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PAEDAGOGIA
Published by Universitas Sebelas Maret
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Articles 230 Documents
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Attitude and Tenacity: Which One Mostly Affects Students’ Mathematics Achievement? Falenthino Sampouw; Elsa Apriska; Totok Victor Didik Saputro; Sri Winarti; Jailani Jailani
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.v27i2.84253

Abstract

This survey study aims to describe the simultaneous impact of students’ attitude towards mathematics and tenacity towards learning achievement and the partial effect of students’ attitude towards mathematics and tenacity on learning achievement in mathematics. The population of this research was the students of 11th students of public school in Ngaglik, Yogyakarta, Indonesia with 122 students as sample selected by simple random sampling technique. The data collection of students’ attitudes towards mathematics and tenacity were obtained using Likert-scale questionnaire. The questionnaires used in this study are valid and reliable. The data was analyzed using parametric statistics, which was multiple regression. The research results show that: 1) there was significant simultaneous impact on students’ attitude towards mathematics and tenacity towards mathematics learning achievement; 2) there was no significant impact given by students’ attitude towards mathematics learning achievement; 3) there was significant impact given by tenacity towards mathematics learning achievement. Implication and suggestion would be discussed in discussion part
Integrating Local Science and School Science: The Benefits for Preserving Local Wisdom and Promoting Students’ Learning Yohanes Freadyanus Kasi; Ari Widodo; Achmad Samsudin; Riandi Riandi; Novia Novia; Wati Sukmawati; Ari Syahidul Shidiq
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.v27i1.83925

Abstract

Integrating local science into science learning benefits students and the culture. However, science teaching tends to focus only on the scientific content presented in the books but ignores the local culture. This paper explores local science in community cultural activities to be implemented in science learning to introduce students to cultural values following the concept of science. It identifies local science, describes the oral arguments produced by the tribal council, and analyzes the lesson plan by five science teachers in the Nagekeo district, East Nusa Tenggara. The data used in this analysis are observation and identification, interviews, and assessment sheets. The findings show that the local science in Nagekeo cultural activities that can be integrated into science learning includes the traditional unit and measurement systems, Newton's laws in their application to the traditional game, biodiversity in the traditional hunt, the concept of heat transfer, and its application in the construction of traditional houses, and vibrations, waves, and sounds in the traditional musical instrument. Recommendations from this research are embracing local science in science learning to provide meaningful learning for students and preserve local culture for each generation in the future so that it does not become extinct. 
Reconstructing the Values of Islamic Religious Education based on Melayu Islam Beraja in Brunei Darussalam Arvaddin Hamasy Al Qosam; Mohammad Ahmed Mahee bin Haji Samry; Mahmud Arif; Dwi 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.v27i2.84522

Abstract

The country of Brunei Darussalam is a country with a geographical area that is not large, but has many unique features, apart from the people living in abundance, this country is a country that adheres to the Malay Islam Beraja ideology, which is an ideology. which combines Malay culture, Islamic teachings and the Royal system. This research tries to examine and dig deeper into the role of MIB and its relationship to Islamic education. The purpose of writing this article is to find out what the Islamic education system is like in Brunei Darussalam and the role of MIB and its application to Islamic education in Brunei Darussalam. This type of research is field research using a qualitative approach. Meanwhile, data collection techniques use observation, interview and documentation techniques. The data analysis technique for this research uses three analysis techniques, namely data reduction, data presentation, and data conclusion. This research examines the validity of the data using data triangulation techniques, namely source triangulation, technical triangulation and time triangulation. The research process lasted for 1 month. The results of this research are that in general the concept of education in Brunei Darussalam is similar to countries in the world in general such as Malaysia and Singapore. However, what is unique about education in Brunei is that there are 3 main subjects taught in schools, namely bilingual subjects, Islamic Melayu Beraja and increased resources including vocational and vocational studies
Project-Based Learning Progression: Identifying The Impact of Learning on Students' Motivation and Learning Outcomes Arif Firmansyah; Nurul Fitriah Aras; Mardi Lestari; Muchdar Muchdar
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.v27i1.81242

