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Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan
Published by Universitas Muhammadiyah Mataram
ISSN : 20866356     EISSN : 26143674     DOI : https://doi.org/10.31764/paedagoria.v15i2.20547
Core Subject : Education,
Education
Theoretical studies, research and development of teaching materials, activities, models or learning media in the field of education include mathematics and natural sciences (physics, chemistry, biology, science, ICT, and its applications); (2) social science, history, geography, culture and economy; (3) language and literature, and (4) basic education; Research actions to increase motivation, activities, interests or learning outcomes in solving learning problems; Development or design of creativity, innovation, and technology based on software, online or e-learning; Development of curriculum, management, programs, and other education policies.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 448 Documents
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IMPROVING SCIENTIFIC LITERACY SKILLS INTEGRATED WITH THE PROBLEM-BASED LEARNING MODEL Idris, Irfandi; Maryam, Andi; Rusni, Rusni; Rakhmiyanti, Rakhmiyanti; Ahmad, Rizky Ekawati
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 16, No 2 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v16i2.29644

Abstract

Abstract: This study aims to improve elementary school students’ scientific literacy skills through the implementation of the Problem Based Learning (PBL) model. The research subjects were 28 fifth-grade students at SDN 26 Kota Sorong. The method used was classroom action research conducted in two cycles. Instruments included scientific literacy tests, observation sheets, and interviews. The results showed that the average scientific literacy score increased from 55.6 in the pretest to 79.2 in the posttest, with a total improvement of 42.4%. Improvements occurred across all aspects of scientific literacy, including explaining scientific phenomena, designing and evaluating scientific investigations, and interpreting data and evidence scientifically. The PBL model was proven to encourage active student engagement, foster critical thinking skills, and make the learning process more meaningful. Therefore, PBL is recommended as an effective instructional approach to enhance scientific literacy in elementary school science learning.Abstrak: Penelitian ini bertujuan untuk meningkatkan kemampuan literasi sains siswa sekolah dasar melalui penerapan model pembelajaran Problem Based Learning (PBL). Subjek penelitian adalah siswa kelas V SDN 26 Kota Sorong yang berjumlah 28 orang. Metode yang digunakan adalah penelitian tindakan kelas dengan dua siklus. Instrumen yang digunakan meliputi tes literasi sains, lembar observasi, dan wawancara. Hasil penelitian menunjukkan bahwa rata-rata kemampuan literasi sains siswa meningkat dari 55,6 pada pretest menjadi 79,2 pada posttest, dengan peningkatan sebesar 42,4%. Peningkatan terjadi pada seluruh aspek literasi sains, yaitu menjelaskan fenomena secara ilmiah, mendesain dan mengevaluasi penyelidikan ilmiah, serta menafsirkan data dan bukti secara ilmiah. Model PBL terbukti mendorong keterlibatan aktif siswa, mengembangkan kemampuan berpikir kritis, dan menjadikan proses pembelajaran lebih bermakna. Oleh karena itu, model PBL direkomendasikan sebagai pendekatan pembelajaran yang efektif dalam meningkatkan literasi sains di sekolah dasar
IMPLEMENTATION OF GAMIFICATION-BASED MEDIA AND ITS IMPLICATIONS FOR COLLABORATIVE LEARNING IN ELEMENTARY SCHOOLS Kurniawan, Wibisono Yudhi; Yulianto, Arief; Sarwi, Sarwi; Subali, Bambang; Avrilianda, Decky
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 16, No 2 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v16i2.28659

