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Integrating Madura’s Salt Potential into Science Learning Through Pop-Up Book for 4th Grade of Ponteh 1 Elementary School Sumadi, Conny Dian; S, Ach. Kusairi
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.v28i1.98718

Integrating natural potential into learning can support programs to achieve learning completion and increase environmental awareness. Integrated science learning must be supported by several things such as Pop-Up Book. The research aimed to (1) analysis of the integration of Madura salt potential into Natural Resources and Conservation material for grade 4 elementary school in the form of Pop-Up books (2) analysis of student learning activities using Pop-Up books Madura’s Salt Potential. The research was conducted by analysing learning materials to be able to integrate the Madura’s salt potential through pop-up book. Data instruments used for observed the learning activities was observation sheets in learning activities. The research using the material carried out in 4 times at school. From the research obtained related to the competency analysis carried out to integrate Madura Salt Potential through Pop-Up Books on the material of Natural Resources and Their Conservation. The results obtained were that the material of Natural Resources and Their Conservation can be integrated with Madura salt potential. Learning activities by integrating Madura Salt Potential through Pop-Up Books increased from the 1st day, which was 92% for the 2nd day to the 4th day, which was 96%. This shows that students can integrate Madura Salt potential through Pop-Up Books

Elementary School Students' Problem Solving Strategies in Adding and Subtracting Whole Numbers Through Open Ended Problems Umayrah, Anggi; Herman, Tatang; Jupri, Al; Salsabila, Syifa
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.v28i3.103035

Problem-solving skills are an important aspect of mathematics learning that needs to be developed from elementary school. One way to stimulate this ability is through open-ended problems that allow students to express a variety of solution strategies. This study aims to analyze problem-solving strategies and difficulties experienced by grade IV elementary school students in solving story problems of addition and subtraction of whole number with an open approach. The research method used is qualitative with a case study design. The research subjects were grade IV students who were given validated open-ended story questions. Data were collected through learning observation and analyzed descriptively. The results showed that students used different strategies, such as gradually summing, reducing the remaining capacity, and combining the total number with the bus capacity. However, errors in place values, procedural errors, and lack of thoroughness were also found. These findings confirm that open-ended questions are effective in practicing problem-solving as well as exposing students' misconceptions

AI in Education and Online Learning - Educational Leadership for Human-Centred Digital and Artificial Intelligence Transformation Sianipar, Ardin; Angelina, Widya; Hutagalung, Aldo
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.v29i1.114675

This study presents a systematic literature review (SLR) guided by the PRISMA 2020 protocol to synthesize the role of educational leadership in driving digital transformation and the adoption of artificial intelligence (AI) toward human-centered development in both traditional and open and distributed learning (ODL) environments. Drawing on 15 peer-reviewed studies (2018–2024), the findings reveal that leadership serves as a pivotal mediator between technological innovation and equitable educational outcomes. Three thematic pathways emerged: (1) leadership competence for AI integration, which determines institutional readiness and ethical governance; (2) human capacity building, where teacher digital literacy and pedagogical redesign translate technology into meaningful learning; and (3) ethical and inclusive AI practices that safeguard transparency, fairness, and accessibility. The study advances a Human-Centred AI Leadership Framework that integrates four domains—educational leadership, digital transformation, AI integration, and human development—within ODL ecosystems. Conceptually, it extends transformational and distributed leadership theories to socio-technical and ethical dimensions. In practice, it provides policy guidance for embedding AI governance, teacher professional development, and equity-driven digital strategies within national and institutional systems. The review highlights that the future of AI in education hinges not on automation but on leadership that combines technology with humanity.

Development of Rock Teaching Media for Strengthening Students' Geoliteracy Skills in Geography Subjects Maulana, Akbar; Putra, Exsa; Widyastuti, Widyastuti; Listiqowati, Ika
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.v28i2.102207

This study aims to develop learning media in the form of rock props on lithosphere material in Geography subjects. The method used is Research and Development (R&D) with reference to the Alessi and Trollip development model. Data analysis uses a Likert scale with four levels of validity. This research develops rock props media that can be used in geography learning lithosphere material. Then, a limited implementation was carried out by X social studies class students. The results showed that the rock props media developed had a very high level of validity. The validity assessment by media experts obtained a score of 91.66% with a very feasible category, by practitioners (teachers) of 97.61%, and by material experts of 90.27%, all included in the very valid category. Implementation of small group trials on students resulted in an average validity score of 91.73%, with a very valid category. In addition, the results of the student geoliteracy skills test showed an average percentage of 94.22%. Based on the assessment of experts, teachers and the results of student trials, the rock props media is declared feasible and effective to use in geography learning. Thus, this media is proven to be able to improve students' geoliteracy skills on lithosphere material at SMAN 1 Tojo.

