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Development of an Ethnochemistry-Based Learning Module to Strengthen Pancasila Student Profile in the Context of Acid-Base Material Syaadah, Rika Siti; Astuti, Tiwi Nur; Shafitri, Andari Thanes
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.v28i3.103139

Chemistry is inherently a contextual subject that can be connected to various aspects of everyday life. Indonesia’s rich and diverse cultural heritage offers great potential for integrating chemistry learning with local wisdom through an ethnochemistry. Such integration not only makes learning more meaningful and relevant but also supports the development of the Pancasila Student Profile, which emphasizes values such as creativity, cooperation and appreciation of cultural diversity. However, in practice the integration of ethnochemistry into chemistry learning remains limited. This is reflected in most textbooks, which rarely incorporate. This study aims to develop and evaluate the feasibility of an ethnochemistry-based learning module designed to strengthen the Pancasila Student Profile in the context of acid-base topics. The research method used was Research and Developmnet (R&D) employing the ASSURE model, which consists of the following stages: analyze learners, state objectives, select instructional methods media and materials, utilize media and materials, require learner participations, evaluate and revision. Data were collected instruments, including needs analysis tools such as interview guidelines and questionnaires, as well as student response surveys on the developed module learning. The research subject consisted of 85 eleventh grade students from SMAN 38 Jakarta. Expert validation of the ethnochemistry-based learning module integrated with the Pancasila Students Profile yielded a feasibility score of 94.01%, which falls into the ‘feasible” category. Meanwhile, the implementation with students demonstrated a high level of effectiveness, with an average score of 96.30%. Based on these findings, the developed module is classified as “very good” and is considered highly suitable for use and broad implementation in chemistry learning at the high school level

The Effect of the Guided Inquiry Learning Model on Spatial Thinking Skills and Problem Solving Abilities of Geography Education Students at Tadulako University Ali, Zaenudin; Bachri, Syamsul; Taryana, Didik
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.v29i1.114684

The Guided Inquiry Learning Model emphasizes students’ active engagement in constructing knowledge through a systematic investigation process with instructor support. This study aimed to examine the effect of the Guided Inquiry learning model on the spatial thinking skills and problem solving abilities of Geography Education students in the Geographic Information Systems (GIS) course at the Geography Education Study Program, Tadulako University. The study employed a quasi-experimental design with a pretest posttest control group. Two groups were involved: an experimental group taught using the Guided Inquiry model and a control group taught using conventional instruction. Spatial thinking skills and problem-solving abilities were measured using essay tests that had been validated for reliability and validity. Data were analyzed through normality and homogeneity tests, followed by an Independent Samples t-test using SPSS 25. The results indicated that the experimental group achieved higher posttest mean scores in both spatial thinking skills and problem solving abilities compared to the control group. Statistical analysis showed a significant difference in posttest spatial thinking scores between the experimental and control groups (p < 0.05), as well as a significant difference in problem-solving ability scores (p < 0.05). Furthermore, normalized gain analysis indicated that the experimental group achieved moderate to high gains in both variables, while the control group demonstrated low to moderate gains. These results suggest that the Guided Inquiry learning model is more effective than conventional instruction in improving spatial thinking skills and problem-solving abilities in the Geographic Information Systems course.

Digital Learning and Religious Moderation: An Educational Management Perspective Adeoye, Moses Adeleke; Putra, Heldy Ramadhan; Nafiu, Hakeem; Sulaimon, Jamiu Tamitope
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.v28i2.102178

The rapid advancement of digital technologies is transforming educational paradigms worldwide. This article explores the relationship between digital learning and religious moderation from an educational management perspective, focusing on how these technologies can promote inclusivity, mitigate extremist ideologies, and enhance learning experiences. The literature review covered key concepts such as digital learning, educational management, and religious moderation, highlighting the dual-edged nature of digital technology in education. The research adopted a mixed-method approach, combining qualitative and quantitative data collection techniques. The study also found that digital learning has improved educational outcomes and personalised learning experiences, indicating high agreement between students and educators that digital learning has improved educational outcomes and personalised learning experiences. The qualitative analysis explores the themes of digital learning in religious education, focusing on access to diverse perspectives and interfaith understanding. The content analysis of digital religious education materials varies significantly, from promoting tolerance and understanding to emphasising religious distinctiveness. In conclusion, the themes revealed a dynamic yet challenging landscape for digital learning in religious education. The research suggests several recommendations, which include developing inclusive digital learning policies, promoting digital literacy skills, prioritising teacher training, and investing in high-quality digital learning materials that promote religious understanding, tolerance, and respect for diverse perspectives

Achievement Testing Competence of Secondary School Teachers in Osun State, Nigeria Ogunsanmi, Olawale Ayoola; Lijofi, Victor Abiodun; Gbolagun, Abiodun Enitan
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.v28i1.99107