Abstract

Abstrak: Pembelajaran gamifikasi untuk meningkatkan keterlibatan dan motivasi siswa telah banyak dilakukan, namun kajian tentang pengaruh gamifikasi terhadap pembelajaran kolaboratif belum banyak dikaji. Penelitian ini bertujuan untuk mengkaji dan memahami implementasi media berbasis gamifikasi serta implikasinya terhadap pembelajaran kolaboratif siswa kelas IV di SDN 2 Kentengsari. Jenis penelitian ini adalah penelitian kualitatif. Teknik pengumpulan data dilaksanakan melalui observasi, wawancara, dan dokumentasi. Hasil peneltian ini menunjukkan bahwa penggunaan gamifikasi oleh guru memberikan keuntungan dengan kemudahan dalam mengakses konten, terjalinnya interaksi dan komunikasi yang baik dengan siswa, dan peningkatan motivasi, dan hasil belajar siswa. Penggunaan media ini dapat membuat siswa antusias untuk mengikuti pembelajaran dan siswa dapat menyerap materi pembelajaran dengan lebih baik. Dari penelitian ini dapat disimpulkan bahwa penggunaan gamifikasi dalam pembelajaran kolaboratif memberikan banyak manfaat, termasuk peningkatan keterlibatan, motivasi, dan hasil belajar siswa.  Abstract:  Gamification learning to increase student engagement and motivation has been widely used, but studies on the influence of gamification on collaborative learning have not been widely studied. This study aims to examine and understand the implementation of gamification-based media and its implications for collaborative learning of grade 4 students at SDN 2 Kentengsari. This type of research is qualitative research. Data collection techniques are carried out through observation, interviews, and documentation. The results of this study indicate that the use of gamification by teachers provides benefits such as ease of accessing content, good interaction and communication with students, and increased motivation and student learning outcomes. This media can make students enthusiastic about participating in learning and help them absorb learning materials better. From this study, it can be concluded that gamification in collaborative learning provides many benefits, including increased student engagement, motivation, and learning outcomes.
THE ROLE OF FISHERMEN AND FARMERS IN INCREASING THE LEARNING MOTIVATION OF SDN 2 BINONTOAN STUDENTS Syahriono, Sitti Amriana; Dewi, Andi Imrah; Hariana, Kadek; Aras, Nurul Fitriah; Fasli, Muhammad
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 16, No 2 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v16i2.29733

Abstract

Abstract: Penelitian ini bertujuan untuk mengetahui peran orang tua dalam meningkatkan motivasi belajar siswa kelas II SDN 2 Binontoan, Kecamatan Tolitoli Utara, Kabupaten Tolitoli. Metode yang digunakan dalam penelitian ini adalah kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Subjek penelitian terdiri dari orang tua siswa kelas II, guru kelas, serta siswa sebagai objek utama penelitian. Hasil penelitian menunjukkan bahwa kurangnya perhatian orang tua terhadap pendidikan anak, keterbatasan waktu dalam membimbing belajar di rumah, serta minimnya komunikasi dan kerja sama dengan guru menjadi faktor utama rendahnya motivasi belajar siswa. Selain itu, kebutuhan dasar seperti ketersediaan ruang belajar yang nyaman, pola makan yang teratur, serta dukungan emosional juga berpengaruh terhadap motivasi belajar anak. Faktor-faktor yang memengaruhi motivasi belajar meliputi lingkungan keluarga, dukungan emosional, pengawasan dan bimbingan orang tua, serta motivasi intrinsik siswa. Orang tua berperan dalam enam aspek utama, yaitu memberikan dorongan belajar, memberikan penghargaan, menciptakan lingkungan belajar yang kondusif, mengatur jadwal belajar, memberikan dukungan agar anak tidak mudah menyerah, serta berkomunikasi dengan guru mengenai perkembangan akademik anak. Namun, terdapat kendala dalam menjalankan peran ini, seperti keterbatasan ruang belajar yang memadai serta keterbatasan sumber belajar dan sarana prasarana. Oleh karena itu, diperlukan kerja sama yang lebih erat antara orang tua dan pihak sekolah guna meningkatkan motivasi belajar siswa secara optimal..Abstract: This study aims to determine the role of parents in increasing the learning motivation of grade II students of SDN 2 Binontoan, North Tolitoli District, Tolitoli Regency. The method used in this study is descriptive qualitative with data collection techniques through observation, interviews, and documentation. The subjects of the study consisted of parents of grade II students, class teachers, and students as the main objects of the study. The results of the study showed that the lack of parental attention to children's education, limited time in guiding learning at home, and minimal communication and cooperation with teachers were the main factors in low student learning motivation. In addition, basic needs such as the availability of a comfortable study room, regular eating patterns, and emotional support also affect children's learning motivation. Factors that influence learning motivation include the family environment, emotional support, parental supervision and guidance, and students' intrinsic motivation. Parents play a role in six main aspects, namely providing learning encouragement, giving rewards, creating a conducive learning environment, arranging learning schedules, providing support so that children do not give up easily, and communicating with teachers about children's academic development. However, there are obstacles in carrying out this role, such as limited adequate study space and limited learning resources and infrastructure. Therefore, closer cooperation is needed between parents and schools to optimally increase students' learning motivation.
APPLICATION OF CTL MACI (MOTIVATE, OBSERVE, CONCLUDE, IMPLEMENT) LEARNING MODEL TO IMPROVE LITERACY OF ELEMENTARY SCHOOL STUDENTS IN MATARAM CITY Lamusiah, Siti; Aryanti, Ribut
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 16, No 2 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v16i2.27904