The Direction of Islamic Religious Education in High Schools and Vocational Schools: Analysis of Government Policy in Government Regulation of The Republic of Indonesia Number 4 of 2022 Hadisaputra, Prosmala; Thohri, Muhammad; Zulkifli, Muh
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.v28i1.99347

Islamic education demands focused governmental attention through strategic policy-making, as it plays a vital role in shaping societal values and development. This issue is especially critical in countries with a religious foundation like Indonesia, where Islamic education serves as a key pillar in fostering moral integrity, spiritual growth, and cultural cohesion. This study investigates the trajectory of Islamic education in Senior High Schools (Sekolah Menengah Atas/SMA) and Vocational High Schools (Sekolah Menengah Kejuruan/SMK) as delineated in Government Regulation of the Republic of Indonesia Number 4 of 2022. The research is anchored in a fundamental inquiry: What is the direction of Islamic education in Senior High Schools and Vocational Schools from the perspective of Republic of Indonesia Government Regulation Number 4 of 2022? Employing a qualitative approach within a policy analysis framework, this study relies on primary data extracted from the aforementioned regulation. The findings reveal: (1) the orientation of Islamic education towards achieving Graduate Competency Standards in Senior High Schools and Vocational Schools; (2) the designation of Islamic Religious Education as a compulsory subject within the curriculum of Senior High Schools and Vocational Schools; (3) the establishment of Islamic Religious Education as a mandatory subject in Senior High Schools and Vocational Schools; and (4) the key priorities that must be addressed in the development of the Islamic Religious Education curriculum for Senior High Schools (SMA) and Vocational High Schools (SMK). This study contributes comprehensively to delineating the direction and implementation of Islamic education policies at the secondary education level in Indonesia.

Development and Validation of a PBL-ESD-Based E-Student Worksheet for Chemical Equilibrium in Solutions Putri, Tiara Swastika; Rohaeti, Eli; Yanti, Widya Ikhma
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.v28i3.102176

The need to improve critical thinking and scientific argumentation skills in chemistry highlights the importance of integrating Education for Sustainable Development (ESD) and Problem-Based Learning (PBL) into teaching materials. In the context of chemistry, ESD encourages students to relate chemical concepts to real-life environmental, social, and economic issues, while PBL encourages inquiry through real-world problem scenarios. This study aims to develop a digital student worksheet (E-LKM) that innovatively combines the ESD approach and the PBL learning model for the topic of chemical equilibrium in solution. Unlike conventional worksheets, this E-LKM presents sustainability-based dilemmas—such as pollution from industrial waste and its effects on equilibrium systems—designed to trigger discussion, collaboration, and higher-order thinking. This study used the Research and Development (R&D) method, using the Thiagarajan 4D model, involving 40 students and 5 chemistry education lecturers from Riau Province as samples. Data analysis included validation by experts and user feedback on the practicality and readability of the results. E-LKM obtained a validation score of 115 (very good), a practicality score of 71, and a readability score of 60.767—both of which were classified as very good. These results indicate that E-LKM is a valid and practical tool for supporting chemistry learning, with a focus on sustainability, critical thinking, and scientific argumentation

Digital Readiness of Pre-Service Chemistry Teachers for Integrating Technology in STEM Education Nugraheni, Anggiyani Ratnaningtyas Eka; Priyambodo, Erfan
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.v29i1.114424

Although the integration of digital technology in STEM education is growing, empirical evidence on the extent to which pre-service chemistry teachers are digitally prepared in terms of technology, pedagogy, and infrastructure is still limited. This study examines the digital readiness of pre-service chemistry teachers to integrate technology into STEM learning across six dimensions: Technology Acceptance, Technology Competence, Technology Control, Pedagogical Readiness, Infrastructure Readiness, and Utilisation of Digital Learning Resources. An embedded mixed-methods approach was employed in this study, integrating quantitative and qualitative methods to explore pre-service chemistry teachers’ digital readiness. Data were collected from 147 pre-service chemistry teachers at a single public University in Yogyakarta, Indonesia, through a validated questionnaire. Quantitative data were analyzed using descriptive statistics. Meanwhile, the qualitative data from open-ended responses were analyzed thematically. The results show that the Technology Acceptance dimension falls into the very good category, reflecting high enthusiasm for adopting digital devices. Conversely, the dimensions of Technological Competence, Technological Control, Pedagogical Readiness, Infrastructure Readiness, and Utilisation of Digital Learning Resources were in the good category, indicating that although pre-service teachers are open to technology, their technical and pedagogical capacities are not yet fully optimal. Furthermore, Augmented Reality, PhET simulations, and Virtual Reality are the most widely used technologies, with limited facilities and a lack of training as the main obstacles. These findings emphasize the importance of structured training, infrastructure improvements, and policy support to strengthen digital pedagogical readiness in STEM education.

