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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 239 Documents
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Basic Service for Data Collection Evaluation Based on Discrepancy Model in Senior High School Alamsyah, Muhammad Nur; Hidayah, Nur; Hotifah, Yuliati
PEDAGOGIA Vol 22, No 2 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v22i2.69656

Abstract

This study aims to evaluate the implementation of basic services in the field of data collection in one of the senior high schools in Malang City. The research instruments used were data collection evaluation instruments and interview guidelines and discussions through focus group discussions with bk teachers. The research approach used is mixed method with the type of discrepancy model evaluation research. The data analysis technique applied is descriptive statistical analysis and data triangulation. The results showed that the implementation of data collection services was in the high category, which indicated that the program had run according to the expected standards. However, there are several areas that still require further optimization, especially those related to the evaluation of the implementation process and the assessment of program results. It is recommended that guidance and counseling teachers strengthen their evaluation and assessment practices to ensure continuous improvement of the services provided as well as to demonstrate their effectiveness in meeting students' needs.
Assessing Numeracy Skills Among Indonesian Students: A Comparative Study of Gender, Regional Disparities, and Study Habits Amelia, Della; Arwan, Juwintar Febriani
PEDAGOGIA Vol 22, No 1 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v22i1.73593

Abstract

Numeracy is a critical skill that underpins a wide range of cognitive and practical abilities such as logical reasoning, problem-solving, and the capacity to analyze and interpret data. How students eventually grasp this skill is influenced by a complex interplay of factors that include gender, area of residence, and study habits. Through a comparative study, this research aimed to compare students’ numeracy skills according to certain categories, such as students’ gender, area of living, as well as study habits. A total of 506 randomly selected secondary school students (Female = 285; Male = 221) participated in this study. To collect the data, an online survey was administered to targeted students with a total of 56 questions in the form of structured questionnaire. Through both descriptive and inferential analysis this study revealed that in terms of gender female students outperformed male counterpart with significant statical difference. Moreover, students who live in urban areas had the highest numeracy skills compared to other areas. Lastly, students who set pre-lesson preparation and post-lesson review displayed significantly higher numeracy skill compared to those who are not. Elaboration for each finding further discussed in this paper.
Maximizing Learning Outcomes: A Comparative Analysis of IRT- and CTT- Differentiated Learning based Design Ocy, Dwi Rismi; Tjalla, Awaluddin; Soeprijanto, Soeprijanto
PEDAGOGIA Vol 22, No 3 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v22i3.77064

Abstract

Addressing diverse student abilities remains a persistent challenge in education, particularly in complex subjects such as linear equations and inequalities. This study compared the effectiveness of Item Response Theory (IRT)-based and Classical Test Theory (CTT)-based differentiated learning designs in improving student performance in these topics. Conducted in two secondary schools, the research involved 126 students, with 61 students assigned to the IRT group and 65 to the CTT group. Using a quasi-experimental pretest-posttest control group design, the study evaluated the impact of both approaches on learning outcomes. The results revealed significant performance improvements in both groups. However, the IRT-based approach, which tailored tasks to individual ability levels, produced a significantly higher average posttest score and a larger effect size compared to the CTT-based approach. These findings underscore the precision and effectiveness of IRT in differentiating instruction to meet diverse learner needs, particularly in challenging subjects. The study concludes that adopting IRT-based strategies can enhance educational practices and optimize student learning outcomes, offering a robust alternative for addressing variability in student abilities.
A Bibliometric Analysis Ethical Perspectives on SDGs Based Education Goals Using VOSViewer Sumadisastro, Witzir; Robandi, Babang; Fahrizal, Diki
PEDAGOGIA Vol 22, No 2 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v22i2.75800