Abstract

Abstrak: Penelitian ini bertujuan untuk mengevaluasi pengaruh penerapan model pembelajaran Contextual Teaching and Learning (CTL) dengan strategi MACI (Motivasi, Amati, Conclude, Implementasi) terhadap kemampuan literasi siswa di Sekolah Dasar. Metode yang digunakan adalah penelitian dan pengembangan (R&D) dengan pendekatan kuantitatif deskriptif, melibatkan uji coba terbatas melalui desain one group pretest-posttest dan pretest-posttest control group design. Penelitian dilakukan di dua sekolah dasar di Kota Mataram, yaitu SDN 26 Kota Mataram dan SDN 1 Cakranegara, dengan fokus pada peningkatan keterampilan menyimak, berbicara, membaca, dan menulis. Data dianalisis menggunakan paired sample t-test, dan reliabilitas instrumen diukur menggunakan Cronbach's Alpha. Hasil penelitian menunjukkan adanya peningkatan signifikan pada seluruh keterampilan literasi siswa setelah penerapan model CTL MACI. Peningkatan skor posttest lebih tinggi dibandingkan pretest di kedua sekolah, dengan korelasi yang kuat antara pretest dan posttest untuk semua keterampilan (ranging from 0.530 to 0.997). Reliabilitas instrumen pengukuran juga menunjukkan nilai yang sangat baik (Cronbach’s Alpha > 0.90). Meskipun keterampilan menyimak di SDN 1 Cakranegara menunjukkan korelasi yang lebih rendah (0,530), penelitian ini menyimpulkan bahwa model CTL MACI efektif dalam meningkatkan keterampilan literasi siswa, dan instrumen pengukuran yang digunakan dapat dipercaya. Temuan ini mendukung penggunaan model CTL MACI sebagai pendekatan yang kontekstual dan berbasis siswa untuk meningkatkan keterampilan literasi di sekolah dasar.Abstract:  This study aims to evaluate the effect of implementing Contextual Teaching and Learning (CTL) learning model with MACI strategy (Motivation, Observe, Conclude, Implement) on students' literacy skills in elementary school. The method used was research and development (R&D) with a descriptive quantitative approach, involving a limited trial through a one group pretest-posttest design and a pretest-posttest control group design. The research was conducted in two elementary schools in Mataram City, namely SDN 26 Mataram City and SD Aisyiyah 2 Mataram, with a focus on improving listening, speaking, reading, and writing skills. Data were analyzed using paired sample t-test, and instrument reliability was measured using Cronbach's Alpha. The results showed a significant increase in all students' literacy skills after the application of the CTL MACI model. At SD Aisyiyah, the average ability of language skills (listening, speaking, writing and reading) average score between 65-73 is moderate, because it has not used the CTL MACI learning syntax. Meanwhile, SD 26 Mataram has a high ability of the 4 language skills with an average score of 84-85, because it has implemented the CTL MACI learning syntax.  Although the skills at SD Aisyiyah 2 showed a lower correlation, the study concluded that the CTL MACI model was effective in improving students' literacy skills, and the measurement instruments used were reliable. The findings support the use of the CTL MACI model as a contextualized and student-driven approach to improving literacy skills in primary schools.
THE NUMERACY LITERACY SKILLS OF VISUALLY IMPAIRED STUDENTS Haslinda, Haslinda; Husniati, Andi; Firdaus, Andi Mulawakkan
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 16, No 3 (2025): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v16i3.30376

Abstract

This study aims to analyze various studies on the numeracy literacy of blind students using the Systematic Literature Review (SLR) approach. The articles analyzed were selected based on inclusion criteria in the form of relevant research in the period 2017–2024, as well as exclusion criteria that include research that is not empirically based or does not focus on blind students. The analysis was conducted using a thematic synthesis approach to group the main findings from the reviewed literature. The results of the study indicate that the numeracy literacy skills of blind students are still below national education standards. The main difficulties they face lie in understanding abstract mathematical concepts, limited access to adaptive learning media, and lack of pedagogical support that suits their needs. Learning strategies that have been proven effective include the use of tactile methods such as jarimatika and braille media, technology-based approaches such as flipped classrooms and digital applications, and contextual learning that involves direct experience. Internal factors such as learning styles and motivation, as well as external factors such as teacher training and environmental support, greatly influence the achievement of numeracy literacy in blind students. This study shows the importance of a systematic and evidence-based approach in developing learning strategies for blind students. Therefore, increasing the accessibility of learning media and training for educators are important steps to create a more inclusive and effective learning environment.
VALIDATION OF STEM PROJECT-BASED LEARNING MODULE FOR ELEMENTARY SCHOOL SCIENCE LEARNING Septiadevana, Riski; Abdullah, Norazilawati
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 16, No 3 (2025): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v16i3.30344

