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133 Documents
<![CDATA[Assessment of School Safety Planning on Staff Job Performance in Ilorin West Local Government Area, Kwara State ]]>
<![CDATA[Shittu, Afeez Adeshina]]>;
<![CDATA[Sheu, Muritala Adaramaja]]>;
<![CDATA[Aruekure, Nuvie Nunu Brown-Ovie]]>;
<![CDATA[Alao, Monsurat Iyabo]]>;
<![CDATA[Zakariyawu, Adam]]>
<![CDATA[ PAEDAGOGIA Vol 29, No 1 (2026): PAEDAGOGIA Jilid 29 No 1 (2026) ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/paedagogia.v29i1.115984
<![CDATA[School safety has become a critical concern in educational systems due to rising incidents of violence, insecurity, and infrastructural vulnerabilities that threaten effective teaching and learning. In Nigeria, persistent security challenges have heightened the need for structured safety planning within schools. Despite growing attention to school security, limited empirical evidence exists on how specific dimensions of safety planning influence staff job performance at the local level. This study assessed the relationship between school safety planning and staff job performance in public senior secondary schools in Ilorin West Local Government Area, Kwara State. A descriptive survey research design of the ex post facto type was adopted. The population comprised 1,521 teaching and non-teaching staff, from which 150 respondents were selected using a multi-stage sampling procedure. Data were collected using a validated questionnaire with a reliability coefficient of 0.81. Descriptive statistics (mean and standard deviation) were used to answer research questions, while Pearson Product-Moment Correlation was employed to test four hypotheses at the 0.05 level of significance. Findings revealed that technological security planning ranked highest among safety dimensions, while physical security planning ranked lowest. The overall level of staff job performance was high. All four dimensions—human, policy, physical, and technological security planning—showed statistically significant positive relationships with staff job performance. The study concludes that structured, multidimensional safety planning enhances staff effectiveness and institutional productivity. It contributes localised empirical evidence linking school safety planning directly to staff job performance in Kwara State]]>
<![CDATA[Implementation of Deep Learning in School Curriculum: Perspectives of Teachers in Nagekeo Regency ]]>
<![CDATA[Yohanes Freadyanus Kasi]]>;
<![CDATA[Delviana Vivi Bai]]>;
<![CDATA[Novia Novia]]>;
<![CDATA[Saprolla Rollie C. Deporos]]>;
<![CDATA[Ahmad Dindang Mababaya]]>
<![CDATA[ PAEDAGOGIA Vol 28, No 2 (2025): PAEDAGOGIA Jilid 28 No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/paedagogia.v28i2.103377
<![CDATA[Education is the main pillar in forming individuals who are able to face global challenges in the modern era. This study aims to depict teachers' perceptions of deep learning-based instruction, including a deeper understanding of its definition. The subjects in this study consisted of 30 teachers in Nagekeo Regency from elementary to secondary school level. A set of questionnaires consisting of open and closed questions about teachers' perceptions and understanding of deep learning-based instruction and 21st century skills preparation were developed and implemented. Responses from science teachers were analyzed through interpretive methods to gain their understanding and perspectives. The results of the study show that 1) most teachers (83%) know about 21st century skills, 2) deep learning-based instruction is quite well understood (62,4%) by teachers in Nagekeo Regency, 3) the government has paid attention to education but not optimally and 4) 100% of teachers are involved in the subject teacher forum (MGMP). It is important for us to focus on teachers as they play a crucial role in the success of the new reforms. The implication is that there is a great need to raise awareness at the government and teacher levels to embrace deep learning-based instruction.]]>
<![CDATA[Basic Literacy Skills of Vocational High School Students Based on Their Perceptions ]]>
<![CDATA[Muhammad Hudan Rahmat]]>;
<![CDATA[Sukardi Sukardi]]>;
<![CDATA[Debora Debora]]>;
<![CDATA[Ratna Pancawati]]>
<![CDATA[ PAEDAGOGIA Vol 28, No 1 (2025): PAEDAGOGIA Jilid 28 No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/paedagogia.v28i1.96973