Abstract

This study investigates the integration of ethical perspectives into the frameworks of Education for Sustainable Development (ESD) and Society 5.0, with a focus on their alignment with the Sustainable Development Goals (SDGs). Utilizing a bibliometric analysis, the research examines academic and professional literature published between 2010 and 2024. Data was collected from Google Scholar using keywords such as "Ethical Education," "Sustainable Development Goals and Education," and "Technology in Education." The analysis employed VOSviewer to map and visualize thematic connections and subject linkages within the literature.The findings indicate a notable increase in research on ethical education and the SDGs, with publication peaks in 2012 and 2023, alongside a slight decline in 2021, reflecting fluctuating scholarly attention. These results highlight the growing recognition of ethics as an essential element in educational strategies that advance sustainable development goals. The study emphasizes the importance of integrating ethical considerations into the development of inclusive, equitable, and sustainability-oriented educational objectives. The conclusions advocate for the establishment of ethically grounded educational frameworks that align with the objectives of Society 5.0, which aims to harmonize technological advancements with societal well-being. This research offers actionable insights for educators, policymakers, and researchers, providing strategies to strengthen the role of ethics in achieving educational and sustainable development objectives.
Effectiveness of Cognitive Restructuring Therapy on Bullying Behaviour among Secondary School Students in Kwara State Yusuf, Jamila; Adegbero, Fadilat Oluwakemi
PEDAGOGIA Vol 22, No 2 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v22i2.73889

Abstract

This study examined the effectiveness of cognitive restructuring therapy in reducing bullying behavior among secondary school students in Kwara State. Employing a quasi-experimental design with pre-test and post-test control groups, the research aimed to evaluate the impact of the intervention. The study involved two schools for the experimental groups and one school for the control group, with data collected using the Bullying Behaviour Scale (BBS). Results revealed no significant differences in pre-test scores between the experimental and control groups, ensuring baseline equivalence. Following the intervention, a significant reduction in bullying behavior was observed in the experimental group, evidenced by a notable difference between their pre-test and post-test scores. Conversely, the control group showed no significant changes in bullying behavior, highlighting the effectiveness of cognitive restructuring therapy. The findings underscore the potential of cognitive restructuring as a targeted intervention for addressing bullying behaviors in schools. Based on the results, the study recommends that educational stakeholders, particularly guidance counselors, incorporate cognitive restructuring techniques into school-based intervention programs to create a safer and more supportive learning environment. These findings contribute to the growing evidence supporting cognitive-behavioral strategies in addressing bullying and fostering positive student interactions.
Meta-analysis of Project Based Learning Models on 21st-Century Student Skills Nurazizah, Rizkiana; Rinaningsih, Rinaningsih
PEDAGOGIA Vol 22, No 1 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v22i1.67932

Abstract

This research aims to analyze the impact of the project-based learning model on student’s 21st-Century skills about environmental pollution. This article was written using a meta-analytic research design. This was done using effect size testing by analyzing 7 relevant research publications. Research data can be obtained through online database based on google scholar and semantic scholar. The result of the study of critical thinking skills in the influence test were 3.85 and 4.52 showing that the influence criterion is very high. The result of communication skills research in the influence test were 3.44 and 0.83 showing that the influence criteria were very high and large. The result of research on creative skills in the effect size test are 3.55; 2.94; 1.42 and 5.4 represent very high and large influence criteria. The research result on collaboration skills in the influence test is 0.89 demonstrating large influence criteria. Based on impact test, implementing a project based learning model on student’s 21st-century skills about environmental pollution has a great impact. Through materials on environmental pollution has a great impact. Through materials on environmental pollution using a project based learning model, student’s critical thinking, communication, collaboration and creativity skills can be improved
Analysis of Food Vlog Media Integrated Ethnoscience Usage on Students' Critical Thinking Skill Lestari, Indah Beti; Darmawan, Deni; Dewi, Laksmi; Rahmawati, Yulia
PEDAGOGIA Vol 22, No 3 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v22i3.75850

Abstract

This study investigated the impact of using Food Vlog media in ethnoscience-integrated science learning on students' critical thinking skills. Critical thinking was assessed using a reasoned multiple-choice test. Quantitative data were analyzed through parametric statistical tests, including the paired sample t-test for pretest and posttest results, using SPSS (Statistical Program for Social Science) software. To measure the degree of improvement, an N-Gain test was conducted following the t-test. The paired sample t-test revealed a significance value of 0.000 0.005, indicating that H0 is rejected and Ha is accepted, confirming a significant effect of Food Vlog media on critical thinking skills. The N-Gain test results further showed that improvements in critical thinking skills for SMP and MTs students fell into the medium category. These findings underscore the potential of integrating Food Vlog media with ethnoscience-based science learning as an effective strategy to enhance students' critical thinking abilities. This research suggests that innovative and contextually relevant teaching media can significantly support educational outcomes.
Health Diagnosis of School Leadership in the Implementation of Digital-Based Suryadi, Suryadi; Triana, Cepi; Sudarsyah, Asep
PEDAGOGIA Vol 22, No 1 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v22i1.65227

