topics. The research method used was Research and Developmnet (R&D) employing the ASSURE model, which consists of the following stages: analyze learners, state objectives, select instructional methods media and materials, utilize media and materials, require learner participations, evaluate and revision. Data were collected instruments, including needs analysis tools such as interview guidelines and questionnaires, as well as student response surveys on the developed module learning. The research subject consisted of 85 eleventh grade students from SMAN 38 Jakarta. Expert validation of the ethnochemistry-based learning module integrated with the Pancasila Students Profile yielded a feasibility score of 94.01%, which falls into the ‘feasible” category. Meanwhile, the implementation with students demonstrated a high level of effectiveness, with an average score of 96.30%. Based on these findings, the developed module is classified as “very good” and is considered highly suitable for use and broad implementation in chemistry learning at the high school level

The Effect of the Guided Inquiry Learning Model on Spatial Thinking Skills and Problem Solving Abilities of Geography Education Students at Tadulako University Zaenudin Ali; Syamsul Bachri; Didik Taryana
PAEDAGOGIA Vol 29, No 1 (2026): PAEDAGOGIA Jilid 29 No 1 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i1.114684

The Guided Inquiry Learning Model emphasizes students’ active engagement in constructing knowledge through a systematic investigation process with instructor support. This study aimed to examine the effect of the Guided Inquiry learning model on the spatial thinking skills and problem solving abilities of Geography Education students in the Geographic Information Systems (GIS) course at the Geography Education Study Program, Tadulako University. The study employed a quasi-experimental design with a pretest posttest control group. Two groups were involved: an experimental group taught using the Guided Inquiry model and a control group taught using conventional instruction. Spatial thinking skills and problem-solving abilities were measured using essay tests that had been validated for reliability and validity. Data were analyzed through normality and homogeneity tests, followed by an Independent Samples t-test using SPSS 25. The results indicated that the experimental group achieved higher posttest mean scores in both spatial thinking skills and problem solving abilities compared to the control group. Statistical analysis showed a significant difference in posttest spatial thinking scores between the experimental and control groups (p < 0.05), as well as a significant difference in problem-solving ability scores (p < 0.05). Furthermore, normalized gain analysis indicated that the experimental group achieved moderate to high gains in both variables, while the control group demonstrated low to moderate gains. These results suggest that the Guided Inquiry learning model is more effective than conventional instruction in improving spatial thinking skills and problem-solving abilities in the Geographic Information Systems course.

Digital Learning and Religious Moderation: An Educational Management Perspective Moses Adeleke Adeoye; Heldy Ramadhan Putra; Hakeem Nafiu; Jamiu Tamitope Sulaimon
PAEDAGOGIA Vol 28, No 2 (2025): PAEDAGOGIA Jilid 28 No 2 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i2.102178

The rapid advancement of digital technologies is transforming educational paradigms worldwide. This article explores the relationship between digital learning and religious moderation from an educational management perspective, focusing on how these technologies can promote inclusivity, mitigate extremist ideologies, and enhance learning experiences. The literature review covered key concepts such as digital learning, educational management, and religious moderation, highlighting the dual-edged nature of digital technology in education. The research adopted a mixed-method approach, combining qualitative and quantitative data collection techniques. The study also found that digital learning has improved educational outcomes and personalised learning experiences, indicating high agreement between students and educators that digital learning has improved educational outcomes and personalised learning experiences. The qualitative analysis explores the themes of digital learning in religious education, focusing on access to diverse perspectives and interfaith understanding. The content analysis of digital religious education materials varies significantly, from promoting tolerance and understanding to emphasising religious distinctiveness. In conclusion, the themes revealed a dynamic yet challenging landscape for digital learning in religious education. The research suggests several recommendations, which include developing inclusive digital learning policies, promoting digital literacy skills, prioritising teacher training, and investing in high-quality digital learning materials that promote religious understanding, tolerance, and respect for diverse perspectives

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota surakarta,

Jawa tengah

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

Contact Email -

Phone -

Journal Mail Official -

Editorial Address -

Location Kota surakarta, Jawa tengah INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota surakarta,

Jawa tengah

INDONESIA