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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.
Arjuna Subject : -
Articles 8 Documents
 1 
Search results for , issue "Vol 23, No 3 (2025)" : 8 Documents clear
An Exploration of Students’ Perceptions of Academic Stress in Assignment Completion
PEDAGOGIA Vol 23, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v23i3.99022

Abstract

This study examined students’ perceptions of bibliographic annotation assignments and their relationship with academic stress and coping strategies. The study focused on students in the Library and Information Science Program at Universitas Pendidikan Indonesia, where bibliographic annotation constituted one of the core academic tasks. It aimed to explore how students understood the purpose of the assignment and how the task affected their psychological condition. A descriptive quantitative approach was employed, using a survey administered through an online questionnaire to 46 respondents. The data were analyzed using descriptive statistics with the support of spreadsheet and statistical software. The findings showed that most students perceived bibliographic annotation assignments positively, particularly in supporting their understanding of course materials and improving their academic skills. However, several students also reported feeling burdened by the volume of assignments. The level of academic stress was generally moderate, with fatigue and anxiety emerging as the most common but manageable responses. In dealing with these demands, students predominantly used adaptive coping strategies, especially problem-focused coping and distraction coping. These findings indicated that positive perceptions of academic tasks did not entirely eliminate stress, but they could help students manage academic pressure more effectively. This study contributed to a better understanding of students’ perceptions, stress levels, and coping strategies in relation to academic assignments and offered insights for designing learning activities that are more responsive to student well-being.
Evaluating the Effectiveness, Challenges, and Contextual Applications of the Gasing Mathematics Method in Indonesia : A Systematic Literature Review
PEDAGOGIA Vol 23, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v23i3.89961

Abstract

This study examined the effectiveness, challenges, and contextual applications of the Gasing Mathematics Method in mathematics education through a systematic literature review. The study addressed the need for synthesized evidence on how the method influenced students’ conceptual understanding and how it was implemented across formal and nonformal educational settings in Indonesia. A systematic review design was employed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework. Thirty-five eligible articles published between 2014 and 2024 were selected from Scopus, Google Scholar, and ResearchGate based on predefined inclusion and exclusion criteria. The analysis showed that the Gasing Mathematics Method improved students’ mastery of basic mathematical operations, increased learning engagement and motivation, and supported instructional access in rural and underserved areas. At the same time, the review identified several methodological limitations in the existing studies, including selection bias, small sample sizes, lack of control groups, and observer bias. The findings indicated that the Gasing Mathematics Method had strong pedagogical potential in mathematics education, particularly in contexts requiring accessible and practice-oriented approaches. However, the available evidence remained limited in terms of long-term evaluation and cross-contextual applicability. Overall, the study concluded that further empirical research was needed to examine the long-term effectiveness, digital integration, and adaptability of the method across diverse educational contexts.
Students’ Perceptions of the Perceived Ease of Use and Perceived Usefulness of Canva in Learning
PEDAGOGIA Vol 23, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v23i3.99029

Abstract

The use of graphic design technology among students has increased significantly, particularly in producing visually appealing and informative materials for academic and non-academic purposes. This study examined students’ perceptions of the ease of use and usefulness of the Canva application in supporting their activities. A descriptive quantitative survey design was employed, involving 61 students who completed a structured questionnaire. The data were analyzed using descriptive statistics with the assistance of Microsoft Excel and SPSS. The findings showed that most students reported positive perceptions of Canva in terms of both ease of use and usefulness. Students perceived the application as accessible, practical, and supportive of their design-related tasks. They also viewed Canva as helpful in improving the efficiency of content creation and in enhancing the quality of visual outputs for academic assignments and other activities. In addition, the results indicated that Canva contributed to the development of students’ visual communication skills and supported their broader digital literacy. Overall, the study concluded that Canva had strong potential as an educational tool that could facilitate students’ academic and non-academic activities while improving their ability to create effective and visually engaging content.
Exploring Rural Education in 5.0 Era: Trends, Challenges, and Future Research
PEDAGOGIA Vol 23, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v23i3.99065