Abstract

The study aims to address the issue of low motivation and poor learning outcomes in Social Studies. Many students find Social Studies dull due to its focus on memorization, which leads to passive learning. Additionally, teachers' limited familiarity with various learning approaches contributes to students' lack of motivation. The study investigates whether implementing a project-based learning (PBL) model can positively impact motivation and learning outcomes in Social Studies. Fifth-grade students from SDN 17 Poso participated in the quasi-experimental research, divided into experimental and control groups. Pretests and posttests were administered before and after the learning period, respectively, to both groups. Data collection methods included tests, questionnaires, and documentation. Pretests helped establish baseline knowledge levels and facilitated comparison to evaluate the effectiveness of the PBL intervention. Results indicated a significant improvement in motivation and learning outcomes among students exposed to the project-based learning model. The study's implications extend to enhancing teaching methodologies and strategies to foster better engagement and achievement in Social Studies.
Study Program Discipline as A Learning Organization in Maintaining Performance Due to The COVID-19 Pandemic Bayu Antrakusuma; Teti Novianti; Muhammad Japar
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.v27i2.82395

Abstract

This study aims to determine the discipline of the Bachelor of Science Education Study Program Faculty of Teacher Training and Education Universitas Sebelas Maret (BSESP FTTE UNS) as a learning organization in maintaining performance due to the COVID-19 pandemic. This research uses a post-positivism approach with qualitative methods. Data were collected through in-depth interviews with several informants. Based on the results of the discussion, it can be concluded that the BSESP FTTE UNS maintains performance as a learning organization during the COVID-19 pandemic through five disciplines according to Peter Senge, namely: 1) System Thinking, maintaining the commitment of organizational members in maintaining the sustainability of the organizational work system through the leadership of the head of the study program; 2) Personal Mastery, providing opportunities for each member of the organization to participate in activities to improve their competence; 3) Mental Models, providing appeals, and the right decisions in dealing with the COVID-19 pandemic; 4) Shared Vision, having a shared vision and ultimate goal that is still realized in learning, research, and community service activities, even though they have to adapt to changes; and 5) Team Learning, maintaining the Research Group to keep running even though it has to adapt to limitations
Impact of Problem-Based Learning on Adversity Quotient with Self-Efficacy as a Moderator in Seventh-Grade Science Education Permatasari, Zulhikmah; Probosari, Riezky Maya; Antrakusuma, Bayu
PAEDAGOGIA Vol 27, No 3 (2024): PAEDAGOGIA Jilid 27 No 3 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i3.94235

Abstract

This study aims to (1) determine the effect of Problem-Based Learning (PBL) on Adversity Quotient moderated by Self Efficacy, (2) determine the effect of Problem-Based Learning (PBL) on Adversity Quotient, (3) determine the effect of Self Efficacy on Adversity Quotient. This study is a quantitative study with a qualitative approach one group post-test design. The sampling technique used was cluster sampling, with a sample size of 64 students. Data collection was carried out through a questionnaire that had been tested for validity and reliability. The validity test technique used was outer model analysis, while data analysis was carried out using Structural Equation Modeling (SEM). The results of this study are as follows. First, the implementation of PBL has a significant positive effect on students' AQ. Second, Self Efficacy is proven to moderate the effect of PBL on AQ, with students who have high Self-efficacy showing a more significant increase in AQ. Third, the implementation of PBL in science learning, especially in water pollution material, can improve students skills in facing learning challenges more effectively.
Algebra Learning Processes Using Scientific Approach and Direct Instruction Suparman, Suparman; Jupri, Al
PAEDAGOGIA Vol 27, No 3 (2024): PAEDAGOGIA Jilid 27 No 3 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i3.89909

Abstract

Algebra is one of the mathematical contents which has an essential role in the mathematics field. Nevertheless, most students still find some problems and difficulties in algebra lessons.  This study describes the process of algebra learning using the framework of scientific approach and direct instruction. An observational qualitative study involved 71 students and three mathematics teachers from three different public or private senior high schools in West Java, Indonesia. The field notes were used as the instruments. The observational data were analyzed using the framework of the syntaxes of the scientific approach and directed instruction model.  Results showed that performing the scientific approach and directed instruction as a learning approach and model in the process of mathematics learning, specifically in algebra learning, should fully pass away all the phases of the learning approach and model. Consequently, by learning algebra contents, such as arithmetic and geometric sequence, matrix determinant, and compound interest, students can optimize some cognitive domains in mathematics, such as communication and conceptual understanding. Particularly, the optimization of questioning activities as the second phase of the scientific approach and demonstrating knowledge and skill as the second phase of the directed instruction model is essential to cultivate and enhance students’ critical thinking in mathematics. The implications to mathematics education are discussed comprehensively
Identifying Issues and Contexts: Obstacles for TPE Students in Designing Problem-Based Learning Nurhamzah, Nurhamzah; Rahman, Asep Andi; Nurdiansyah, Rikrik; Fikri, Miftahul; Nasrudin, Dindin; Ramdani, Zulmi
PAEDAGOGIA Vol 27, No 3 (2024): PAEDAGOGIA Jilid 27 No 3 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i3.96104

