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INDONESIA
PEDAGOGIA
Published by Universitas Pendidikan Indonesia
ISSN : 16935276     EISSN : 25797700     DOI : -
Core Subject : Education,
Education
PEDAGOGIA (e-ISSN 2579-7700, p.ISSN 1693-5276 is a peer-reviewed (double blind review) journal published by Faculty of Education, Indonesia Univerity of Education. The goal of this journal is to facilitate scholars, researchers, and teachers for publishing the original research articles or review articles. Pedagogia : Jurnal Ilmu Pendidikan is available in print and online version. PEDAGOGIA published three editions in one year in April, August and December.
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Articles 8 Documents
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Search results for , issue "Vol 23, No 2 (2025)" : 8 Documents clear
The Effect of Translanguaging Strategy Towards Students’ Writing Performance
PEDAGOGIA Vol 23, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v23i2.84918

Abstract

The dominance of monolingual instruction in English as a Foreign Language (EFL) classrooms often fails to address the diverse linguistic backgrounds and varying proficiency levels of students. This study investigates the effect of translanguaging strategy on students’ writing performance using a quantitative quasi-experimental design. Data were collected through pretest and posttest writing assessments administered to both control and experimental groups. The results indicate a significant improvement in the writing performance of students exposed to translanguaging strategies compared to those taught through monolingual instruction. The strategy proved effective across different levels of second language (L2) proficiency, offering flexible linguistic support that enhances content understanding and language production. These findings suggest that translanguaging is not only pedagogically inclusive but also beneficial for developing academic writing skills in EFL contexts. However, the generalizability of the results remains limited due to the specific institutional context and sample size, warranting further research in broader settings.
Implementation of the RQA Learning Model Assisted by Electronic Student Worksheets in an Effort to Improve Students' Critical Thinking Skills in the Reproductive System Material
PEDAGOGIA Vol 23, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v23i2.86789

Abstract

This study aims to test the effectiveness of the implementation of the RQA (Reading, Questioning, and Answering) learning model assisted by interactive E-LKPD in improving students' critical thinking skills in the reproductive system material. The research method used is a quantitative method with a research approach in the form of surveys and observations. The research sample consisted of 2 classes selected using purposive sampling techniques, namely class XI MIPA 4 and XI MIPA 5. The data collection instrument was a critical thinking ability test given before and after treatment. The results of the study proved that the learning activities of students in the experimental class increased with the percentage of learning activities in general reaching 85%, 79%, and 88% at the first, second, and third meetings. In addition, there was a significant difference in critical thinking skills between the experimental class (average N-gain 95%) and the control class (average N-gain 39%), which was supported by the results of the hypothesis test with a significance value of 0.000 (0.050). Student responses to the implementation of the RQA learning model also showed positive results, where most students (79%) gave positive responses. Thus, it can be concluded that the RQA learning model assisted by interactive E-LKPD is effective in improving students' critical thinking skills.
Mapping Science of Internationalization in Higher Education: A Bibliometric Analysis of Research Trends in BRICS Countries (2001–2024)
PEDAGOGIA Vol 23, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v23i2.99014

Abstract

The objective of this study is to conduct a comprehensive bibliometric analysis of research on the internationalization of higher education in BRICS countries, based on 800 journal articles published between 2001 and 2024 and indexed in the Scopus database. The study aims to measure publication volume, identify the most influential countries, journals, authors, and documents, and to map thematic trends and the intellectual structure of the field. The findings reveal a consistent increase in publication output, particularly during the period 2018–2023. China emerged as the most productive and influential country, followed by South Africa and Brazil. Key contributors shaping the discourse include P.G. Altbach, J. Knight, S. Marginson, and K.H. Mok, with a focus on academic mobility, internationalization policy, and institutional transformation. Keyword analysis reveals six major thematic clusters: international policy and mobility; curriculum and pedagogy; international student experience; higher education system transformation; critical approaches such as decolonization; and language policy. Temporal visualization also indicates increasing scholarly attention to emerging topics such as sustainability, soft power, and COVID-19. This study provides a valuable foundation for future research on internationalization strategies in higher education, particularly within developing countries that are seeking to strengthen their presence in the global academic landscape.
Enhancing Students’ 21st Century Thinking Skills: A Collective Case Study of Teachers’ Knowledge and Practices
PEDAGOGIA Vol 23, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v23i2.89213

Abstract

This study investigates teachers’ understanding, teaching practices, and challenges in implementing 21st century learning (21CL) competencies in the classroom. Using a qualitative approach, data were collected through interviews, classroom observations and lesson plan analysis, followed by triangulation to ensure validity. Findings indicate that teachers possess a foundational awareness of 21CL principles such as communication, collaboration, critical thinking, creativity and the use of digital tools though the depth of this understanding varies. While some educators connect 21CL with the development of higher-order thinking skills, others focus mainly on technology integration. Teaching practices observed include Project-Based Learning (PBL/PjBL), collaborative activities, digital communication and authentic assessment, which contribute to fostering critical and creative thinking. However, implementation is often partial due to time constraints, unequal student participation, and limited resources. Major obstacles include inadequate instructional time, insufficient digital infrastructure, lack of ongoing professional development, diverse student learning levels and the dominance of standardized assessments. The study concludes that targeted training, enhanced technological access and supportive educational policies are essential to bridge the gap between theoretical knowledge and consistent classroom application of 21CL strategies.
PERBEDAAN MODEL PEMBELAJARAN PJBL DAN PJBL STEM TERHADAP KREATIVITAS SISWA PADA MATA PELAJARAN PENGOLAHAN MAKANAN CONTINENTAL KELAS XII TATA BOGA SMK N 1 BAWEN
PEDAGOGIA Vol 23, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v23i2.80716

