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Eco-print Hijab through STEAM Project-Based Learning in Research Class Susanti Wulandari; Eneng Mahmudah
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.v27i3.88314

Environmental education is increasingly being given attention in school curricula in response to global environmental challenges. This article explores the implementation of science learning at the high school level with the STEAM-project-based learning method for the production of Eco-print Hijab. The research method used is a case study, and data are collected through interviews, observations, and analysis. This approach creates an innovative and creative learning environment. The data was analyzed qualitatively with a descriptive approach. The results of the study show that the process of making Eco-print Hijab is influenced by various factors, including the variety of fabric, the type of plant/leaf chosen, the source of the dye, the time of steaming, the strength of the squeeze, and other factors. Eco-print Hijab is a unique creative product with high artistic value. The STEAM-project-based learning method is considered effective in creating creative products. The practical implications of this study are innovative learning models in schools

Development of Five-Tier Multiple Choice (5TMC) Instrument to Analyze Misconceptions in Stoichiometry Material Idha Ayu Kusumaningrum; Maulidiningsih Maulidiningsih
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.v27i3.96615

Stoichiometry is the basic of chemical calculations. However, students' understanding of the material is still poor. The characteristics of the material consist of abstract concepts, calculations, and related with other materials. That can cause misconception. The instrument to analyze misconceptions and the cause of student’s misconceptions is still rare. This study aims to determine the feasibility of the five-tier multiple choice (5TMC) instrument and analyze misconceptions and the causes of misconceptions. The instrument was developed using the 4-D model (Define, Design, Develop, and Dissemination). This research was conducted with 103 respondents. Data was obtained from questionnaires, interviews, and tests. Content validity used the Aiken method with 5 experts. This research also used the Rasch Model to analyze the reliability and validity of the instrument. The research concluded that the five-tier multiple choice (5TMC) instrument developed was feasible and the criteria were good based on Aiken validity, Rasch model, and response questionnaire. Misconception was found in 2nd students as moderate (38,09%) and 4th students as low (24,94%). Personal thinking is the factor that most influences misconceptions. This instrument can be used as an alternative for analyzing student’s misconceptions so that lecturers can take remediation

Development of a Guided Inquiry-Based E-Module Integrated with KingDraw on Isomerism to Improve Motivation and Learning Outcomes Nisa Nur Hayati; Sentot Budi Rahardjo; Endang Susilowati
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.v29i1.114294

This research aims to develop an e-module, test the feasibility of the e-module, and test the effectiveness of the guided inquiry-based e-module integrated with KingDraw on isomerism to improve motivation and learning outcomes. This research and development which refers to the Borg & Gall development model which consists of 10 steps and was conducted in three senior high schools in Surakarta. Data collection techniques were carried out by observation, interviews and test questionnaires. The effectiveness test used a pretest-posttest design group. Data on motivation and learning were analyzed using normalized gain and SPSS, including normality, homogeneity, and independent sample t-tests. The results show that the guided inquiry-based chemistry e-module integrated with KingDraw was successfully developed through ten Borg and Gall stages and declared feasible as supporting teaching material. Feasibility was demonstrated through expert validation using the Aiken index on media (V = 0.87), material (V = 0.85), and language (V = 0.88) aspects. Guided inquiry-based e-modules with the help of KingDraw have been proven to be more effective than conventional methods in improving students' motivation and learning outcomes, as shown by the higher N-gain value of the experimental class compared to the control class, both in learning outcomes (0.553 > 0.246) and learning motivation (0.673 > 0.216). In addition, the results of the independent t-test with a sig. value of 0.00 indicate that the use of e-modules provides a significant difference to students' motivation and learning outcomes.

Writing to Learn Strategies: Improving Students’ Critical Thinking and Science Communication Skills in Wave Concepts Evelina Astra Patriot; Putri Anggraini
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.v28i2.99583

This research analyses the impact of writing to learn strategies on students' critical thinking and science communication skills, particularly on light and sound waves. The research employed a quasi-experimental approach, utilising a nonequivalent control group design. The study involved students from a high school in Palembang, with 32 participants in the experimental group and 32 in the control group. Before being tested on students, the critical thinking skills test items and science communication item sheets were evaluated by three experts. The research used pretest and posttest scores to assess the enhancement of students' cognitive abilities and critical thinking skills. The results showed that the experimental class showed significantly higher essential thinking abilities than the control class. The calculation of Cohen's d effect size is 1.5, which is included in the large category. The results of the analysis show that the test items can be used to test students. The results showed that students in the experimental class wrote conclusions well, but some wrote them less clearly due to repetition. The study concluded that the writing to learn approach effectively improved students' critical thinking skills, indicating that the writing to learn strategy can be an effective learning method. These findings suggest that integrating writing-based approaches in physics instruction can support the development of 21st-century skills. For future education practice, the test items can be combined with education technology, like flipbooks, to assess the development of students' critical thinking and communication skills

