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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 486 Documents
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Home Literacy Environments in Indonesia: Examining the Role of Socioeconomic Status in Family Language Practices Ati, Veni; Indriati, Titin; Nupus, Hayati; Kiswaga, Godlove; Dicko, Abdramane; Irwansyah, Muhammad
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.38087

Abstract

Literacy is understood as more than the ability to read and write, as it also involves cognitive skills shaped by social and cultural experiences and is closely linked to language acquisition. This study aims to examine how Indonesian families support literacy development at home and how socioeconomic factors influence these practices. Using Spolsky’s (2004) Family Language Policy (FLP) framework, the study applies a qualitative approach with data collected through questionnaires and interviews. The findings show that, although families generally demonstrate positive attitudes toward language use and engage in supportive literacy practices, their efforts in systematic literacy planning remain limited. In terms of socioeconomic influence, only mothers’ educational background is found to have a significant impact, particularly in shaping language-related practices and literacy support at home. Other factors, such as fathers’ education, occupation, and household income, show no strong influence on family language policy or foreign language literacy planning.
Exploration of the Need for Developing ARCS Model-Based E-Module in Biology Learning: A Mixed-Methods Study Naadhiroh, Naila Zulfa; Sunardi, Sunardi; Sukmawati, Fatma
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.37679

Abstract

This study addresses the limited use of interactive digital teaching materials and the low level of student motivation in Biology learning. This study aims to analyze needs and explore the potential for developing e-modules based on the ARCS (Attention, Relevance, Confidence, Satisfaction) model in Biology learning. The research employs a mixed-methods approach with an exploratory sequential design. The qualitative phase involved interviews with three teachers, while the quantitative phase included 198 students through a distributed questionnaire. The results indicate that Biology learning still faces various challenges. Teachers reported that common teaching obstacles relate to student motivation and stated unfamiliarity with, and lack of implementation of, the ARCS model in their teaching. The majority of students expressed a desire for teaching materials that are more engaging and enjoyable, supplemented with images, animations, or videos. Both students and teachers showed interest in developing e-modules, viewing these as resources that can enhance motivation, facilitate understanding of the material, and support independent learning. These findings suggest that the ARCS-based e-module holds potential as a relevant solution for improving the quality of Biology learning through a motivational approach. This study provides a foundation for the development of the ARCS model-based e-module and recommends opportunities for further research on its effectiveness.
Innovation of Virtual Reality Learning Media in Increasing Vocational High School Students’ Learning Motivation in Building Management Layout Material Hasim, Rahman; Wiradharma, Gunawan; Prasetyo, Mario Aditya; Anam, Khaerul
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.36746

Abstract

This study aims to examine the effectiveness of a learning medium that has been developed since 2024, namely VROOM: Virtual Reality Room Organization and Optimization Media, in increasing vocational high school (SMK) students’ learning motivation in the subject of Building Management Layout. The method used was Research and Development (R&D) with the ADDIE development model approach, focusing on the implementation and evaluation stages. The research subjects consisted of 30 eleventh-grade SMK students majoring in Office Management who participated in learning activities using VROOM. The data collection instrument was a student learning motivation questionnaire measuring two main aspects: intrinsic and extrinsic motivation. The results showed a significant increase in students’ learning motivation after using VROOM. Intrinsic motivation increased from 2.45 to 3.28, while extrinsic motivation increased from 2.35 to 3.22. Overall, the total score rose from 2.94 to 3.79, with a significant difference (p < 0.05) and a large effect size (Cohen’s d = 1.5). These findings indicate that VROOM effectively supports experiential and interactive learning, helping students better understand spatial concepts while increasing their motivation. Therefore, VR-based learning media has strong potential to support skill-based learning in vocational education.
Analysis of the Need for Interactive Learning Media Based on Canva Integrated with Wordwall to Increase Student Interest in Learning about Electrolyte and Non-electrolyte Solutions Nuraini, Indah; Muflihah, Muflihah; Hartati, Yuli
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.38362