Abstract

Upaya menghasilkan lulusan Sekolah Menengah Kejuruan (SMK) program keahlian Tata Boga yang berkualitas ditempuh melalui elaborasi kurikulum ke dalam penerapan proses pengajaran yang mampu merangsang kreativitas siswa dalam mengolah makanan. Model pembelajaran yang diharapkan mampu meningkatkan kreativitas siswa salah satunya pembelajaran Project Based Learning (PjBL) dapat diintegrasikan dengan pendekatan Science, Technology, Engineering, and Mathematics (STEM). Tujuan penelitian ini untuk mengetahui perbedaan model pembelajaran PJBL dan PJBL-STEM pada kreatifitas siswa mata pelajaran pengolahan makanan continental kelas XII Tata Boga SMK N 1 Bawen.Penelitian ini menggunakan desain penelitian quasi experimental. Populasi dalam penelitian ini adalah seluruh peserta didik kelas XII Tata Boga SMK N 1 Bawen tahun pelajaran 2023/2024 sebanyak 108 siswa. Teknik penentuan sampel yang digunakan adalah simple random sampling, Adapun kelas XIIA dan XII B Tata Boga SMK N 1 Bawen adalah kelas yang menjadi kelas eksperimen. Teknik pengumpulan data dalam penelitian ini adalah observasi. Penelitian ini menggunakan validitas isi. Reliabilitas menggunakan rumus Cronbach Alpha. Teknik analisa data menggunakan independent t test, ada beberapa persyaratan yang harus dipenuhi pada penelitian ini, data harus berdistribusi normal dan homogen.Hasil penelitian menunjukkan bahwa terdapat perbedaan kreatifitas siswa terhadap model pembelajaran PJBL dan PJBL-STEM pada mata pelajaran pengolahan makanan continental kelas XII Tata Boga SMK N 1 Bawen, dibuktikan dari nilai signifikansi sebesar 0,0010,05. Rata-rata postest kreatifitas siswa pada model pembelajaran PJBL-STEM sebesar 76,0278 lebih tinggi daripada nilai rata-rata posttest pada model pembelajaran PJBL sebesar 69,1111. 
Culinary Literacy and Self-Efficacy as Predictors of Pre-Service Teachers’ Readiness in a Professional Teaching Program
PEDAGOGIA Vol 23, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v23i2.88308

Abstract

The Effect of Game-Based Learning Media with Problem-Based Learning Model on Self-Regulated Learning and Critical Thinking Skills
PEDAGOGIA Vol 23, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v23i2.83251

Abstract

This study aims to determine the effectiveness of using Game-Based Learning media combined with the Problem-Based Learning model in science learning to improve self-regulated learning and critical thinking skills. This quantitative study used a quasi-experimental design with a randomized pretest-posttest control group design. It involved 74 seventh-grade students at SMP Negeri 1 Sampit, Indonesia, divided into control and experimental classes through cluster random sampling. Data were collected using test and non-test methods and analyzed with MANOVA in SPSS 28. The results showed that GBL media with the PBL model was effectively used in science learning to improve self-regulated learning and critical thinking skills with a significance of 0.003 and an effect size of 0.158 which is included in the large category. The limitations of this study are the relatively small number of samples, only one comparison group, and the short duration of the study. The implications of research with small samples and the lack of comparison groups are that it produces results that are less representative and difficult to generalize. Further research can be conducted using a wider and more diverse sample, comparing the effectiveness of GBL media with other media, and increasing the research period. This study's originality is its use of a combination of research methods, GBL media, and PBL models in science learning. The study's main value is contributing to learning innovation and the application of methods relevant to the challenges of modern education.
Analyzing Students’ Conceptual Understanding in Scientific Writing Using One-Parameter Logistic Item Response Theory
PEDAGOGIA Vol 23, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v23i2.77371

Abstract

This study investigates the comparative impact of Project-Based Learning (PjBL) and STEM-integrated Project-Based Learning (PjBL-STEM) on students’ creativity in continental food processing classes among 12th-grade culinary students at SMK N 1 Bawen. Employing a quasi-experimental design with a non-equivalent control group pretest-posttest structure, the study involved a sample of 72 students selected through simple random sampling from a total population of 108. Data were collected using structured classroom observation instruments, which were validated through expert judgment and demonstrated strong content validity and reliability (Cronbach’s Alpha 0.80). The data analysis was conducted using independent samples t-test, preceded by normality and homogeneity testing. The results revealed a statistically significant difference in creativity between the two groups (p = .001), indicating that the PjBL-STEM model led to superior learning outcomes. Students taught using the PjBL-STEM model achieved a higher average post-test score (M = 76.03) compared to those taught using PjBL alone (M = 69.11). These findings suggest that integrating STEM into project-based learning effectively enhances students’ creativity in vocational culinary education, offering promising implications for instructional design in 21st-century skills development.

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