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INDONESIA
PAEDAGOGIA
Published by Universitas Sebelas Maret
ISSN : 01264109     EISSN : 25496670     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 133 Documents
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Gamification-Based Discovery Learning: Impact on Biology Students' Cognitive Outcomes and Motivation Salma Azzah Fitran Saputri; Suranto Suranto; Alanindra Saputra
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.v29i2.108223

Abstract

This study aimed to investigate the impact of a gamification-based learning model on learning outcomes and student learning motivation in ecosystem materials, as well as to explore the relationship between learning motivation and learning outcomes. A quasi-experimental pretest-post test non-equivalent control group design was used. The subjects were tenth-grade high school students selected using the cluster random sampling. Data was collected using validated tests and questionnaires and analyzed using ANCOVA and Pearson Product-Moment correlation tests. Hypothesis testing was done with the ANCOVA test and the Pearson Product-Moment correlation test. The results showed that the gamification-based discovery learning model had a significant effect on both learning outcomes (sig. = 0.028) and learning motivation (sig. = 0.00) with a moderate effect size. Furthermore, a strong positive correlation was also identified between learning motivation and learning outcomes after the application of the model. This research concludes that the integration of gamification elements into the discovery learning model is an effective pedagogical approach for fostering student motivation and improving academic achievement in secondary education.
Enhancing Students’ Creative Thinking Skills in Renewable Energy through POPBL-FC with Rasch Model Analysis Elvira Clarita Melur; Andhy Setiawan; Achmad Samsudin
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.v29i2.117280

Abstract

Creative thinking skills are essential competencies in 21st-century education, particularly in addressing global challenges related to sustainable energy. However, students’ creative thinking skills in physics learning are still relatively low and require improvement through innovative instructional approaches. This study aims to examine the effectiveness of the Project-Oriented Problem-Based Learning–Flipped Classroom (POPBL-FC) model in enhancing students’ creative thinking skills in renewable energy topics using Rasch analysis. A quantitative approach was employed, using a quasi-experimental non-equivalent control-group design involving two Grade X classes at a senior high school in Alor Regency, Indonesia. The sample consisted of 33 students in the experimental class and 31 students in the control class, selected through cluster random sampling. The results of the Rasch analysis revealed a significant improvement in students’ creative thinking skills in the POPBL-FC group, as indicated by an increase of +2.39 logits, with all students demonstrating positive ability shifts. In contrast, the control group showed relatively lower improvement, with several students exhibiting no significant progress. These findings indicate that the POPBL-FC model is effective in fostering students’ creative thinking skills in physics learning, particularly in renewable energy topics. Furthermore, the application of Rasch analysis provides a robust and reliable measurement framework for capturing changes in students’ abilities more precisely, thereby contributing to more accurate evaluation in educational research contexts.
The Effect of STEM-Based Small-Scale Chemistry (SSC) Learning Assisted by SOCKit on Systems Thinking Skills Rahmawati, Layla Nur; Ariani, Sri Retno Dwi; Shidiq, Ari Syahidul
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.v29i2.119259

Abstract

Learning chemistry in the 21st century requires students to have systems thinking skills to understand the relationship between chemistry concepts and energy, environmental, and sustainability issues. These skills are important because they help students understand cause-and-effect relationships, integrate cross-disciplinary concepts, and make informed decisions in the face of global challenges. However, students' system thinking skills still need to be improved, especially in reaction level material related to the context of the alcohol industry and the use of renewable energy. This study aims to analyze the influence of STEM-SSC (Small Scale Chemistry) learning fostered by SOCKit media on students' system thinking ability. The method used was a quasi experiment with a pretest-posttest control group design  involving an experimental class and a control class at SMA Negeri 3 Sragen. The research instrument is a validated system thinking skills test. Data analysis was carried out using N-gain test and statistical test. The results showed that the average posttest score of students' systems thinking skills in the experimental class (79.53) was higher than that of the control class (49.58). The average N-gain test results of the experimental class (0.66) were higher than those of the control class (0.30). The results of the Wilcoxon test showed a significant improvement in the group (p < 0.001), while the results of the Mann-Whitney test showed a significant difference between the experimental class and the control class (p < 0.001). Thus, SOCKit-assisted STEM-SSC learning is used effectively to develop students' systems thinking skills,

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