Garuda - Garba Rujukan Digital

The Effectiveness of the Drill Method in Improving Short-Serve of Young Badminton Athletes Rozaqi, Mochamad Hafid; Muhammad, Ali Dai; Febriana, Mia; Purnomo, Eddy
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.v28i1.99077

This study examines the urgency of developing short-serve skills in young badminton athletes, responding to critical problems in the form of low accuracy and consistency of serve identified in 65% of U-13 athletes. This phenomenon has a significant impact on competitive performance, considering that short-serve is a fundamental element that determines the early momentum of the match. The investigation used a 2x2 factorial experimental design, involving 32 U-13 male athletes from the Sukoharjo badminton club who were selected through purposive sampling. The research subjects were divided into four groups based on exercise methods (mass and distributed) and initial ability levels (high and low). Data collection was carried out using a Fenanlampir short-serve test instrument with a validity of 0.66 and a reliability of 0.70). The Shapiro-Wilk test was used for normality, Levene’s test for homogeneity, and hypothesis testing was conducted using a dependent sample t-test with a 5% significance level. The results indicated significant improvements in both training methods, with massed practice demonstrating higher effectiveness (N-Gain Score 57.81% for high ability and 42.6% for low ability) compared to distributed practice (39.69% and 20.89%). No significant interaction was found between the training method and initial skill level, indicating the universality of the effectiveness of the massed method. These findings contribute to the development of evidence-based training methodologies, with practical implications in the form of recommendations for the implementation of massed methods as a core component of young athlete coaching programs.

Validity of Science Process Skills Instrument in E-Modul Guided Inquiry Integration of Tapai Ketan Ethnoscience Aljunaedi, Aljunaedi; Harlita, Harlita; Yamtinah, Sri
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.v28i3.104661

The development of the Independent Curriculum demands contextual and meaningful learning, especially in science subjects that emphasize science process skills (KPS). The integration of ethnoscience in science learning is a potential solution to link science with local culture, as seen in the process of making sticky rice tapai, which incorporates elements of biotechnology and local wisdom. This study aims to develop and test the validity of the KPS instrument based on guided inquiry e-modules integrated with ethnoscience in biotechnology materials. The method used was Research and Development (R&D), with the ADDIE development model simplified into three stages: analysis, design, and development. The instrument was validated by seven experts using the Aiken index to assess the suitability of content, constructs, and language. The validation results showed that all questions had an Aiken index value ≥ 0.76, indicating high validity. Furthermore, the instrument was tested on 60 students to analyze reliability, difficulty level, and discrimination power. The empirical test results showed that the instrument had high reliability and met the criteria for question quality. Thus, this instrument was declared valid and feasible for use in measuring students' science process skills within the context of ethnoscience-based science learning and guided inquiry. This study supports the development of learning media that are not only scientifically profound but also rooted in local cultural values.

Initial Need Analysis of Applied English for Students of English Study Program in the Hospitality Field Nastiti, Intan Aulia; Noviabahari, Jannatul Laily; Prakosha, Donni
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.v29i1.114774

In the field of vocational hospitality education, English instruction is often not fully suited to the specific communication requirements of workplace interaction, especially for students with primary languages preparing for hospitality careers. Although previous ESP needs analyses focused primarily on hospitality or tourism courses, limited research has examined the corresponding English needs of English-based students in vocational polytechnics. The study aims to identify the priority language skills, the context of work place communication, learning preferences and perceived constraints of these students. Data collected from 50 students were analyzed using descriptive quantitative survey designs and frequency and percentage distributions. The results indicate that students prioritize speaking and listening skills for guest interaction and service communication, emphasizing the need for a specific vocabulary and contextual, practice-oriented learning for guests. Despite a strong recognition of the demands of the professional language, students report continuing challenges related to vocabulary mastery, pronunciation and communication confidence, revealing a gap between the goals and actual preparations. The study contributes to ESP research by extending the accommodation-oriented needs analysis to students of the English Study Programme and highlighting the coexistence of professional consciousness and communication constraints. The results support the development of English instruction based on performance, based on scenarios, in vocational contexts.

Critical Thinking Skills and Information-Seeking Anxiety Relationship among Senior High School Students Putra, Dedy Dwi; Hajar, Maya Umi
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.v28i2.102006

This study explores the relationship between critical thinking skills and information-seeking anxiety among senior high school students in the digital era. The research was motivated by students' difficulties in evaluating the validity and relevance of information, which often leads to anxiety during the search process. Using a mixed-methods case study approach, the study involved 36 tenth-grade students from a high school in Malang City, Indonesia. The intervention was implemented through three science learning cycles using a Problem-Based Learning (PBL) model. Data on students' critical thinking skills were obtained from classroom dialogue transcripts and analyzed using the Transcript-Based Lesson Analysis (TBLA) based on Paul and Elder’s critical thinking framework. Information-seeking anxiety data were collected using the Information Seeking Anxiety Scale (ISAS) and supplemented with interview data. The findings revealed a progressive improvement in students' critical thinking skills across the three learning cycles, particularly in their ability to gather relevant information. Simultaneously, a strong negative correlation was found between critical thinking ability and information-seeking anxiety. Students with higher critical thinking skills experienced lower levels of anxiety, while students with lower critical thinking skills were more prone to anxiety, especially when encountering digital distractions and challenges in identifying credible information. The study highlights the importance of integrating active learning models, enhancing digital literacy, and providing structured training in information searching. These findings have implications for curriculum design and suggest future research should investigate additional factors, such as digital self-efficacy and learning motivation, that may influence the observed relationship.

