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Intergenerational Learning Dynamics and the Perspective Transformation of Generation Alpha Students toward Generation Z Student Teachers Ayu Rahmawati; Triana Lestari; Dede Margo Irianto
PAEDAGOGIA Vol 29, No 2 (2026): PAEDAGOGIA Jilid 29 No 2 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i2.119105

The interaction between Generation Alpha students and Generation Z student teachers creates new relational dynamics that may influence how students perceive communication, closeness, and authority in learning. Although this phenomenon is becoming increasingly common in elementary schools, it has rarely been studied from the students’ perspective. This study aims to explore Generation Alpha students’ responses to intergenerational interactions in elementary schools. Using a qualitative Interpretative Phenomenological Analysis (IPA) approach within an interpretivist paradigm, the study observed six fifth-grade students and involved student teachers as informants. Data were collected through eight weeks of non-participant observation and semi-structured interviews, and were subsequently analyzed using NVivo through the stages of compiling, disassembling, reassembling, interpreting, and concluding. The data analysis yielded three key themes: (1) Generation Z student teachers are perceived as egalitarian, supportive, and approachable figures; (2) social-emotional attachment enhances students’ comfort, participation, and engagement; and (3) intensive closeness shifts the boundaries of the formal teacher–student relationship into a friendship-like relationship, thereby transforming the meaning of authority in the classroom. The findings indicate that intergenerational relationships reshape pedagogical relations in elementary schools. Understanding these dynamics is important for schools, student teachers, and teacher education programs in developing mentoring strategies and policies that balance relational closeness with pedagogical authority.

Prophetic Ecopedagogy in Social Studies Learning: Integration of Islamic Values and SDGs Literacy to Strengthen Ecological Intelligence Nur Fauzi; Raras Gistha Rosardi; Sudrajat Sudrajat; Erika Putri
PAEDAGOGIA Vol 29, No 2 (2026): PAEDAGOGIA Jilid 29 No 2 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i2.117804

The knowledge–action gap remains a fundamental challenge in environmental education in Indonesia, as students’ ecological literacy does not consistently translate into concrete pro-environmental behavior. This study aims to examine the integration of Islamic values and Sustainable Development Goals (SDGs) literacy within Social Studies learning through a Prophetic Ecopedagogy approach to strengthen students’ ecological intelligence. A qualitative case study design was employed at SMP Muhammadiyah 3 Yogyakarta. Data were collected through participant observation, in-depth interviews, and document analysis, and were analyzed using the interactive model of Miles, Huberman, dan Saldaña. The findings reveal three main outcomes. First, the Social Studies curriculum shifted from a predominantly hidden curriculum to an explicit curriculum through the formal integration of SDGs targets into lesson planning. Second, the instructional process reflects three pillars of Prophetic Ecopedagogy: Transcendence (environmental stewardship as a theological mandate), Humanization (the climate crisis framed as a humanitarian issue), and Liberation (freedom from consumerist culture through the Zero Waste movement). Third, this approach effectively fosters students’ ecological intelligence, particularly in systemic thinking and digital environmental advocacy. However, behavioral gaps persist in abstract energy conservation practices, in contrast to strong compliance in tangible waste management activities.

Development of "Smart Character Expression" (PRESTER) Application Prototype to Enhance Emotional Intelligence in Deaf Adolescents Fica Asniarno; Ravik Karsidi; Joko Yuwono
PAEDAGOGIA Vol 29, No 2 (2026): PAEDAGOGIA Jilid 29 No 2 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i2.119502

Deaf adolescents often face significant barriers in understanding facial expressions and emotions during social interactions due to limited access to auditory information. This research aims to develop a prototype of the "Smart Character Expression" (PRESTER) application as an adaptive learning medium to improve the emotional intelligence of deaf adolescents. Utilizing the Research and Development (R&D) method with the ADDIE model, this study integrates Universal Design for Learning (UDL) principles to ensure content accessibility. The result was an Android-based application featuring a sign language dictionary, various expression forms, and a sign gesture-scanning feature that visually translates emotional meanings. Validation from material and media experts indicates that the prototype is highly feasible. The prototype demonstrates strong potential in bridging the emotional recognition gap for deaf users.

Investigating Students' Perspective on English Camp as a Tool to Enhance Communicative Competence Muhamad Ichsan Al Fauzi; Kiany Leksono; Arsyiezal Laundra Syefianto; Nurul Fadilah Firdaus; Muslimah Susilayati
PAEDAGOGIA Vol 29, No 2 (2026): PAEDAGOGIA Jilid 29 No 2 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i2.114059

English language learning in the classroom has become commonplace in efforts to improve the English language skills of each student. In this process, English Camp was introduced, which is English language learning outside the classroom that combines interactive activities with material delivery. This programme is an important contribution to improving communicative skills, especially in the context of English as a foreign language (EFL). This study uses a qualitative case study approach to collect data on students' views on the implementation of English Camp as a programme that contributes to improving English communication skills. The respondents in this study were randomly selected students from X and XI grades of Al-Abidin Bilingual Boarding School (ABBS) Surakarta. Data collection was conducted through in-depth interviews, and data analysis used Creswell's spiral thematic analysis model. The research discussion focused on three main aspects of student experience: cognitive, affective, and psychomotor/conative. Based on findings and discussion in this research, it can be concluded that English Camp provides benefits in improving students' communication skills even though the duration is relatively short. In addition, students' courage and readiness to communicate in English also became more apparent and developed positively.

