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Achievement Testing Competence of Secondary School Teachers in Osun State, Nigeria Olawale Ayoola Ogunsanmi; Victor Abiodun Lijofi; Abiodun Enitan Gbolagun
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.v28i1.99107

Tests properly designed in the classroom can provide teachers with accurate and useful information about their students. The study determined the content validity of an achievement test used by teachers and examined the test construction skills of the teachers in Osun State secondary schools. A descriptive research design was adopted for the study. The population consisted of public secondary school teachers in Osun state. A sample of 120 teachers was selected purposively from six Local Government Areas based on five core subjects offered in each school and 12 schools were selected using a simple random sampling procedure. Two research instruments: The test Construction Skills Inventory (TCSI) and Observation Records Sheet (ORS) were used for data collection. The TCSI possessed reliability estimates of 0.85. Data were analysed using frequency count and content validity index (CVI). The results showed that the achievement tests used by teachers in high schools are (CVI = 6.2, mean topic covered = 3.7, 59.7%) while middle schools are (CVI = 6.0, mean topic covered =3.4, 58%). This implied that both achievement tests used by secondary school teachers have moderate content validity. The results also revealed that the level of test construction skills is high (66, 55.0%), and a mean competence value of 3.2 for both middle and high school teachers is suitable enough to ensure proper achievement testing competence. The study concluded that the test construction skills of Osun State secondary school teachers are high enough to ensure adequate achievement testing competence

Assessing the Quality of Mathematics Test─ Enumeration Rules to Measure Students’ Computational Thinking Skills Suparman Suparman; Dadang Juandi; Turmudi Turmudi; Bambang Avip Priatna Martadiputra; Nana Diana
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.v28i3.109581

Computational thinking (CT), one of the most fundamental thinking processes, empowers students in solving mathematical complex problems. In fact, most of Indonesian students, particularly in senior high school, yet have poor CT skills in mathematics. The quality of mathematics test can be one of the potential predictors to describe students’ CT skills accurately. The test, however, which involves enumeration rules as a content to measure Indonesian students’ CT skills relatively has not been existing. A cross-sectional study using descriptive-quantitative method was used to design and produce a qualified mathematics test to measure students’ CT skills. Three mathematical-essay problems were assessed by four experts in mathematics education, and administrated to 35 eleventh-grade students at a public senior high school in Bandung city. A number of quantitative analyses, such as Aiken’s V, Kendall’s W test, Pearson correlation, Cronbach alpha, discrimination index, and difficulty index were applied to assess the test’s quality. Results of this study showed high content and construct validity through expert assessment, as well as strong criterion-related validity based on student performance. High reliability was confirmed through Cronbach’s alpha, indicating consistent results across all test items. In addition, item analysis revealed very good discrimination indices and recommended difficulty levels, ensuring the test effectively differentiates student skills. The test provides a model for educators and curriculum designers in mathematics education seeking to improve classroom assessments, particularly in assessing students’ CT skills.

Examining the Interplay Among Indonesian EFL Students’ Digital Literacy, Self-Regulated Learning, and Informal Digital Learning of English Atin Kurniawati; Arief Eko Priyo Atmojo; Nilam Febrina Swastika; Salma Ayu Lutfiana
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.v29i1.110691

In today’s digital world, informal digital learning of English (IDLE) has revolutionized English as a foreign language (EFL) learning outside formal classrooms. While numerous studies have increasingly examined potential factors affecting IDLE, associations among digital literacy (DL), self-regulated learning (SRL), and IDLE have been underexamined. The present study seeks to uncover Indonesian EFL students’ levels of DL, SRL, and IDLE, along with the hypothesized relationships among DL, SRL, and IDLE. Drawing on a quota sampling, 391 students responded to DL, SRL, and IDLE questionnaires after providing their informed consent and demographic information. The results demonstrate that Indonesian EFL students enjoy moderate levels of DL, SRL, and IDLE. The results also reveal that DL and SRL, respectively, possess significantly positive relationships with IDLE. Simultaneously, both DL and SRL significantly predict IDLE, explaining 56% of the total variance of IDLE. Ultimately, theoretical and practical implications, as well as future research directions, have been offered.

The Effect of Problem-Based Learning on Scientific Argumentation Skills in the Merdeka Belajar Curriculum Wiwik Kartika Sari; Nidaul Hasanah; Ella Izzatin Nada
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.v28i2.102722

PBL encourages students to think openly, actively, and reflectively, which are essential components of critical thinking. This skill is significant for communication, collaboration, and problem-solving, all of which are integral to scientific argumentation. This study aims to determine the effect of problem-based learning models on students' scientific argumentation skills on the implementation of the Merdeka Belajar curriculum. This study used a non-equivalent pretest-posttest control group design. The sample was determined through cluster random sampling, and 2 classes were selected as control and experiment classes, with 32 students each. Data collection was carried out using scientific argumentation questions that had been declared valid by experts. The results reveal a significant improvement in the scientific argumentation skills of students in the experiment class that was taught using the Problem-Based Learning (PBL) model. The comparison between pre-test and post-test scores in both the experimental and control classes indicates that the Problem-Based Learning (PBL) model has a more pronounced effect in fostering students’ scientific argumentation skills than the inquiry-based model. While the control group exhibited some growth, the magnitude of change in the experimental group was noticeably greater. This suggests that the PBL approach not only helps students understand scientific content but also actively enhances their ability to articulate, justify, and critique scientific ideas.