Abstract

The digital-based school leadership health diagnosis is a continuation of previous research that developed concepts and instruments for diagnosing school leadership health. The application created in this study utilizes a streamlined process based on the first five stages of Borg and Gall's model, which aims to produce an efficient diagnostic tool. Initially, the application included five stages: self-evaluation, interviews, observations, preparation of recommendations, and implementation of recommendations. However, through limited trials, the diagnosis stages were reduced from five to four, by eliminating the observation stage. The refined process now consists of self-evaluation, interviews, preparation of recommendations, and implementation of recommendations. It was observed that the objectives of the removed observation stage could still be effectively met during the interview process, where the validation, analysis, and discussion of leadership health issues were conducted. This digital application demonstrates an enhanced capacity for diagnosing school leadership health in a more efficient and streamlined manner, without compromising the accuracy of the diagnosis. The results of this study indicate that the application successfully reduces the time needed for analysis while maintaining a high level of diagnostic precision.
Enhancing English Communication Teaching Skill In Iraqi Schools Waham, Jihad Jaafar
PEDAGOGIA Vol 22, No 3 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v22i3.67400

Abstract

This study investigates the effectiveness of English language teaching methods in enhancing communication skills among students in Iraqi schools. Recognizing English as a crucial global language, the study underscores the need to shift from traditional rote-based teaching methods, which emphasize grammar and memorization, to approaches that foster practical communication skills. A mixed-methods approach is employed, combining quantitative surveys and qualitative interviews with English language teachers to examine their practices and challenges. Preliminary findings reveal that traditional methods fail to adequately support the development of communication skills. Conversely, the adoption of communicative language teaching (CLT) methods significantly enhances students' speaking and listening abilities. Nevertheless, the study identifies several barriers to the implementation of CLT, including insufficient resources, large class sizes, and resistance to pedagogical change. The findings underscore the importance of integrating interactive and student-centered communicative strategies into English language instruction. By emphasizing real-life communication, students can achieve greater fluency, confidence, and intercultural competence. In conclusion, while traditional methods have some merit, a balanced approach that incorporates communicative activities is essential for effective English language teaching in Iraqi schools.
Classroom Action Research: Enhancing IPAS Learning Outcomes on Indonesians' Cultural Diversity Using Wordwall to Elementary School Students Lestari, Dilla; Dwiyono, Yudo; Makmun, Makmun
PEDAGOGIA Vol 22, No 2 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v22i2.73897

Abstract

Penelitian dilaksanakan untuk mengetahui Peningkatan Hasil Belajar IPAS Materi Kekayaan Budaya Indonesia Melalui Media Wordwall pada Siswa Kelas IV SD Negeri 019 Samarinda Ulu Tahun Pembelajaran 2023/2024. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK) dilaksanakan dengan tiga siklus dan setiap siklus dua kali pertemuan. Prosedur penelitian terdiri empat tahap meliputi perencanaan, pelaksanaan, observasi, dan refleksi. Subjek yang diteliti yaitu siswa kelas IV SD Negeri 019 Samarinda Ulu berjumlah 22 orang dan objek penelitian adalah hasil belajar IPAS materi kekayaan budaya indonesia melalui media wordwall . Teknik dalam pengumpulan ini observasi, tes dan dokumentasi. Analisis data ini menggunakan persentase guru dan siswa, ketuntasan hasil belajar, serta peningkatan pada hasil belajar siswa. Penelitian ini menunjukkan hasil belajar siswa mulai dari siklus I pertemuan pertama dengan persentase siswa 23%, siklus I pertemuan kedua dengan persentase siswa 27%, siklus II pertemuan pertama dengan persentase siswa 41%, siklus II pertemuan kedua dengan persentase siswa tuntas 55%, siklus III pertemuan pertama dengan persentase siswa 64%, siklus III pertemuan kedua dengan persentase siswa 82%. Berdasarkan hasil penelitian ini disimpulkan mengalami Peningkatan Hasil Belajar IPAS Materi Kekayaan Budaya Indonesia Melalui Media Wordwall pada Siswa Kelas IV SD Negeri 019 Samarinda Ulu Tahun Pembelajaran 2023/2024.

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