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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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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.
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.
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.
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.

Page 26 of 26 | Total Record : 255

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