Abstract

Problem-Based Learning (PBL) is widely recognized as an effective approach to developing students' critical thinking and problem-solving skills. However, its implementation often encounters significant challenges, particularly in teachers’ ability to identify relevant contextual issues. This study investigates the perceptions and challenges faced by students in the Teacher Professional Education (TPE) Program in selecting and designing contextual issues for PBL. Using a sequential exploratory mixed-method design, the research began with a qualitative phase analyzing student assignments, followed by a quantitative phase involving questionnaires to assess perceptions and influencing factors. Results revealed that most TPE students have not yet fully developed the ability to select appropriate issues to serve as contexts in PBL. 90% of participants found it "Difficult" to identify relevant issues, while only 10% considered it "Easy." Among the factors contributing to these difficulties, limited knowledge of relevant issues (30%) was the most significant, followed by a lack of understanding of PBL concepts (23%) and difficulty connecting theory to practice (18%). Other barriers included limited access to resources (13%), time constraints (8%), and other minor reasons (8%). These findings emphasize the importance of structured and practical training programs to enhance teachers' competence in identifying contextual issues for PBL. The study concludes with recommendations for designing intensive professional development programs and highlights the need for further research with larger and more diverse samples to validate these findings.
Impact of Merdeka Curriculum Implementation on Student Character Development in Sekolah Penggerak Donggala Regency Mursak, Muliati; Marini, Arita; Zakiah, Linda
PAEDAGOGIA Vol 27, No 3 (2024): PAEDAGOGIA Jilid 27 No 3 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i3.94815

Abstract

The development of student character is an essential element in education that must be consistently nurtured to promote positive growth. A well-designed curriculum plays a pivotal role in achieving this objective. This study investigates the impact of the Merdeka Curriculum on students' character development. The research used a quantitative approach with a survey design focused on five driving schools in Donggala Regency, Central Sulawesi. Data collection methods included in-depth interviews and comprehensive documentation studies. The collected data were analyzed using descriptive techniques to provide a thorough understanding of trends and outcomes. The findings highlight that SDN 25 Banawa achieved the highest overall scores, while SDN 16 Banawa recorded the lowest average score among the schools studied. Despite this variation, a general upward trend in character development was observed across all schools over the past three years. The results indicate that the implementation of the Merdeka Curriculum has a measurable positive effect on student character development. Nevertheless, active involvement from parents is deemed crucial to enhance further and maximize this developmental process. Therefore, fostering strong collaboration between schools and families is strongly recommended to optimize the potential of the Merdeka Curriculum in shaping the character of students in a comprehensive and sustainable manner
Mathematical Reasoning Analysis Based on Students’ Emotional Stability Oktaviani, Wulan Resti; Darhim, Darhim; Nurjanah, Nurjanah; Kusnandi, Kusnandi
PAEDAGOGIA Vol 27, No 3 (2024): PAEDAGOGIA Jilid 27 No 3 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i3.90291

Abstract

High school students enter adolescence, a period full of challenges, including changes in their physical, emotional, cognitive, social, and behavioral aspects. The inability to adapt to these changes often leads to problems. Therefore, problem-solving skills are necessary. This study explores the relationship between students' emotional stability and their mathematical reasoning abilities. The research aims to understand how variations in emotional stability impact the cognitive process involved in mathematical reasoning. A descriptive qualitative approach was used to examine the mathematical reasoning abilities of twelfth-grade students in Bandung. Participants were selected using purposive sampling based on specific criteria related to their emotional stability and reasoning abilities. The instruments included a mathematical reasoning test and an emotional stability questionnaire measured on a Likert scale. The results indicate that students with high emotional stability demonstrate very good mathematical reasoning abilities, meeting all relevant indicators. In contrast, students with medium emotional stability show good reasoning skills, meeting three to four indicators. Students with low emotional stability, however, fall into the poor category, meeting only one or two indicators. These findings suggest that emotional stability significantly influences students' ability to reason mathematically. The study recommends that educators create engaging and supportive learning environments to enhance students' emotional stability and, consequently, their mathematical reasoning abilities. Training programs for students with low emotional stability are advised to help them focus better and improve their cognitive abilities. Future research should further investigate the interplay between emotional stability and mathematical reasoning across different subjects and educational levels to develop more effective educational strategies.

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