Flipped Classroom in Islamic Higher Education: Learning Readiness and Self-Regulated Learning among Islamic Religious Education Students Retno Try Purnawati; Indra Fajar Nurdin; Mahmud Arif; Muhammad Nur Najimi
PAEDAGOGIA Vol 29, No 2 (2026): PAEDAGOGIA Jilid 29 No 2 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i2.119509

Learning in higher education still faces challenges in the form of low learning readiness and student learning independence, especially in the Islamic Religious Education Study Program (PAI). Students tend to be passive and depend on lecturers as the main source of knowledge so that the learning process has not been optimally student-centered. This study aims to analyze the application of Flipped Classroom in PAI students, analyze the dynamics of learning readiness, and explore the development of student learning independence during the application of this method. The research uses a qualitative approach with an analytical descriptive type. The research subjects were six students of the fourth semester PAI Study Program who took the Tarikh Tasyri' course through the Flipped Classroom model, selected using the purposive sampling technique. Data collection was carried out through triangulation techniques that included passive participatory observation, in-depth interviews, and documentation. Data analysis refers to the interactive model of Miles, Huberman, and Saldaña through the stages of data condensation, data presentation, and conclusion drawn, and its validity is guaranteed through triangulation techniques and member checking. The results of the study showed that the Flipped Classroom makes a positive contribution to student learning readiness through four Slameto indicators, namely physical condition, mental condition, emotional condition, as well as needs, motives, and goals. In addition, student learning independence develops through Zimmerman's three stages of self-regulated learning, namely forethought, performance, and self-reflection. Thus, Flipped Classroom contributes to encouraging PAI students to be more active, ready, and independent in the learning process.

Project-Based Learning in Chemistry: Improving Laboratory Skill through Gravimetric Alkaloid Analysis of Local Natural Materials Nurfatimah Sugrah; Khusna Arif Rakhman; Nur Jannah Baturante; Indra Cipta; Ni Made Wiratini; Agung Abadi Kiswandono; Dimas Saman
PAEDAGOGIA Vol 29, No 2 (2026): PAEDAGOGIA Jilid 29 No 2 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i2.108402

Conventional chemistry laboratory instruction often separates theoretical understanding from practical activities, limiting students’ opportunities to develop integrated knowledge and laboratory skills. Project-Based Learning (PjBL) has been widely recognized as an effective approach to promote active, collaborative, and experiential learning in chemistry education. This study implemented PjBL in an analytical chemistry laboratory course involving 21 students, with samples divided into four groups. Students conducted projects on the isolation and gravimetric determination of alkaloids from local natural materials in North Maluku. Learning outcomes were evaluated through observations of laboratory activities, data analysis, collaboration, and research poster presentations. The imple mentation of PjBL showed high student participation (91.7%) and improved laboratory skills, including chemical handling, gravimetric analysis, data management, and scientific communication. Students successfully produced research reports and posters, while most participants reported enjoyable learning experiences, increased motivation, and improved collaboration and problem-solving skills. Research-based PjBL effectively integrates theoretical knowledge and laboratory practice, while supporting the development of laboratory competence, collaborative learning, and scientific communication skills among chemistry education students.

The Influence of Ethnoscience-Technology-based Science Instructional Design on the Learning Interest of Junior High School Students in Nagekeo Regency Yohanes Freadyanus Kasi; Ari Widodo; Achmad Samsudin; Riandi Riandi; Ari Syahidul Shidiq
PAEDAGOGIA Vol 29, No 2 (2026): PAEDAGOGIA Jilid 29 No 2 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i2.121137

Current educational issues center on technology, cultural integration, and the challenge of equity. The primary focus is how to cultivate a generation of critical, digitally literate individuals while preserving local moral values amidst the onslaught of global culture. The purpose of this study is to analyze the effect of science instructional designs based on ethnoscience-technology on the learning interests of junior high school students in Nagekeo district. This research uses quantitative methods to analyze teachers' abilities to design ethnoscience-technology-based instructional designs and students' learning interests when taught by teachers. The participants were science teachers and students at junior high schools in Nagekeo District, NTT. Data collection techniques used questionnaires and observation sheets and analysis used quantitative descriptive and correlation analysis. The results show that teachers have linked the science material taught with cultural activities in Nagekeo district and included technology (ethnoscience-technology). Furthermore, there is a very strong and significant positive relationship between the quality of science teacher's instructional designs based on ethnoscience-technology and the learning interest of junior high school students in Nagekeo Regency with r=0.981. The conclusion of this research explains that science teachers in Nagekeo district have designed ethnoscience-technology based science instruction and it correlates with students' learning interests