Abstract

Abstrak: Melalui implementasi pembelajaran STEM berbasis proyek, siswa dapat bekerja dalam kelompok untuk menyelesaikan masalah, sekaligus mengembangkan keterampilan abad ke-21. Sementara itu, modul pengajaran berfungsi sebagai panduan bagi guru, memungkinkan untuk diterapkan secara mandiri dan menyesuaikan pembelajaran STEM dengan kondisi sekolah masing-masing dan tetap dalam koridor yang tepat. Tujuan penelitian ini adalah untuk melakukan validasi modul yang telah dihasilkan pada tahap sebelumnya dengan menggunakan pendekatan Design and Development Research (DDR) agar memenuhi kriteria modul ajar STEM yang bermutu. Data diperoleh dari tujuh orang ahli di bidang pendidikan STEM, pendidikan sains, dan pendidikan dasar. Instrumen yang digunakan adalah angket yang meliputi enam dimensi atau indikator penilaian mutu validitas yang terdiri dari; tujuan pembelajaran, isi modul, format dan bahasa modul, penyajian modul, kegunaan modul, dan penilaian modul dengan jumlah butir soal yang berbeda-beda untuk setiap dimensinya. Hasil penelitian menunjukkan bahwa seluruh butir soal validitas modul memperoleh nilai presentase persetujuan ahli sebesar 87,76% dan nilai CVI rata-rata sebesar 0,985. Hal ini berarti bahwa modul baik dari segi nilai presentase maupun CVI tergolong tinggi. Meskipun demikian, diperlukan penelitian lebih lanjut untuk menilai modul tersebut, seperti melalui penilaian kegunaan modul maupun secara eksperimen.Abstract:  Through the implementation of project-based STEM learning, students can work in groups to solve problems, while developing 21st-century skills. Meanwhile, the teaching module serves as a guide for teachers, allowing them to apply independently and adjust STEM learning to the conditions of each school and stay within the right corridor. The purpose of this study is to validate the modules that have been produced in the previous stage using Design and Development Research (DDR) approach to meet the criteria for quality STEM teaching modules. Data were obtained by seven exepert in STEM education, science education, and elementary education field. Instrumen used was questionnaire covering six dimensions or indicators of validity quality assessment consisting of; learning objectives, module content, module format and language, module presentation, module uses, and module assessment with a different number of items for each dimension. The study showed that all module validity items obtained a percentage value of expert agreement of 87.76% and an average CVI value of 0.985, This means that the validity of the module both in terms of percentage value and CVI is high. Nevertheless, further research is needed to assess the module, such as through assessing the usability of the module or experimentally.
SCIENCE E-MODULE BASED ON LOCAL WISDOM TO IMPROVE SCIENTIFIC LITERACY AND CRITICAL THINKING SKILLS OF JUNIOR HIGH SCHOOL STUDENTS Mardiana, Alif; Waluyo, Joko; Aristya Putra, Pramudya Dwi
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 16, No 3 (2025): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v16i3.29858

Abstract

One of the skills that needs to be equipped to prepare a quality generation that meets the criteria of the 21st century is scientific literacy skills and high-level thinking skills, including thinking skills. Scientific literacy skills and critical thinking skills in students can be built through local wisdom which is used as a learning resource. The use of teaching materials in the form of e-modules can encourage students to learn more actively. The aim of this research is to produce a science e-module based on local wisdom to improve scientific literacy and valid critical thinking skills of junior high school students.  The method used is of the research and development type by adapting the 4D model developed by Thiagarajan. In the 4D model there are 4, namely definition, design, development and dissemination.  The validation results which included aspects of content suitability, presentation aspects, language aspects, graphic aspects by three validators obtained an average percentage of 93% with a very valid category. This shows that the e-module that has been developed has the qualifications to be suitable for use.
DEVELOPING AUGMENTED REALITY FOR IMPROVING CONCEPT COMPREHENSION ON PHOTOGRAPHY LEARNING Ananda, A. Suci Rizky; Haryanto, Haryanto
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 16, No 3 (2025): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v16i3.31153

