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Critical Thinking Skills and Information-Seeking Anxiety Relationship among Senior High School Students Dedy Dwi Putra; Maya Umi Hajar
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 Adeseko Sunday Olaifa; Mumin Agaka Ahmed; Afeez Adesina Shittu; Kingsley Chigozie Akpala; Ebunlomo Oreoluwa Olaifa
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 Eka Karunianing Hapsari; Suparmin Suparmin; Titik Sudiatmi
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 Dindin Nasrudin; Chaerul Rochman; Abdurrohman Khotim Nugraha; Yayu Nurhayati Rahayu; Sani Insan Muhammadi
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 Hakeem Ayodeji Nafiu
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 Oyeronke Christiana Paramole; Moses Adeleke Adeoye; Yejide Adepeju Ibkunle
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 Inas Sausan; Ayu Fahimah Diniyah Wathi; Faizal Akhmad Adi Masbukhin
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.

Revitalizing Character Education in The Digital Age Based on The Principle of "Ing Ngarsa Sung Tuladha" by Ki Hajar Dewantara Dita Puspita Dewi; Gita Putri Ramadhani; Zahra Aulia Hanifa; Sofyan Sauri
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.v28i2.102125

This study examines the revitalization of character education in Indonesia by recontextualizing Ki Hajar Dewantara’s principle “Ing Ngarsa Sung Tuladha” (to lead by example) within the dynamics of the digital age. Utilizing a qualitative literature review, the research identifies three core challenges hindering effective moral education: the erosion of professional teacher identity due to administrative overload, increasing ethical breaches in digital interactions, and fragmented policy implementation that fails to support value-based learning. The study finds that restoring teachers’ moral leadership is essential for embedding ethical behavior in educational settings, both offline and online. To address these issues, an integrative character education framework is proposed, combining the Among pedagogical approach, the Tripusat Pendidikan system (family, school, and community synergy), and the 4N model (Niteni, Nirokke, Nambahi, Nularke) for value internalization. This model fosters the embodiment of ethical values through consistent teacher role-modeling, community involvement, and culturally grounded pedagogy. The study concludes that character education in the digital era demands a systemic transformation, restoring the teacher’s role as a moral exemplar, aligning educational practices with local wisdom, and reinforcing ethical technology to cultivate morally resilient students equipped to navigate contemporary challenges

The Advantages of the Uswah Hasanah Method in the Perspective of Q.S. Al-Ahzab Verse 21: Conceptual Analysis and Implementation Muhammad Thoriqul Islam; Fatma Amelia; Moh Ulul Azmi; Safiruddin Al Baqi; Sulton Muzakki; Ida Nur Oktaviani; Dwiana Novitasari; Ummu Habibah
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.v28i1.98367

Adverse social environments can affect students' attitudes, even though educators try to provide good examples. The influence of peers and the surrounding culture is often more substantial, making it easier for students to imitate negative behavior. To overcome this, educators must be accurate role models in everyday life, both inside and outside the classroom. Consistent role models will inspire students to imitate positive behavior. Educators also need to continue to improve their quality, referring to the principles of QS. Al-Ahzab verse 21, to strengthen role models and build students' social involvement. This study uses a qualitative text study method with literature studies, relying on various relevant library sources. Data were analyzed using content analysis to identify themes related to the advantages of the uswah hasanah method from the perspective of QS. Al-Ahzab verse 21. The study results show that this verse emphasizes the Prophet Muhammad SAW as the best role model with noble qualities such as patience, honesty, and sacrifice. The uswah hasanah method can be formulated into three main aspects: first, a Perfect Example, covering spiritual, social, and moral aspects; second, Good Worship Practices, teaching the implementation of worship with full attention; Third, Implementation in Education, using the Prophet's morals to shape students' characters. Thus, the uswah hasanah method is effective in Islamic education and in forming noble characters

The Role of English Speaking Skills in Career Readiness: Building Information Modeling (BIM) Students Neng Sri Siti Rahma; Riki Ruswandi; Leny Saili Rahmah
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.v28i3.102316

In the era of globalization, English language skills are crucial for career readiness, especially in technical fields such as Building Information Modeling (BIM). However, vocational high school students often face challenges in developing these skills due to curricula that prioritize technical expertise over professional communication. This study examines BIM students' perceptions of the importance of English language skills for their career readiness and the challenges they face in acquiring them. The study collected data using a descriptive, quantitative approach through a questionnaire that had been previously validated by 30 respondents. This was then distributed to 72 BIM students at a public vocational school in Bandung. The results showed that the majority of students (97.3%) recognized a competitive advantage in finding employment due to their English language skills, but 84.7% lacked confidence in using English professionally, largely due to a lack of learning opportunities that fostered confidence in speaking English. Furthermore, 94.4% of students felt that their English lessons did not fully focus on the speaking skills needed in the workplace. These findings highlight the need for vocational education to adopt a more practical and interactive English curriculum that integrates job interview simulations, project presentations, and direct exposure to professional communication in English. This study showed that increasing students' confidence and competence in speaking English can improve their career prospects in an increasingly internationalized job market.

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Journal Mail Official
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Location
Kota surakarta,

Jawa tengah

INDONESIA