School Compensation Strategies and Staff Job Performance in Private Secondary Schools in Kwara State Olaifa, Adeseko Sunday; Ahmed, Mumin Agaka; Shittu, Afeez Adesina; Akpala, Kingsley Chigozie; Olaifa, Ebunlomo Oreoluwa
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.v28i1.99108

Compensation is a very significant tool for enhancing staff job performance. The study investigated the relationship between school compensation strategies and staff job performance in private secondary schools in Kwara State. The study examined the various compensation strategies available to private secondary school Staff in Kwara State. A descriptive survey of correlation type was used as a research design. Using research advisors, a proportional sampling technique was adopted to select 400 staff and 40 private secondary schools in Kwara State. 350 respondents comprised school teachers and administrators of private secondary schools in Kwara State. A descriptive survey research design was employed and an adapted questionnaire instrument titled School Compensation Strategies and Staff Job Performance Questionnaire (SCSSJP) was used to collect data from the respondents. The study's findings indicated that compensation strategies in private secondary schools in Kwara State were relatively high, staff job performance was moderate and a significant relationship existed between compensation strategies and staff job performance in these institutions. The research indicated that private secondary schools in Kwara State lack sufficient non-monetary compensation strategies, negatively impacting staff job performance. The study shows that staff job performance was affected by salary, incentives, fringe benefits and staff recognition. It was recommended that private secondary schools in Kwara State should develop and implement effective compensation strategies that include competitive salaries, incentives, merit-based pay, longevity pay and opportunities for staff professional development and growth

Exploring Moral Value in Brianna and Bottomwise for Indonesian High School Teaching Material Hapsari, Eka Karunianing; Suparmin, Suparmin; Sudiatmi, Titik
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.v28i3.105561

The spread of issues regarding the morality of the younger generation, such as lack of manners, bullying, brawl and other juvenile delinquency is still a problem today, and a solution needs to be found immediately. An awareness of moral values can be done through literature and novels are one of the solutions. One novel that has good moral values in it is Brianna and Bottomwise by Andrea Hirata. In this novel, there are moral values that can be used as an example for the younger generation in their attitude, behavior and actions in everyday life. This study aims to describe the moral values aspect in terms of structural and extrinsic aspects in novels and its suitability as teaching material for Indonesian language subjects in high schools. This research used a descriptive qualitative design with a structural approach to analyze intrinsic elements such as themes and characters, and a moral approach by analyzing extrinsic values. Data were collected through close reading and note-taking techniques, then analyzed using triangulation. The results of the study reveal structural aspects of the novels Brianna and Bottomwise by Andrea Hirata are seen from the themes and characters. The manifestation of moral values in this novel; (1) the moral value of human relations with God, by praying to God and doing good deeds; (2) the moral value of the relationship between humans and the social environment, including helping each other, having good relationships with everyone, whether family or other people; (3) the moral values of human relations with themselves include never giving up, working hard and keeping promises. The findings of this study imply that Brianna and Bottomwise can be adapted into concrete learning media such as modules, student worksheets, and class discussions to strengthen character education. Wider implementation at various levels of education is also recommended so that literature-based learning can support national efforts to build students' moral character.

Beyond Technology: Exploring Religious Beliefs and Systems Thinking as Foundations for Renewable Energy Education Nasrudin, Dindin; Rochman, Chaerul; Nugraha, Abdurrohman Khotim; Rahayu, Yayu Nurhayati; Muhammadi, Sani Insan
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.v29i1.111460

The global shift towards renewable energy demands an educational approach that transcends mere technical knowledge. This study posits that religious beliefs and systems thinking skills are crucial, yet often overlooked, foundations for effective renewable energy education. A cross-sectional survey was conducted among 200 Indonesian university students from diverse academic disciplines to explore this paradigm. Data were collected using a 9-item questionnaire focusing on two domains: religious beliefs (4 items) and systems thinking (5 items). The instrument’s content was validated by experts in physics education and environmental science, yielding high internal consistency with Cronbach’s alpha values of 0.92 for religious beliefs and 0.86 for systems thinking. Descriptive statistics were used to analyze the data. The results reveal that students possess a strong perceived moral alignment between religious values and environmental stewardship (M = 3.52) and a high readiness for systems thinking (M = 3.37). However, this study is limited by its reliance on self-reported data, which measures perceived readiness rather than actual performance. These findings suggest that integrating ethical drivers and analytical frameworks can foster a more holistic "Beyond Technology" pedagogical model. This study advocates for a culturally grounded approach to Education for Sustainable Development (ESD) by leveraging spiritual and cognitive assets to support the energy transition.