Empowering Communities: A Narrative Inquiry on Educational Volunteers’ Role in Literacy Initiatives across Remote Indonesian Regions Mia Febriana; Abdul Bari Khan
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.v28i1.99085

Education in remote areas, specifically concerning literacy, has emerged as a critical issue on the Indonesian government’s agenda, with an urgent need for effective intervention strategies to initiate and sustain literacy movements. Addressing the unique challenges of geographic isolation, limited resources, and local community engagement is pivotal. This study investigates these specific literacy challenges, focusing on remote regions by examining the experiences of three education volunteers in Seram Bagian Timur Regency, Maluku Barat Daya Regency, and Wakatobi Regency. This study employed a narrative inquiry approach to explore the literacy challenges and volunteer experiences in remote areas of Indonesia. Data were collected through in-depth interviews and analyzed using the constant comparative method to detail the complex interplay of volunteer background, motivations, encountered obstacles, and community-driven solutions that bolster literacy efforts. Our findings delineate four critical aspects: 1) the diverse backgrounds of the volunteers initiating literacy movements, 2) their intrinsic and extrinsic motivations, 3) the barriers they faced including logistical, cultural, and resource-based challenges, and 4) the significant role of community empowerment in overcoming these barriers and sustaining literacy initiatives. This research suggests that promoting literacy in Indonesia's remote areas can serve as a model for similar efforts elsewhere, ultimately contributing to regional educational development.

Profile of Collaboration Skills in Learning Renewable Energy Materials Umi Kalsum Djano; Duden Saepuzaman; Achmad Samsudin; Lina Aviyanti; Muslim Muslim; Fitriani Fitriani
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.v28i3.102143

This study aims to determine students’ collaborative skills in renewable energy learning, an essential skill in 21st-century education. This study employs a descriptive approach using qualitative methods to detail the level of students’ collaborative skills. Data was collected using a Likert-scale collaborative skills questionnaire. The research subjects consisted of 30 high school students, and data was analyzed using the average percentage scores for each collaborative skill indicator. The results indicate that most students possess relatively high collaborative skills, with the majority scoring above 70%. The average score on the collaboration indicators was 80.33%, with Indicator 1 scoring 81, Indicator 2 scoring 78, and Indicator 3 scoring 82. The respondent with the highest collaboration score was R13, with a score of 97%, while the respondent with the lowest collaboration score was R17, with a score of 25%. The significant variation in scores, ranging from 25% to 97%, indicates substantial differences in student collaboration skills. Factors influencing these skills include ineffective communication, poorly managed differences of opinion, and low empathy toward group members’ contributions. The implications of this study emphasize the need for collaboration-enhancing strategies, such as interpersonal communication training, conflict management, and empathy development within groups. These strategies should be explicitly integrated into project-based learning designs, particularly regarding renewable energy, to enhance students’ overall collaboration effectiveness.

Designing an Authentic Assessment-Based Non-Test Evaluation Model for Assessing Cognitive and Social Growth of Children with Special Needs Muhammad Takwin Machmud; Nurhudayah Manjani; Anugrah Setiawan; Nurul Mukhlisa; Zulfitrah Zulfitrah; Omthajit Pansri; Fadjaryah Afifah; Jenneri Arbinto Toraja Sitepu
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.v29i1.109764

Children with special needs face unique challenges in learning and assessment, and traditional test-based methods often fail to capture their full cognitive and social abilities. This research aims to design and validate a non-test evaluation model based on authentic assessment principles to measure the cognitive and social development of children with special needs. Using a Research and Development (R&D) approach guided by Richey and Klein’s model, the study proceeded through three phases: model development, expert validation, and implementation. Data were collected through expert validation sheets and perception questionnaires involving teachers, therapists, and parents, analyzed both qualitatively and quantitatively. The validation results showed that the developed model achieved a “very valid” category across all indicators, demonstrating strong theoretical grounding, practical relevance, and contextual suitability. Respondent perceptions were predominantly positive, with 80% agreeing on the model’s clarity, usefulness, and applicability in inclusive educational settings. The model effectively integrates real-life contexts and interdisciplinary collaboration, providing a holistic framework for assessing both cognitive and social growth. In conclusion, this authentic, non-test-based model offers a practical and inclusive alternative for evaluating children with special needs, bridging the gap between assessment theory and classroom practice.