<![CDATA[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. ]]>
<![CDATA[Analysis of Ethnoscience Concepts and Early Childhood Character Formation in Sundanese Folklore ]]>
<![CDATA[Dewiantika Azizah]]>;
<![CDATA[Dede Latipah]]>;
<![CDATA[Lucky Dewanti]]>;
<![CDATA[Heru Wardany]]>
<![CDATA[ PAEDAGOGIA Vol 28, No 3 (2025): PAEDAGOGIA Jilid 28 No 3 (2025) ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/paedagogia.v28i3.108374
<![CDATA[Various natural phenomena that appear in Sundanese folklore continue to roll into legends that provide knowledge in the form of moral values embedded in the thinking of Sundanese society. Moral values are formed into a value of local cultural wisdom that can be integrated with science into a new scientific concept known as Ethnoscience. This study aims to analyse the idea of ethnoscience and character building in Sundanese folklore. This research uses descriptive qualitative methods with an ethnoscience approach. The research method examined the concept of natural events and character building in Sundanese folklore. The data analysis process uses an interactive analysis model, going through the stages of data reduction, data presentation, and conclusion drawing. The results showed the analysis of several ethnoscience concepts in the form of the formation process: (a) Situ Bagendit, (b) Mount Tangkuban Perahu, and (c) Telaga Warna, which are integrated with the value of local wisdom that emerges from each Sundanese folklore. The value of local wisdom formed in each Sundanese folklore stimulates character building because of the content of moral values, which results from the negative actions of the character.]]>
<![CDATA[A Lakatosian Systematic Review of Realistic Mathematics Education Research (2020–2024) ]]>
<![CDATA[Syifa Salsabila]]>;
<![CDATA[Al Jupri]]>;
<![CDATA[Prana Dwija Iswara]]>;
<![CDATA[Anggi Umayrah]]>;
<![CDATA[Syifa Fauziah]]>
<![CDATA[ PAEDAGOGIA Vol 29, No 1 (2026): PAEDAGOGIA Jilid 29 No 1 (2026) ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/paedagogia.v29i1.103033
<![CDATA[This literature review analyzes the historical development and theoretical frameworks proposed by key philosophers in Realistic Mathematics Education (RME). This study is important because recent RME research has largely focused on empirical implementation, leaving a theoretical gap in understanding how RME evolves as a scientific programme. A Scopus database search using the keyword “Realistic Mathematics Education” (conducted in March 2024) yielded 130 documents, from which 17 met the inclusion criteria for review. Using a descriptive and Lakatosian coding approach, each article was categorized into hard core, protective belt, theoretically progressive, and empirically progressive classifications, with double-coding applied to ensure reliability. The analysis results show that (1) most RME studies between 2020 and 2024 remain within the protective-belt category of Lakatos’ framework, focusing on confirming existing models; (2) a smaller number of studies demonstrate empirically progressive characteristics by introducing new context-based designs; and (3) two emerging topics—RME in Indonesian cultural contexts and RME based on Islamic values—represent the most progressive theoretical contributions. These findings imply that future RME research should move toward theoretical innovation and broaden its epistemological foundation beyond classroom implementation to strengthen its position as a developing scientific programme.]]>
<![CDATA[Integration of TPACK and Education for Sustainable Development in Digital Green Chemistry Worksheets: Efforts to Enhance Student Creativity through Contextual Learning ]]>
<![CDATA[Siti Herlina Dewi]]>;
<![CDATA[Vinna Lavenia]]>;
<![CDATA[Agung Tri Prasetya]]>;
<![CDATA[Eko Budi Susatyo]]>;
<![CDATA[Sri Haryani]]>;
<![CDATA[Sri Wardani]]>
<![CDATA[ PAEDAGOGIA Vol 28, No 2 (2025): PAEDAGOGIA Jilid 28 No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/paedagogia.v28i2.102493
