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PAEDAGOGIA
Published by Universitas Sebelas Maret
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Core Subject : Education,
Education
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Articles 230 Documents
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Islamic Boarding School Education and Its Renewal According to K.H. Abdullah Syukri Zarkasyi Muhammad Thoriqul Islam; Imam Qodari; Nawa Marjany
PAEDAGOGIA Vol 27, No 1 (2024): PAEDAGOGIA Jilid 27 No 1 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i1.83899

Abstract

Education is currently faced with problems of crime and deviant behavior, which hinder the effectiveness of teaching Islamic teachings. Effective educational management and experienced leaders are required. One solution is to implement an integrated curriculum as proposed by KH. Abdullah Syukri Zarkasyi in reforming Islamic boarding school education. This research aims to understand the concept of Islamic boarding school education and its renewal according to KH. Abdullah Syukri Zarkasyi. This type of research is qualitative, using the literature review method by obtaining data through journals, books, and documentaries and comparing, contrasting, and critiquing data using thematic analysis techniques. The research results show that according to K.H Abdullah Syukri Zarkasyi, good Islamic boarding school education is based on the values of the five souls of Islamic boarding schools and is total. The reform of Islamic boarding school education that he proposed was rooted in the concept of the five souls of Pondok Modern Darussalam Gontor. K.H. Abdullah Syukri Zarkasyi emphasized three fundamental things in this reform: the totality of life in education, integral education, and Islamic boarding school education orientation.
An Investigation of teacher talk and student talk in Indonesian EFL Classroom Interaction Dahia Alqalbi Nursehag; Lulu Laela Amalia
PAEDAGOGIA Vol 27, No 2 (2024): PAEDAGOGIA Jilid 27 No 2 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i2.84086

Abstract

Several research studies have explored how teachers and students communicate in a classroom setting. Balancing talking time whether teacher-dominant or student-dominant during the learning process and the quality of interaction in the classroom is a challenge faced in teaching methodology even in Indonesia. The primary focus of this particular research was to examine the different types of communication, both from teachers and students, in an EFL Indonesian classroom. Additionally, the study aimed to determine the proportion of verbal interaction during the learning process. This descriptive qualitative research gathered data through observations and interviews with the participants consisting of a teacher and secondary school students, selected using a purposive sampling technique. The data collection used observation and interviews. The result of classroom interaction observation was analyzed by using Flander’s Interaction Analysis Categories (FIAC). The findings showed that teacher talk dominated the classroom interaction, accounting for 74.4% of the overall communication. Within the teacher talk category, lecturing was the most frequently used method, making up 30.3% of the interactions. On the other hand, students primarily engaged in the student talk response category, comprising 9.6% of the interactions. These observations led to the conclusion that the teacher played a dominant role in the classroom, relying heavily on lectures, while students' participation was mostly limited to responding to the teacher's questions. It is recommended that further investigation of the study be integrated into communication media which is appropriate to the needs of the students.
Geometry Representation Abilities: What is The Impact of Using The 6E-Instructional Model Integrated with Augmented Reality? Sudirman Sudirman; Ardi Dwi Susandi
PAEDAGOGIA Vol 27, No 1 (2024): PAEDAGOGIA Jilid 27 No 1 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i1.83957

Abstract

 This research aims to analyze the impact of the 6E-Instructional Model Integrated Augmented Reality in improving students' 3D geometric representation abilities. A type of quasi-experimental design, one group pretest-posttest, is used for objective research of answers. The subjects of this research were 8th-grade students at a private school in Indramayu Regency, Indonesia, totaling 288 students divided into eight classes. Based on this number, one class of class VIII B was selected as the research sample. Furthermore, the research instrument uses a geometric representation ability test. In addition, the data obtained from the test results were analyzed using the paired sample t-test. The research concluded that AR technology can be integrated into constructivist learning, including 6E Instructional Mode. Furthermore, based on the paired sample t-test, it was concluded that using 6E-IM integrated AR increased the 3D geometric representation abilities of class VIII students in one of the private schools in the Indramayu Regency. Therefore, this research provides a foundation for advanced learning in mathematics, especially regarding integrated technology and learning models.
Application of Culturally Responsive Teaching Through the Piil Pesenggiri Philosophy to Enhance Learning Outcomes and Cultural Interest in PKn for Fourth Grade of Elementary Students in the Academic Year 2023/2024 Muadz Assidiqi; Sutarmi Sutarmi
PAEDAGOGIA Vol 27, No 2 (2024): PAEDAGOGIA Jilid 27 No 2 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i2.84489