An Identification of English Grammatical Errors in Recount Text Written by Junior High School Students Nova Indriana Pratiwi; Maulidarni Saputri; Dwiyani Pratiwi; Arandha May Rachmawati; Rizki Aulia Saputra
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.v28i3.103197

Writing in English is often considered one of the most challenging skills for EFL learners because it requires the ability to organize ideas clearly and accurately through the correct use of grammar. Many students still struggle with grammatical accuracy, especially in applying English rules such as verb forms, tenses, and sentence structures, which often lead to errors in their written work. This issue becomes particularly evident in writing recount texts, which require consistent use of past tense and proper sentence construction. Therefore, this study aimed to identify the types of grammatical errors and analyze their causes in recount texts written by eighth-grade students at a public junior high school in Banjarnegara Regency. Using a mixed-methods approach with an exploratory design, data were collected through document analysis of ten student texts and analyzed both quantitatively and qualitatively. Quantitative analysis was used to determine the frequency of each error type, while qualitative analysis was applied to interpret the causes of errors based on Richards' (1974) framework, including interlingual, intralingual, and developmental factors. The findings revealed that the most frequent grammatical errors occurred in the use of past tense verbs, subject–verb agreement, and prepositions. Intralingual factors such as overgeneralization, incomplete rule application, and false concept hypotheses were identified as the main causes of the errors, while a smaller number stemmed from interlingual influence. The study highlights the need for more contextualized and continuous grammar instruction to help students develop better grammatical awareness and accuracy in their writing. These findings provide valuable insights for English teachers in designing effective feedback and grammar-integrated writing activities

Scientometric Study of Growth Patterns, Collaboration and Diffusion of Educational Psychology Knowledge in Southeast Asia 2015-2025 Muhammad Hisyam Syafii; Nur Khofifah Saadiah; Husain Azhari; Rudyn Alaldaya; Sardorbek Ibragimov
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.v28i2.102740

This study examines the growth trends, partnerships, and distribution of educational psychology knowledge in Southeast Asia from 2015 to 2025 via a scientometric methodology. Data were derived from 400 papers indexed in Scopus and Web of Science, examined using bibliometric analysis, social network analysis, and thematic analysis utilizing VOSviewer 1.6.18 software. The findings indicated three stages of publication evolution: a stable initial growth phase (2015-2017) averaging 31 publications annually, a decline phase (2018-2019) attributed to the diversification of research methodologies, and an accelerated growth phase (2020-2025) catalyzed by the digital transformation following the COVID-19 pandemic. Co-word network analysis revealed five primary thematic clusters: learning and pedagogy (blue cluster), educator psychological well-being (red cluster), preventive psychological interventions (orange cluster), digital learning and mental health (green cluster), and cross-country studies (brown cluster). The primary issue with this research is the lack of a thorough grasp of the trends in the development, cooperation, and sharing of information in educational psychology in Southeast Asia. Productivity gaps across nations, a lack of institutional integration, and a lack of local context adaptation to global paradigms are some of the issues that need to be addressed. The findings of this study point to the need for a more coordinated approach to international research cooperation, bolstering research capabilities in developing nations, and incorporating digital technology into the transmission of information. The practical ramifications include the need for regional policies that promote researcher interaction, expand access to scientific publications, and provide culturally responsive educational psychology courses. The Psychological Bulletin achieved the top ranking with 691 citations and an annual impact factor of 86.38. The distribution pattern has a core-periphery structure, with the essential ideas of "learning," "teaching," "theory," and "assessment" serving as the primary hub that links many subdisciplines. Digital change expedites the integration of novel paradigms in educational psychology, seen in developing topics such as "online learning," "engagement," and "instructional design." This study enhances the scientometric literature by offering an analytical framework to comprehend the dynamics of growth, collaboration, and knowledge transfer within a socio-culturally heterogeneous regional environment. The findings reveal a process of indigenization in psychology, wherein universal ideas are contextually adapted while maintaining scientific rigor, showcasing the epistemic advancement of educational psychology in Southeast Asia

Exploring Learning Needs for Developing a STEAM-Oriented Differentiated Virtual Laboratory in Electroplating and Electropolishing Rizka Fauzia Hanif; Sri Mulyani; Suryadi Budi Utomo
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.v29i1.112931

This study aims to explore the need for virtual laboratory media (V-Lab) that integrates differentiated learning using the STEAM approach for electroplating and electropolishing. The research method used is qualitative-descriptive, with the research subjects comprising 3 teachers and 75 students from two public senior high schools and one vocational high school in Metro City, Lampung. Data collection used questionnaires, learning observations, and interviews. The results of the observations show that chemistry learning is still dominated by lectures and exercises (40%), while limited equipment, materials, and costs, as well as the risk of hazardous waste, continue to limit practical activities. Students experience significant difficulties in visualizing sub-microscopic phenomena, especially in determining ion flow (74%) and reactions at the anode-cathode (62%), resulting in a low ability to calculate Faraday's Law (60%). Cognitive data analysis shows a diversity of student abilities, with the majority being at the "need guidance" level (41%). These findings underscore the need for innovative learning media, with 100% of teachers and 77% of students agreeing with the development of V-Lab integrated with differentiated learning and the STEAM approach. V-Labs are expected to transform abstract concepts into concrete ones, increase motivation, and accelerate the learning pace of diverse students without the physical risks of a laboratory setting.

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