Abstract

This study aims to explore the research landscape of rural education in the Society 5.0 era. The method employed was a bibliometric study, which included performance analysis and science mapping. We analyzed publication growth, the most productive countries, and the most prolific and influential authors in this field. In addition, using science mapping techniques, we identified emerging research themes, evolving trends, and potential directions for future studies. The data were retrieved from the Scopus database. The findings indicate that publication growth in rural education has increased significantly, particularly since 2019. Although fluctuations were observed in the earlier period, the overall trend suggests growing scholarly attention to this topic. Publication productivity is dominated by developed countries such as the United States and Australia, while India, Brazil, and China represent major contributors from developing countries. The most productive author was Nguyen, Trung Thanh from Gottfried Wilhelm Leibniz Universität Hannover, Germany, followed by Grote, Ulrike from the same institution. Keyword analysis revealed that rural education, China, rural areas, education, students, teaching, rural population, rural schools, e-learning, and child were the ten most frequently occurring keywords. However, keywords such as engineering education, science education, equity, household income, and mobility remain underexplored and offer promising avenues for future research. This study is expected to serve as a reference for a comprehensive mapping of the rural education research landscape, to identify existing research gaps, and to provide recommendations for future research priorities, particularly in underexplored areas.
Development of Disaster Mitigation Learning Media for Students with Intellectual Disabilities
PEDAGOGIA Vol 23, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v23i3.89522

Abstract

Exploring Pre-Service Teachers’ Perceptions of Computer-Based Testing in a Curriculum and Instruction Course
PEDAGOGIA Vol 23, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v23i3.99207

Abstract

This study aimed to examine student teachers’ perceptions of the use of Computer-Based Testing (CBT) in the Curriculum and Instruction course. The study employed a descriptive quantitative design grounded in the Unified Theory of Acceptance and Use of Technology framework, focusing on five dimensions: performance expectancy, effort expectancy, social influence, facilitating conditions, and acceptance toward CBT. Data were collected through an online questionnaire administered to 152 student teachers at Universitas Pendidikan Indonesia who had completed the course and had prior experience with CBT. The instrument consisted of 31 valid and reliable items measured on a five-point Likert scale. The data were analyzed using descriptive statistics with the support of SPSS. The findings showed that all measured dimensions were in the high category, indicating that student teachers generally perceived CBT positively. Respondents considered CBT beneficial for improving assessment efficiency, objectivity, and feedback, while also viewing it as relatively easy to use. They further reported that social encouragement and institutional support contributed to their positive acceptance of CBT. These results suggest that CBT was not merely seen as a technical alternative to paper-based testing, but as a relevant and acceptable assessment method in teacher education. The study implies that the successful implementation of CBT in higher education depends on the interaction between perceived usefulness, ease of use, social support, and institutional readiness.  
The Effect of Culturally Responsive Teaching through an Inquiry-Based Learning Model on Students’ Learning Outcomes
PEDAGOGIA Vol 23, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v23i3.90271

Abstract

This study aimed to examine the effect of implementing Culturally Responsive Teaching (CRT) integrated with an Inquiry-Based Learning (IBL) model on students’ learning outcomes in a multicultural elementary classroom. The study employed a collaborative classroom action research design conducted in two cycles with 14 third-grade students at SDN Kuncen, Madiun, during the second semester of the 2024/2025 academic year. Data were collected through classroom observation, learning outcome tests, structured interviews, and documentation, and were analyzed using a descriptive qualitative approach supported by triangulation to ensure the trustworthiness of the findings. The results showed improvement in students’ cognitive, affective, and psychomotor learning outcomes. The proportion of students achieving the Minimum Mastery Criterion increased from 50% in the pre-cycle stage to 86% in Cycle II, accompanied by an increase in the class mean score from 70 to 83. Students’ active participation also improved, rising from four students in the pre-cycle stage to thirteen students in Cycle II. The integration of local cultural contexts into the inquiry process was found to enhance learning motivation, strengthen cultural identity, and create a more inclusive learning environment aligned with the principles of the Merdeka Curriculum. These findings indicate that the implementation of CRT through an IBL model was effective in improving the overall quality of instruction and students’ learning outcomes.
Analysis of Digital Literacy Implementation and Challenges of Ethics-Based AI Integration in Biology Learning
PEDAGOGIA Vol 23, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v23i3.94168

Abstract

The transformation of learning in the era of artificial intelligence requires students to develop strong digital literacy skills accompanied by ethical awareness in technology use. This study examines the implementation of digital literacy and the challenges of integrating AI ethics in Biology learning at MAN 2 Kota Malang. A descriptive approach was employed, with data collected through interviews with a Biology teacher and an AI digital literacy questionnaire administered to 60 tenth-grade students. The questionnaire assessed students’ critical understanding, awareness of social impacts, ability to use AI, and ethical behavior. The findings indicate that students demonstrate relatively strong proficiency in using digital technologies and AI for learning. However, they still encounter difficulties in higher-order skills, such as critically evaluating information, identifying bias, and reflecting on the ethical implications of AI use. Teachers have introduced instructional innovations involving AI, augmented reality, and virtual reality, yet challenges remain in pedagogical integration, ethical guidance, and students’ readiness. These findings highlight the need to strengthen value-based AI digital literacy in order to foster reflective awareness, ethical judgment, and academic integrity, thereby enabling Biology learning to move beyond technological efficiency toward more meaningful and responsible educational practices.

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