Abstract

By implementing culturally responsive teaching practices, the research aims to improve learning outcomes and foster cultural interest among fourth-grade elementary students in PKn. The problem in this study is the students' lack of cultural understanding, which leads to their ignorance of the cultural values present in their surroundings, particularly Piil Pesenggiri. This study employed the class action research method in one of the elementary schools in Lampung. The phases of this research consist of five stages, as follows: action planning, action implementation, observation, reflection, and evaluation. Research instruments consist of interview questions, issues, and cultural interest-raising. This research employed an interactive analysis approach. The pre-cycle results revealed a low level of student cultural interest, with a 70% achievement percentage, a 75% teacher learning activity, and an average percentage of 72.5%. Furthermore, Cycle I results were 78.84% for teacher activity and 75% for student activity, with a total Cycle I percentage of 76.92%. The teacher activity results were 94.23%, the student activity was 91.66%, and the total percentage in Cycle II was 92.95%. Furthermore, the breakdown of student learning outcomes by cycle is as follows: 12.50% had an average of 52.38 for pre-cycles, 59.09% had an average of 62.27 for cycles I, and 90.90% had an average of 81.13 in cycles II. Based on these findings, we can conclude that incorporating Piil Pesenggiri's philosophical values into culturally responsive teaching can help students learn more about their own and other cultures and become more interested in PKn. It is hoped that the findings of this research can contribute to knowledge related to culturally responsive learning about the spirit of nationalism and fostering inter-ethnic tolerance as a basis for further research, such as R&D
Analysis of Educational Values in the Novel Si Anak Savana by Tere Liye as Teaching Material for Literature Learning in High School Muji Zain Naufal; Ade Apriyanto; Desi Ratnasari
PAEDAGOGIA Vol 27, No 2 (2024): PAEDAGOGIA Jilid 27 No 2 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i2.85313

Abstract

Character education is a crucial aspect that must be imparted to pupils in schools. This is due to the fact that students, particularly adolescents, engage in a range of deviant behaviors as a manifestation of juvenile delinquency, including physical altercations, harassment, promiscuity, and similar activities. Contemporary reports in the media suggest that juvenile criminality has surpassed acceptable boundaries. The significance of character education in daily life can be exemplified through literary works, particularly novels. This research aims to analyze the educational values included in the novel "Si Anak Savana" by Tere Liye and assess the potential use of these values as teaching material for literary instruction in high school. The research employed a qualitative methodology. The research employs data collection strategies such as reading and note-taking. The analysis conducted reveals that the novel Si Anak Savana by Tere Liye encompasses fourteen educational values, namely: Religious, Honest, Disciplined, Hard Work, Creative, Independent, Democratic, Curious, Friendly, Peaceful, Passionate Reading, Environmental Care, Social Care, and Responsibility. The findings of this study serve as a resource that is anticipated to enhance understanding and can be applied in the teaching of Indonesian language to twelfth grade students, specifically in relation to the educational values. The urgency of this research is to describe the educational values in the novel "Si Anak Savana" by Tere Liye. The limitation of this research is that it is still limited to descriptive analysis and has not been carried out through experimental research to test its effectiveness
Empowering Future Teachers: The Role of Student Organizations in Enhancing Public Speaking and Teaching Skills Zahra Alfi; Nur Amalia
PAEDAGOGIA Vol 27, No 1 (2024): PAEDAGOGIA Jilid 27 No 1 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i1.82263

Abstract

Recognizing the pivotal role of teachers in shaping education, extensive research has been conducted to assess their effectiveness. Among the prominent challenges faced by many educators is mastering public speaking, a crucial skill for effective classroom instruction. This study delves into whether participation in student groups can augment aspiring elementary school teachers' public speaking and teaching competencies while emphasizing the significance of public speaking skills within the teaching profession. Employing descriptive qualitative methods such as interviews, observations, and document analysis, the research elucidates the profound impact of public speaking proficiency on teaching effectiveness. The study encompasses four key stages: preparation, implementation, analysis, and reporting. Twelve students participated as respondents, focusing on those actively engaged in group activities. Additionally, six lecturers from the Primary School Teacher Education Study Program, Muhammadiyah University of Surakarta, knowledgeable about the fundamental skill requirements for aspiring teachers and the program director, served as supplementary subjects. The findings suggest that engagement in student groups can significantly enhance aspiring teachers' public speaking skills, thereby better equipping them for successful careers in education.
Implementation Project Citizen Model Based on Pop-Up Books in Civics Education Learning Pipid Mupidin; Dadang Sundawa; Iim Siti Masyitoh
PAEDAGOGIA Vol 27, No 2 (2024): PAEDAGOGIA Jilid 27 No 2 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i2.84035