Moral Resilience of Santri: Strategies of Pesantren Alumni Students in Preserving Ethical Integrity on Campus Muhammad Rasyid Ridho; Mujahid Mujahid; Muhammad Zaini; Mohamad Agung Rokhimawan
PAEDAGOGIA Vol 29, No 2 (2026): PAEDAGOGIA Jilid 29 No 2 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i2.119895

In Indonesia, santri (pesantren students) who continue to urban Islamic universities undergo a notable cultural transition, moving from the structured communal life of the pesantren to academic life within a heterogeneous urban environment. Although Islamic universities uphold religious values and nurture a religious campus, external urban influences and the weakening of students' personal motivation to sustain worship after leaving communal supervision can reshape their moral experience. Understanding how santri alumni navigate this transition is crucial for Islamic higher education. This qualitative field study used an interpretive phenomenological approach to examine the moral resilience strategies of pesantren alumni at Universitas Islam Negeri Sunan Kalijaga Yogyakarta, positioning the campus as the locus rather than an object of evaluation. Data were gathered through in-depth interviews and participant observation with eight undergraduate students who had resided in pesantren for at least three years, plus three supporting informants. The findings revealed that the shift to a heterogeneous urban setting triggers culture shock, as evidenced in gender-mixed interactions and a perceived shift in peers' religious practices, which participants attribute to external influences rather than the institution. Rather than withdrawing physically, students exercise selective social filtering while maintaining inclusive academic engagement. Sufi values such as tawakal, patience, and ikhlas (sincere) serve as psychological stabilizers, while identity management is dualistic: some invoke their santri status as a moral resource, others conceal it to ease collective expectations. These findings yield a conceptual modification, Neo-Zuhud Urban (Open Practical Asceticism), reframing classical santri moral withdrawal as an inclusive practice enacted within, not apart from, public social life.

Student Digital Literacy in the Age of Technology: A PRISMA-Based Systematic Review Nur Azizah Putri Hasibuan; Gita Wulandari
PAEDAGOGIA Vol 29, No 2 (2026): PAEDAGOGIA Jilid 29 No 2 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i2.106475

Digital literacy is an essential competency that students must possess in an era of rapidly advancing information technology. Digital literacy is not only related to the ability to use devices but also encompasses the skills to access, understand, evaluate, and utilize digital information in a critical, ethical, and responsible manner. This study aims to examine students’ digital literacy levels, the factors influencing them, the use of digital media in learning, the challenges in its development, and the urgency of digital literacy for students based on previous research findings. This study employed the Systematic Literature Review (SLR) method using the PRISMA approach. The research process was conducted on 104 articles from various national and international journal databases from 2020 to 2025. After undergoing title and abstract screening, full-text eligibility checks, and the application of inclusion and exclusion criteria, 18 articles were selected for thematic analysis. The results of the study indicate that students’ digital literacy levels generally fall into the low to moderate categories. Factors influencing students’ digital literacy include the availability of technological resources, teacher competence, parental support, the school environment, and curriculum policies. The use of digital media in learning has been shown to improve students’ digital literacy when accompanied by appropriate guidance. However, various challenges remain, such as limited access to technology, low understanding of digital ethics, and digital divides between regions. Therefore, digital literacy needs to be developed systematically and sustainably within the education sector.

Needs Analysis of Strengthening Civic Disposition through Future Learning Design to Enhance Students’ Citizenship Character Ni Kadek Rahayu Sukadani; Dewa Bagus Sanjaya; I Nengah Suastika
PAEDAGOGIA Vol 29, No 2 (2026): PAEDAGOGIA Jilid 29 No 2 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i2.119682

The rapid development of technology and globalization has created significant challenges for students’ citizenship character, including declining responsibility, tolerance, and social awareness. In elementary Citizenship Education (PKn), learning practices often emphasize cognitive achievement over the strengthening of civic dispositions, leading to limited internalization of civic values in authentic social contexts. Previous studies have rarely examined the integration of Future Learning Design (FLD) in strengthening civic disposition at the elementary level. Therefore, this study aimed to analyze the need for strengthening civic disposition through FLD to enhance students’ citizenship character in elementary schools. This study employed a descriptive survey design with qualitative support. The participants were 46 elementary school teachers in Sawan District, Bali, selected through purposive sampling. Data were collected using questionnaires consisting of Likert-scale and open-ended items and analyzed using descriptive statistics and qualitative analysis techniques. The findings revealed that civic values such as responsibility, tolerance, and respect for diversity had been relatively well integrated into classroom practices. However, reflective learning, critical thinking activities, and technology integration remained limited. Teachers also expressed a strong need for innovative learning strategies and FLD-based instructional tools to support future-oriented civic learning. The study concludes that Future Learning Design is a relevant framework for strengthening civic disposition through contextual, student-centered, reflective, and technology-supported learning experiences in elementary Citizenship Education.

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Contact Name
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Contact Email
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Phone
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Journal Mail Official
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Editorial Address
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Location
Kota surakarta,

Jawa tengah

INDONESIA