<![CDATA[This research investigates the development and effectiveness of a digitally delivered worksheet designed to enhance students’ creative thinking in green chemistry through the integration of Technological Pedagogical Content Knowledge (TPACK) and Education for Sustainable Development (ESD). Grounded in both constructivist learning theory and the framework of sustainability education, the study utilizes digital technology to facilitate contextual learning by engaging students in a real-world project: transforming used cooking oil into aromatherapy candles. The worksheet was implemented in a quasi-experimental one-group pretest-posttest design involving 34 tenth-grade students. A two-tiered test was used to assess the impact on creative thinking, measuring four indicators: fluency, flexibility, originality, and elaboration. Statistical analyses demonstrated significant improvement across all indicators, with flexibility showing the highest normalized gain (N-Gain = 0.72) and a large effect size (Cohen’s d = 1.24). These outcomes align with prior studies emphasizing TPACK’s capacity to foster higher-order thinking skills and ESD’s role in improving sustainability literacy. The findings underscore the promise of TPACK-ESD-integrated digital resources as effective tools for cultivating creativity and sustainability-oriented competencies in chemistry education. This study also highlights broader implications for curriculum reform, teacher professional development, and the institutional adoption of digital, sustainability-focused learning materials.]]>
<![CDATA[The Development of Integrated Islamic Values E-book as Learning Media in Writing Class ]]>
<![CDATA[Rini Anita]]>;
<![CDATA[Lidya Rahmi]]>;
<![CDATA[Zulhermindra Zulhermindra]]>
<![CDATA[ PAEDAGOGIA Vol 28, No 1 (2025): PAEDAGOGIA Jilid 28 No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/paedagogia.v28i1.98206
<![CDATA[Students in writing class frequently encounter obstacles in grasping learning materials due to the unattractive learning media used by the lecturers. Lecturers also struggle to identify instructional media that can cover the dense learning materials to stimulate students’ engagement and enhance learning outcomes. The e-book was developed to address these issues by integrating Islamic values and multimodal elements. This study aims to develop integrated Islamic values e-books as learning media in writing classes, particularly in genre-based writing subjects, through design and development research (DDR). There were three types of questionnaires distributed to the respondents throughout the study: need analysis (54 English Education department students), design and development (4 expert panels), and evaluation (23 English Education students). Descriptive and thematic analysis were employed to analyze data. The need analysis shows that students need learning media that can overcome problems in comprehending learning materials related to the process of writing essays and essay structures and in having sufficient time to learn genre-based writing subjects. During the design and development phase, it was found that the integrated Islamic values e-book is very feasible for both content and media aspects, with average scores of 4,25 (85%) and 4,61 (92,10%). After the results were validated, the integrated e-book was revised as suggested by both content and media experts. For the evaluation phase, it displays that the integrated e-book is very feasible to be utilized as learning media in genre-based writing subjects with an average score of 4,03 (80,66%).]]>
<![CDATA[Effectiveness of Visual Basic for Application based PowerPoint as an Interactive Learning Media to Increase Learning Interest in Astronomy ]]>
<![CDATA[Abu Yazid Raisal]]>;
<![CDATA[Muhammad Hidayat]]>;
<![CDATA[Nurul Zahriani Jf]]>;
<![CDATA[Rihan Yuhyi]]>
<![CDATA[ PAEDAGOGIA Vol 28, No 3 (2025): PAEDAGOGIA Jilid 28 No 3 (2025) ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/paedagogia.v28i3.102303
<![CDATA[This study aims to investigate the effectiveness of VBA-based PowerPoint as an interactive learning medium to increase interest in learning astronomy. The research design used was a Pre-Experimental Design with a one-group pretest-posttest design. The subjects of this study were 20 second-semester students majoring in Astronomy at the University of Muhammadiyah Sumatera Utara. Research data were collected using a questionnaire designed with a Likert scale. The questionnaire consisted of 18 statements, comprising both positive and negative statements. The data analysis technique used was the Paired Sample T-Test. The results of the study indicated that interactive learning media, based on PowerPoint and utilizing VBA, can increase students' interest in learning basic astronomy. The results of the Paired Sample T-Test showed that the significance value (2-tailed) obtained was 0.000. This result indicates a significant difference in learning interest before and after using the interactive PowerPoint-based VBA learning media. This suggests that the use of interactive PowerPoint-based VBA learning media is effective in enhancing learning interest in basic astronomy education. This finding implies that teachers can adopt PowerPoint enhanced with VBA as a cost-effective and easily accessible tool to stimulate learning interest in complex subjects]]>