Tests properly designed in the classroom can provide teachers with accurate and useful information about their students. The study determined the content validity of an achievement test used by teachers and examined the test construction skills of the teachers in Osun State secondary schools. A descriptive research design was adopted for the study. The population consisted of public secondary school teachers in Osun state. A sample of 120 teachers was selected purposively from six Local Government Areas based on five core subjects offered in each school and 12 schools were selected using a simple random sampling procedure. Two research instruments: The test Construction Skills Inventory (TCSI) and Observation Records Sheet (ORS) were used for data collection. The TCSI possessed reliability estimates of 0.85. Data were analysed using frequency count and content validity index (CVI). The results showed that the achievement tests used by teachers in high schools are (CVI = 6.2, mean topic covered = 3.7, 59.7%) while middle schools are (CVI = 6.0, mean topic covered =3.4, 58%). This implied that both achievement tests used by secondary school teachers have moderate content validity. The results also revealed that the level of test construction skills is high (66, 55.0%), and a mean competence value of 3.2 for both middle and high school teachers is suitable enough to ensure proper achievement testing competence. The study concluded that the test construction skills of Osun State secondary school teachers are high enough to ensure adequate achievement testing competence

Assessing the Quality of Mathematics Test─ Enumeration Rules to Measure Students’ Computational Thinking Skills Suparman, Suparman; Juandi, Dadang; Turmudi, Turmudi; Martadiputra, Bambang Avip Priatna; Diana, Nana
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.v28i3.109581

Computational thinking (CT), one of the most fundamental thinking processes, empowers students in solving mathematical complex problems. In fact, most of Indonesian students, particularly in senior high school, yet have poor CT skills in mathematics. The quality of mathematics test can be one of the potential predictors to describe students’ CT skills accurately. The test, however, which involves enumeration rules as a content to measure Indonesian students’ CT skills relatively has not been existing. A cross-sectional study using descriptive-quantitative method was used to design and produce a qualified mathematics test to measure students’ CT skills. Three mathematical-essay problems were assessed by four experts in mathematics education, and administrated to 35 eleventh-grade students at a public senior high school in Bandung city. A number of quantitative analyses, such as Aiken’s V, Kendall’s W test, Pearson correlation, Cronbach alpha, discrimination index, and difficulty index were applied to assess the test’s quality. Results of this study showed high content and construct validity through expert assessment, as well as strong criterion-related validity based on student performance. High reliability was confirmed through Cronbach’s alpha, indicating consistent results across all test items. In addition, item analysis revealed very good discrimination indices and recommended difficulty levels, ensuring the test effectively differentiates student skills. The test provides a model for educators and curriculum designers in mathematics education seeking to improve classroom assessments, particularly in assessing students’ CT skills.

Examining the Interplay Among Indonesian EFL Students’ Digital Literacy, Self-Regulated Learning, and Informal Digital Learning of English Kurniawati, Atin; Atmojo, Arief Eko Priyo; Swastika, Nilam Febrina; Lutfiana, Salma Ayu
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.v29i1.110691

In today’s digital world, informal digital learning of English (IDLE) has revolutionized English as a foreign language (EFL) learning outside formal classrooms. While numerous studies have increasingly examined potential factors affecting IDLE, associations among digital literacy (DL), self-regulated learning (SRL), and IDLE have been underexamined. The present study seeks to uncover Indonesian EFL students’ levels of DL, SRL, and IDLE, along with the hypothesized relationships among DL, SRL, and IDLE. Drawing on a quota sampling, 391 students responded to DL, SRL, and IDLE questionnaires after providing their informed consent and demographic information. The results demonstrate that Indonesian EFL students enjoy moderate levels of DL, SRL, and IDLE. The results also reveal that DL and SRL, respectively, possess significantly positive relationships with IDLE. Simultaneously, both DL and SRL significantly predict IDLE, explaining 56% of the total variance of IDLE. Ultimately, theoretical and practical implications, as well as future research directions, have been offered.

The Effect of Problem-Based Learning on Scientific Argumentation Skills in the Merdeka Belajar Curriculum Sari, Wiwik Kartika; Hasanah, Nidaul; Nada, Ella Izzatin
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.v28i2.102722

PBL encourages students to think openly, actively, and reflectively, which are essential components of critical thinking. This skill is significant for communication, collaboration, and problem-solving, all of which are integral to scientific argumentation. This study aims to determine the effect of problem-based learning models on students' scientific argumentation skills on the implementation of the Merdeka Belajar curriculum. This study used a non-equivalent pretest-posttest control group design. The sample was determined through cluster random sampling, and 2 classes were selected as control and experiment classes, with 32 students each. Data collection was carried out using scientific argumentation questions that had been declared valid by experts. The results reveal a significant improvement in the scientific argumentation skills of students in the experiment class that was taught using the Problem-Based Learning (PBL) model. The comparison between pre-test and post-test scores in both the experimental and control classes indicates that the Problem-Based Learning (PBL) model has a more pronounced effect in fostering students’ scientific argumentation skills than the inquiry-based model. While the control group exhibited some growth, the magnitude of change in the experimental group was noticeably greater. This suggests that the PBL approach not only helps students understand scientific content but also actively enhances their ability to articulate, justify, and critique scientific ideas.