The Role of Analytical Convergence in Student Learning: Mapping Cognitive Strategies in Higher Education Assessment Adeoye, Moses Adeleke; Olude, Motunrayo Elizabeth
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.v28i3.107833

This paper addresses a critical yet under-theorised issue in higher education assessment: the limited recognition and evaluation of analytical convergence—students’ ability to synthesise diverse perspectives into coherent, epistemically grounded conclusions. Despite widespread adoption of outcomes-based education and constructive alignment frameworks, current assessment practices often reward structural clarity and content accuracy over cognitive integration, thus undervaluing a key indicator of deep learning. Grounded in a conceptual, qualitative methodology informed by interpretivism and constructivist epistemology, the study synthesises insights from educational psychology, curriculum theory and assessment studies. It draws on metacognitive theory, cognitive load theory, and models of constructive alignment to map the cognitive processes underlying convergence—such as abstraction, epistemic triangulation, and conceptual reframing. Findings indicate that convergence often emerges in student work through reflective synthesis and problem redefinition but remains obscured by rubrics and feedback mechanisms that privilege surface-level indicators. The paper identifies task types and pedagogical strategies—such as open-ended inquiry, comparative critique, and scaffolded reflection—that enable intellectual integration. This study contributes to the re-theorisation of assessment by articulating convergence as a developmental, assessable cognitive process. It addresses a key gap in the literature by operationalising convergence as both a learning outcome and an evaluative construct. The paper concludes with implications for educators, curriculum designers, and policymakers, calling for rubric reform, metacognitive scaffolding, and alignment of assessment with the intellectual demands of contemporary higher education.

The Scoping Review of Strengths and Weaknesses in Applying Green Leadership in Schools Shodikin, Rifan; Sudarsyah, Asep; Komariah, Aan; Ruhimat, Mochammad Devi Cahya; Jiewei, Wu
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.v28i2.102321

This research aims to identify the strengths and weaknesses of green leadership implementation in school environments as a response to the increasingly pressing climate crisis today. Using a qualitative approach with a scoping review method, this study successfully analyzed eight selected scientific articles obtained from the Scopus and Google Scholar databases based on strict inclusion and exclusion criteria. The analysis results indicate that green leadership practices significantly positively impact various aspects of education, such as improving student academic achievement, teacher collaboration, equalizing access to education, and strengthening a culture of environmental care. However, this study also reveals challenges in measuring effectiveness due to the lack of comprehensive implementation guidelines. Therefore, the development of a systematic sustainable leadership strategy is needed to prevent managerial chaos and support a consistent vision of sustainability in the school environment

Basic Literacy Skills of Vocational High School Students Based on Their Perceptions Rahmat, Muhammad Hudan; Sukardi, Sukardi; Debora, Debora; Pancawati, Ratna
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.v28i1.96973

Literacy in vocational high schools (VHS) plays an important role in improving the quality and success of graduates to be ready to face the world of technology-based work. However, the lack of literacy is still a major challenge for VHS students. This study aims to (1) describe the basic literacy skills of VHS students based on their perceptions, and (2) identify weaknesses in the basic literacy skills of VHS students. This study uses a descriptive quantitative approach. The sample consisted of 134 students from mechanical and automotive engineering vocational programs. Data collection was conducted using a closed questionnaire as an instrument. Then, the collected data is analyzed using descriptive statistics. The research results show that (1) the majority of vocational school students' literacy skills are at a moderate level, namely reading and writing 59.7%, numeracy 64.9%, science 69.4%, digital 67.9%, and culture 51.5%. (2) Among these, the lowest scores were in numeracy, with an average score of 63.89. This confirms that VHS students perceive numeracy as a different challenge and irrelevant to their field. This finding could be due to the limited integration of numeracy concepts into vocational learning; improvement of numeracy skills in vocational settings is essential to enhance students' abilities in technical fields. For future research, combining test-based evaluation with reported surveys would be more complete to obtain a more precise and objective assessment of literacy competency among VHS students. In addition, further research needs to explore the role of teaching methods and examine the impact of digital learning media on their literacy performance, especially in numeracy skills.

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Home Page

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Location Kota surakarta, Jawa tengah INDONESIA

Abstract

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Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota surakarta,

Jawa tengah

INDONESIA