<![CDATA[The Effectiveness of Child-Friendly Media on the Reading Interest and Ability of Elementary School Students ]]>
<![CDATA[Rujiani Rujiani]]>;
<![CDATA[Eko Handoyo]]>;
<![CDATA[Edi Waluyo]]>
<![CDATA[ PAEDAGOGIA Vol 29, No 1 (2026): PAEDAGOGIA Jilid 29 No 1 (2026) ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/paedagogia.v29i1.112300
<![CDATA[This study examined the effectiveness of a child-friendly interactive magnetic board in improving elementary students' reading interest and early reading skills in regular and inclusive classrooms. A convergent parallel mixed-methods design was used to integrate quantitative and qualitative evidence. Participants were 12 students selected purposively from two schools: six Grade-1 students from SD Negeri Tlogowungu 02 (regular setting) and six Grade-2 students from SD Negeri Trangkil 06 (inclusive setting with diverse learning needs). Reading interest was assessed through structured observations (attention, enthusiasm, verbal response, participation), while reading skills were measured using a teacher-administered early literacy test (letter recognition, word decoding, and simple sentence reading). Quantitatively, median reading-skill scores increased from 52.0 to 78.5 in the regular class and from 45.0 to 70.0 in the inclusive class after two intervention sessions; Wilcoxon signed-rank analysis indicated improvement in both groups (p = 0.031). Qualitative findings showed higher engagement, longer on-task behavior, and increased willingness to read aloud. The interactive magnetic board functioned as a child-friendly multisensory medium (visual, auditory, tactile) that supported motivation and literacy participation, including among students with learning difficulties. The study concludes that the media is a feasible and inclusive instructional tool for early literacy instruction, while also noting the need for larger samples and longer intervention periods in future studies]]>
<![CDATA[Soft Skills as Pillars of Success in Educational Leadership: An In-Depth Analysis ]]>
<![CDATA[Moses Adeleke Adeoye]]>
<![CDATA[ PAEDAGOGIA Vol 28, No 1 (2025): PAEDAGOGIA Jilid 28 No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/paedagogia.v28i1.99059
<![CDATA[In the dynamic realm of educational leadership, the significance of soft skills has become increasingly recognised as essential to fostering effective and collaborative environments. This research discourse employs a systematic review approach to explore these competencies' critical role in enhancing leadership effectiveness. A comprehensive search of academic databases was conducted using relevant keywords related to soft skills and educational leadership, adhering to strict inclusion and exclusion criteria to ensure the quality of selected studies. The findings reveal that essential soft skills such as communication, motivation, conflict management and trust-building are critical in influencing not only educational leaders' performance but also educational institutions' overall success. The analysis identifies common themes across various studies, highlighting how leaders who excel in these areas create inclusive, engaging environments that promote collaboration and innovation. Furthermore, the research underscores the necessity for educational institutions to integrate soft skills training into leadership development programs, thereby equipping future leaders with the tools to navigate complex challenges effectively. In conclusion, this discourse emphasises that soft skills are not just ancillary traits but foundational elements of successful educational leadership. By prioritising these competencies, educational leaders can cultivate dynamic learning communities that empower both educators and students, ultimately enhancing the educational experience and outcomes for all stakeholders involved]]>