Bridging Technology and Language Learning: Vocational Students’ Perceptions of Wordwall in ELT Mahardika, Rara Raudhah Sakha; Soviyah, Soviyah; Widiarna, Eryke Sukma
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.v28i1.98989

This study explores the students’ perceptions or responses to the use of Wordwall as learning media in English learning activities. It focused on ease of use, impact on motivation, material comprehension, vocabulary improvement and challenges as well as future plan with it. Conducted in August 2024 in one public vocational school located in the suburban area of Yogyakarta, Indonesia, it involved 21 vocational school students specializing in fashion design. The research adopted survey-based research. The research instrument was a questionnaire containing both closed and open ended questions. The collected data were analyzed quantitatively and qualitatively. The results show that students perceive the use of Wordwall as English learning media positively as it’s easy to use, it’s able to improve students’ motivation, helps understand the materials taught, and improves vocabulary mastery. Although there are some technical challenges when using it, the students tend to prefer Wordwall and continue using it in the future. These findings confirm the potential of Wordwall as an effective learning tool in the context of English Language Teaching (ELT) in vocational schools.

Exploring the Implementation and Implications of AI-Based Media in Chemistry Learning at Secondary Level: A Systematic Literature Review Salsabiila, Fa'ari; Prodjosantoso, Anti Kolonial
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.v29i1.105121

This study aims to systematically examine the implementation and implications of Artificial Intelligence (AI)-based media in chemistry learning at the secondary education level. Using the Systematic Literature Review (SLR) approach which refers to the PRISMA guidelines, as many as 19 scientific articles from the Science Direct database were analyzed qualitatively. The research focus includes the identification of the types of AI media used, the chemical topics supported by AI, the form of implementation in the classroom, as well as the pedagogical implications of the integration of AI in learning. The results show that the most widely used AI media is generative chatbots such as ChatGPT, Gemini, and Claude, followed by immersive technologies such as Virtual Reality (VR) and Augmented Reality (AR). This media is used to improve students' understanding of concepts, especially in abstract topics such as atomic structure, molecular visualization, and organic reactions. However, a number of challenges were found, including inaccurate content, low digital literacy, ethical and academic integrity issues, and limited technological infrastructure. On the other hand, AI media also opens up opportunities for adaptive and personalized learning, increased student learning engagement, and teacher efficiency in learning planning. . This study recommends strengthening teacher training, ethical policies, and adaptive curriculum design to support the optimal application of AI in chemistry learning in the digital era.

Digital Governance for Sustainable Educational Transformation: Evaluating Merdeka Curriculum Implementation through PMO E-Instruments in Indonesia Zakaria, Ulfah Irani; Rosmiati, Rosmiati
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.v28i2.102205

This study investigates the pivotal role of Project Management Office (PMO) e-instruments in evaluating the implementation of the Merdeka Curriculum (Merdeka Curriculum) within Indonesia's Driving School ‘Sekolah Penggerak’ program. The research was initiated by the critical need to ensure consistency and quality in curriculum application across diverse educational contexts, aligning with Indonesia's ongoing national educational transformation. Employing a descriptive qualitative-quantitative approach, the study involved four primary schools designated as Sekolah Penggerak, with principals and teaching staff engaging in structured assessments using the PMO e-instruments. Key findings indicated moderate performance in planning and instructional execution across most participating schools, while leadership practices demonstrated notable variability. Collaborative aspects of the curriculum, particularly project-based learning and community involvement, consistently exhibited stronger outcomes. Conversely, areas such as reflection, evaluation, and student-centered learning were identified as requiring further development. The PMO e-instrument proved to be an effective diagnostic and developmental tool, empowering school leaders to make evidence-based decisions for enhancing curriculum delivery. These findings underscore the profound importance of continuous capacity-building for school leaders to fully actualize the transformative goals of the Merdeka Curriculum. The diagnostic capability of the PMO e-instrument directly facilitates data-driven decision-making, which is a core objective of integrating such digital systems into educational management. This allows for precise identification of areas needing improvement. These findings underscore the importance of continuous capacity-building for school leaders to fully actualize the goals of the Merdeka Curriculum.

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Home Page

OAI Link

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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