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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 255 Documents
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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.
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.
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.
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.
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

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. 
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.  

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