Abstract

Integrating Augmented Reality (AR) in vocational high schools presents a transformative opportunity for vocational education; however, its efficacy hinges critically on teachers' acceptance and pedagogical adaptation. This study explores vocational high school teachers' views on using Augmented Reality (AR) to enhance practical learning and student engagement in vocational education. Augmented reality holds great potential as a learning tool, especially in the Visual Communication Design department at Vocational High School. This qualitative study employed a phenomenological research design to examine vocational teachers' lived experiences with augmented reality (AR) in instruction. Six purposively selected vocational teachers from West Sulawesi, Indonesia, participated in semi-structured in-depth interviews, enabling detailed exploration of their perceptions, challenges, and contextual adoption strategies. Thematic analysis was performed using ATLAS.ti 2023, revealing two key themes: the strengths and weaknesses of PowerPoint or Canva media, and the benefits of augmented reality. The study found that while PowerPoint or Canva had more weaknesses than strengths for photography subjects, augmented reality proved to be highly effective in improving student comprehension, thanks to its 3D features and new technology. Schools should prioritize teacher training programs, implement pilot projects in specific technical fields, and foster government-industry partnerships for resource support to maximize AR's potential. Future research should focus on longitudinal studies of AR's educational impact and the development of affordable, customizable AR solutions tailored to vocational training needs, ensuring this technology effectively bridges the gap between classroom learning and workplace skill requirements.
DEVELOPMENT OF INTERACTIVE LEARNING MEDIA USING PLAYING CARDS ON INDONESIAN HISTORY MATERIAL FOR JUNIOR HIGH SCHOOL STUDENTS Assidiq, Jimi Priyo; Syaifuddin, Mohammad; Arista Asih, Ria
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 16, No 3 (2025): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v16i3.31529

Abstract

This research aims to develop an interactive learning media based on playing cards through the Wordwall platform that is practical, effective and interesting to improve  Students' recall skills of Indonesian History subject matter. Creative and innovative teachers are important factors in supporting the improvement of students' understanding. The method used is Research and Development (R&D) with the ADDIE development model, which includes five stages: analysis, design, development, implementation, and evaluation. The research subjects were male VIII grade students at SMP Muhammadiyah 4 Tanggul. The instruments used include product validation questionnaires by media experts and material experts, student response questionnaires to assess practicality, as well as pre-test and post-test to measure learning outcomes. The results showed that at the analysis stage, students need interactive learning media. The validation results showed that the media met the eligibility criteria, with a score of 82.5% from media experts and 78% from material experts. The practicality test conducted on students resulted in a score of 79%, which is included in the "practical" category. Based on these findings, the playing card-based learning media through the Wordwall platform is declared valid, practical, and effective in improving students' understanding of Indonesian History material
THE EFFECT OF THE DISCOVERY LEARNING MODEL ON THE LEARNING OUTCOMES OF GRADE V STUDENTS IN THE INDEPENDENT CURRICULUM Amalia, Rizqi Laily; Rezania, Vanda
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 16, No 3 (2025): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v16i3.30266

Abstract

The DL learning model emphasizes student-centered learning, one of which is to encourage students to find concepts independently through direct learning experiences. This model is believed to improve concept understanding and student learning outcomes, especially at the elementary school level. The purpose of the research is to find out how the DL model affects the learning outcomes of VA class students of SDN Gedang Porong 1 in the independent curriculum. The method applied is preexperimental design with the type of one group pretest-posttest design. Researchers took a population of 28 students in class VA. The research subjects included VA class students who were given DL-based learning treatment. The data collection technique used the initial (pretest) and final (posttest) treatment tests. The sampling technique used saturated sampling technique. The data collection technique applied is the test technique used to find data about student learning outcomes. The research instrument used test sheets for pretest and posttest questions. Data analysis techniques using descriptive statistics using paired sample t-test. The results of the study prove that the average score of students' pre-test reached 75.57, while the average posttest score increased to 93. The results of data analysis with the t-test showed a significant level of <0.001 which is smaller than <0.05, so it can be concluded that there is a significant difference in learning outcomes before and after applying the DL model.

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