Bridging Technology and Language Learning: Vocational Students’ Perceptions of Wordwall in ELT Rara Raudhah Sakha Mahardika; Soviyah Soviyah; Eryke Sukma Widiarna
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.v28i1.98989

This study explores the students’ perceptions or responses to the use of Wordwall as learning media in English learning activities. It focused on ease of use, impact on motivation, material comprehension, vocabulary improvement and challenges as well as future plan with it. Conducted in August 2024 in one public vocational school located in the suburban area of Yogyakarta, Indonesia, it involved 21 vocational school students specializing in fashion design. The research adopted survey-based research. The research instrument was a questionnaire containing both closed and open ended questions. The collected data were analyzed quantitatively and qualitatively. The results show that students perceive the use of Wordwall as English learning media positively as it’s easy to use, it’s able to improve students’ motivation, helps understand the materials taught, and improves vocabulary mastery. Although there are some technical challenges when using it, the students tend to prefer Wordwall and continue using it in the future. These findings confirm the potential of Wordwall as an effective learning tool in the context of English Language Teaching (ELT) in vocational schools.

Exploring the Implementation and Implications of AI-Based Media in Chemistry Learning at Secondary Level: A Systematic Literature Review Fa'ari Salsabiila; Anti Kolonial Prodjosantoso
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.v29i1.105121

This study aims to systematically examine the implementation and implications of Artificial Intelligence (AI)-based media in chemistry learning at the secondary education level. Using the Systematic Literature Review (SLR) approach which refers to the PRISMA guidelines, as many as 19 scientific articles from the Science Direct database were analyzed qualitatively. The research focus includes the identification of the types of AI media used, the chemical topics supported by AI, the form of implementation in the classroom, as well as the pedagogical implications of the integration of AI in learning. The results show that the most widely used AI media is generative chatbots such as ChatGPT, Gemini, and Claude, followed by immersive technologies such as Virtual Reality (VR) and Augmented Reality (AR). This media is used to improve students' understanding of concepts, especially in abstract topics such as atomic structure, molecular visualization, and organic reactions. However, a number of challenges were found, including inaccurate content, low digital literacy, ethical and academic integrity issues, and limited technological infrastructure. On the other hand, AI media also opens up opportunities for adaptive and personalized learning, increased student learning engagement, and teacher efficiency in learning planning. . This study recommends strengthening teacher training, ethical policies, and adaptive curriculum design to support the optimal application of AI in chemistry learning in the digital era.

Digital Governance for Sustainable Educational Transformation: Evaluating Merdeka Curriculum Implementation through PMO E-Instruments in Indonesia Ulfah Irani Zakaria; Rosmiati Rosmiati
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.v28i2.102205

This study investigates the pivotal role of Project Management Office (PMO) e-instruments in evaluating the implementation of the Merdeka Curriculum (Merdeka Curriculum) within Indonesia's Driving School ‘Sekolah Penggerak’ program. The research was initiated by the critical need to ensure consistency and quality in curriculum application across diverse educational contexts, aligning with Indonesia's ongoing national educational transformation. Employing a descriptive qualitative-quantitative approach, the study involved four primary schools designated as Sekolah Penggerak, with principals and teaching staff engaging in structured assessments using the PMO e-instruments. Key findings indicated moderate performance in planning and instructional execution across most participating schools, while leadership practices demonstrated notable variability. Collaborative aspects of the curriculum, particularly project-based learning and community involvement, consistently exhibited stronger outcomes. Conversely, areas such as reflection, evaluation, and student-centered learning were identified as requiring further development. The PMO e-instrument proved to be an effective diagnostic and developmental tool, empowering school leaders to make evidence-based decisions for enhancing curriculum delivery. These findings underscore the profound importance of continuous capacity-building for school leaders to fully actualize the transformative goals of the Merdeka Curriculum. The diagnostic capability of the PMO e-instrument directly facilitates data-driven decision-making, which is a core objective of integrating such digital systems into educational management. This allows for precise identification of areas needing improvement. These findings underscore the importance of continuous capacity-building for school leaders to fully actualize the goals of the Merdeka Curriculum.

The Effectiveness of the Drill Method in Improving Short-Serve of Young Badminton Athletes Mochamad Hafid Rozaqi; Ali Dai Muhammad; Mia Febriana; Eddy Purnomo
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; Sri Yamtinah
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 Intan Aulia Nastiti; Jannatul Laily Noviabahari; Donni Prakosha
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.

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Contact Name
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Journal Mail Official
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Location
Kota surakarta,

Jawa tengah

INDONESIA