Abstract

The purpose of this research is to determine the effect of learning models. Project Citizen is based on a Pop-up Book on students' critical and creative thinking abilities in Civics subjects. This type of research is quantitative research in the form of a Pre-Experimental Design with a group Pretest-Posttest type. The sample for this research was 12th grade MIPA 2 students at SMA Pasundan 2 Cimahi City, totaling 32 students. Two types of instruments were used in this research, including observation sheets and critical and creative thinking skills tests. Validity test uses Pearson correlation and reliability testing using Cronbach's alpha. The research results show that Project Citizen's learning model is based on a Pop-up Book on students' critical and creative thinking abilities.
The Implementation of Guided Inquiry Learning Model with Edmodo to Improve Students’ Learning Outcomes on Acid-Based Subject Matter Hasrilia Beskara; Muhammad Danial; Taty Sulastry
PAEDAGOGIA Vol 27, No 1 (2024): PAEDAGOGIA Jilid 27 No 1 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i1.83970

Abstract

This study aims to determine whether guided inquiry learning assisted by Edmodo can improve the learning outcomes of high school students on acid-base subject matter. The research method used is a quasi-experiment with a quantitative approach; the research design used is a posttest-only control group design. The research subjects were students of class XI MIPA 5 (experimental group), consisting of 29 students, and class XI MIPA 6 (control group), consisting of 26 students. Data collection techniques used learning outcome tests and observation sheets to implement the learning process. The results of descriptive analysis showed that the experimental class obtained an average value of learning outcomes higher than the control class, which amounted to 81.3 for the experimental class and 71.5 for the control class. The results of inferential statistical analysis of student learning outcomes showed that the data of the two groups were not normally distributed and came from a homogeneous population. Hypothesis testing using the Mann-Whitney test obtained asymp. Sig. < α (0.001 < 0.05) so that H0 is rejected and Ha is accepted. Therefore, guided inquiry learning assisted by Edmodo can improve the learning outcomes of high school students on acid-base subject matter.
Should We Teach English to Our Kids in Indonesia? Ibnu Herlambang; Athaya Hanifah Adri
PAEDAGOGIA Vol 27, No 2 (2024): PAEDAGOGIA Jilid 27 No 2 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i2.84394

Abstract

The influence of the English language in a globalized world has been acknowledged internationally. This widespread use underscores the importance of imparting English skills to individuals from a young age. However, recent changes in the Indonesian curriculum reflect ongoing debate, as primary school students are no longer mandated to learn English. This leads to the inquiry “Is English not that important for children?” and “Should we teach English to young learners?”. The study delves into the discourse on teaching English to young learners in Indonesia, aiming to understand English teachers’ perspectives on this matter. Two experienced English teachers who specialize in instructing young learners in Indonesia were engaged using interviews. Employing the narrative inquiry technique, the study seeks a comprehensive exploration of their educational experiences (Baden & Niekerk, 2007). The study's findings reveal a consensus among the teachers that teaching English to young learners in Indonesia has more advantages than drawbacks. Both educators argue that early exposure to the language enhances children's confidence and vocabulary knowledge, fostering a solid foundation for their future endeavors. This insight challenges the recent curriculum change and prompts a reevaluation of the decision to exclude English from the mandatory syllabus for young students. In conclusion, the study advocates for reconsidering the current educational approach in Indonesia, emphasizing the benefits of introducing English to young learners. It highlights the positive impact on children's linguistic development and overall educational trajectory, suggesting that early English education contributes significantly to their long-term success
Feasibility Test of Articulate Storyline 3 Learning Media Based on Local Wisdom for Optimizing Students’ Algebraic Thinking Skills Wian Azrillia; Rina Oktaviyanthi; Khotimah Khotimah; Mark Lester B. Garcia
PAEDAGOGIA Vol 27, No 1 (2024): PAEDAGOGIA Jilid 27 No 1 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i1.84145

Abstract

This research focuses on assessing the suitability of learning media developed using Articulate Storyline 3. The foundation of local wisdom is integrated into the media to enhance algebraic thinking skills among students. The study analyzes the learning media's design, content, and effectiveness, emphasizing its potential to optimize algebraic thinking. The research employs a comprehensive evaluation, incorporating expert validation, small-scale testing, and field trials. Thirty-seven students were involved as research participants, with seven individuals for the pilot and 30 for the field scale tests. Meanwhile, five experts were employed to validate the designed instructional media. The instrument used to assess the feasibility of the instructional media was a questionnaire consisting of 32 items for student responses and 36 items for expert validators, with 17 points allocated to media experts and 19 to mathematics experts. The results demonstrate a high feasibility rating of 93,38%, indicating the efficacy of the Articulate Storyline 3-based learning media. Furthermore, students responded positively to the media, with an overall interest rating of 88,39%. The research also reveals a moderate increase in algebraic thinking skills, as reflected in the average n-gain index of 0,46 for small-scale testing and 0,39 for field-scale testing. The recommendations for future research include considerations for using free hosting to ease accessibility, enhancing interactivity in the presentation of teaching materials, and expanding the learning media to encompass diverse subjects aligned with students' needs. This study contributes valuable insights into developing and assessing technology-based learning tools, emphasizing their potential to optimize algebraic thinking skills among students.

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