Leadership Ethics and Social Responsibility in Education: Advancing Sustainable Development Goal (SDG) 4 in American Schools Nafiu, Hakeem Ayodeji
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.v28i3.105461

This study addressed the challenge of educational disparities in American schools, which hindered equitable access to quality education, a key aim of Sustainable Development Goal (SDG) 4. The objective was to explore how ethical leadership practices fostered fairness, inclusivity, and social responsibility to advance this goal. A qualitative case study design was employed, involving six public schools across urban, rural, and suburban settings in California, Texas, New York, and Ohio. Eighteen participants, comprising principals, teachers, and community stakeholders, provided diverse perspectives. Data were collected through semi-structured interviews conducted via secure online platforms, document analysis of school budgets and strategic plans, and stakeholder surveys distributed electronically. Thematic analysis, guided by a structured six- step process, identified three core themes: equitable resource allocation, inclusive school cultures, and community partnerships. The analysis revealed that ethical leaders prioritized resources for marginalized students, implemented culturally responsive teaching, and built community collaborations to support holistic student needs. These practices created environments where all students could thrive, addressing disparities and promoting lifelong learning. The study concluded that ethical leadership offered a practical framework for advancing SDG 4 by integrating fairness, inclusivity, and community engagement. This framework provided schools with actionable strategies to ensure equitable education, fostering trust and sustainability. The findings contributed to educational leadership literature and offered insights into global education systems aiming to achieve quality education for all.

Fostering Assessment Literacy: Enhancing Teaching and Learning in Modern Education Systems Paramole, Oyeronke Christiana; Adeoye, Moses Adeleke; Ibkunle, Yejide Adepeju
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.v28i2.102179

Assessment literacy is a critical yet underdeveloped component of teacher competency in many educational systems. In Kwara State, Nigeria, educators face persistent challenges in designing and implementing assessments that effectively support student learning. This study investigates the assessment literacy of public secondary school educators, focusing on their understanding of key assessment principles, the strategies they employ, and the relationship between their assessment practices and student academic achievement. A mixed-methods approach was adopted, combining quantitative surveys with semi-structured interviews. Data were collected from 232 educators, with 205 valid responses (88.3% response rate), and complemented by NECO examination performance data. Descriptive statistics and regression analysis were used to evaluate assessment literacy levels and their correlation with student outcomes, while thematic analysis of qualitative interviews provided contextual insights. Findings revealed that while educators showed moderate understanding of assessment concepts, significant gaps remain in aligning assessments with learning objectives and adapting them for diverse learners. A positive correlation (R = 0.85, p < 0.001) was found between educators’ assessment literacy scores and student achievement, underscoring the impact of assessment practices on academic performance. Interview data further revealed a need for ongoing training, especially in differentiated and formative assessment techniques. The study concludes that enhancing educators’ assessment literacy is vital to improving student outcomes. It recommends that policymakers, teacher training institutions, and educational leaders implement structured, ongoing professional development programs. Such interventions should focus on building practical assessment competencies that can be adapted across diverse educational settings to drive systemic improvement.

From Chalkboard to Cliks: Digital Media Preferences and Learning Barriers in Distance Organic Chemistry Education Sausan, Inas; Wathi, Ayu Fahimah Diniyah; Masbukhin, Faizal Akhmad Adi
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.v29i1.110505

This study investigates students’ preferences for digital instructional media and the main learning barriers in the Organic Chemistry 3 course at Universitas Terbuka (UT), Indonesia’s leading open and distance learning institution. Using a descriptive quantitative approach, data were collected from 25 students and alumni through an online questionnaire and analyzed descriptively. The results indicate that interactive simulations (39%) and instructional videos (38%) were the preferred media, highlighting students’ strong preference for dynamic, visualized learning experiences. Major barriers included difficulty in visualizing reaction mechanisms (68%) and insufficient prerequisite mastery (52%), revealing cognitive and structural challenges in learning complex organic chemistry concepts remotely. The analysis further showed a gap between high pedagogical needs (70–85%) and moderate contextual barriers (45–55%), reflecting students’ prioritization of instructional quality despite infrastructural limitations. The study concludes that effective distance chemistry instruction must combine strong pedagogical design, technological accessibility, and continuous learner support to foster deep conceptual understanding. Recommendations include integrating step-by-step guided videos, interactive simulations, adaptive scaffolding, and accessible media formats aligned with students’ needs and learning contexts.

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