Abstract

Students’ low interest in learning about electrolyte and non-electrolyte solutions is caused by the abstract nature of the concepts and the limited use of interactive learning media. This study aims to analyze students’ needs regarding the development of interactive learning media based on Canva integrated with Wordwall to enhance learning interest. The study employed a quantitative descriptive design with a sample of 42 twelfth-grade students and one chemistry teacher at SMA Negeri 9 Samarinda, selected through purposive sampling. Data were collected via questionnaires and interviews, then analyzed using descriptive percentage statistics. The results showed that all 21 questionnaire items were valid with very high reliability (Cronbach’s Alpha = 0.939). A total of 84.52% of students needed media capable of visualizing concepts, 80.95% possessed technological readiness, and 76.17% were ready to use interactive media. The findings also indicate a correlation between learning interest, the use of learning media, and the need for interactive media, where media limitations impact suboptimal student engagement. Interview results reinforce the need for media featuring visualization, video, and gamification. Thus, the development of Canva-based media integrated with Wordwall is deemed relevant for enhancing learning interest and student engagement.
Green Solver Card Game: Needs Analysis and Design for Green Chemistry Learning Rahma, Siregar Aliya; Watulingas, Maasje Catherine; Nurhadi, Mukhamad
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.38132

Abstract

This research is driven by the instructional saturation and passive learning environment observed in green chemistry education at SMAN 8 Samarinda. The study aims to conduct a needs analysis and design an interactive learning medium called the Green Solver card game to increase student engagement and conceptual understanding. Using the Research and Development (R&D) approach with the ADDIE model, this research is specifically limited to the analysis and design stages. The subjects involved in this preliminary study were 1 chemistry teacher and 189 tenth-grade students as the primary data sources. The analysis stage, conducted through interviews and questionnaires, revealed that 76.2% of students found existing static media uninteresting, while 92.1% expressed a strong preference for the integration of game-based learning. In the design stage, the Green Solver card game was developed by adapting the "Truth or Dare" social mechanism into two strategic components: Theory cards and Action cards. Theory cards serve as retrieval practice tools to strengthen conceptual memory, whereas Action cards incorporate gamified challenges and environmental problem-solving tasks to alleviate learning anxiety and promote social collaboration. The resulting design includes a comprehensive guidebook, a tiered scoring system (5-40 points), and visual elements optimized for cognitive processing through dual coding. This study successfully produced a prototype blueprint that offers a holistic solution to transform classroom dynamics from passive to active learning.
From RPP to Teaching Modules: Challenges and Practices of ISMUBA Teachers Rahmalia, Nuriza; Madjid, Abd.
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.37583

Abstract

The implementation of the Independent Curriculum has brought significant changes in learning planning, particularly in the transition from the 2013 Curriculum Lesson Plan (RPP) to teaching modules. This shift requires teachers to adapt to new principles such as flexibility, differentiated learning, and the integration of the Pancasila Student Profile. This study aims to analyze the challenges ISMUBA teachers face in designing and implementing teaching modules, examine how their understanding of curriculum principles influences classroom practices, and identify the strategies and professional support needed for effective implementation. This study employed a descriptive qualitative approach involving three ISMUBA teachers at SMP Muhammadiyah 1 Gamping. Data were collected through in-depth interviews, classroom observations, and document analysis. The data were analyzed using an interactive process consisting of data reduction, data display, and conclusion drawing, while validity was ensured through triangulation of sources and techniques. The findings indicate that teaching modules are perceived as more flexible and comprehensive than the 2013 Curriculum lesson plans, as they cover multiple learning sessions, integrate character development, and support differentiated learning. However, this flexibility also presents challenges, including the complexity of module preparation, limited teacher understanding, and relatively uniform evaluation practices. The study concludes that the successful implementation of teaching modules depends not only on curriculum design but also on teachers' pedagogical readiness, clear operational guidelines, and sustained professional and digital learning support.
An Analysis of the Effectiveness of the Course Review Horay Learning Model in Enhancing Students’ Interest in Islamic Religious Education Rafiki, Niken Aufa; Sada, Heru Juabdin; Yusnita, Erni
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.38090

Abstract

This study is motivated by the low level of students’ interest and engagement in Islamic Religious Education and Character Education (PAI and Budi Pekerti), indicating the need for a more innovative, interactive, and enjoyable learning model. The objective of this study is to examine the effectiveness of the Course Review Horay (CRH) learning model in enhancing students’ learning interest in PAI and Budi Pekerti at SMK Muhammadiyah Way Sulan. This study employs a quantitative experimental method using a posttest-only control group design. The sample was selected through simple random sampling and divided into an experimental group (treated with the CRH model) and a control group (taught using conventional methods). The research instrument consisted of a learning interest questionnaire that had been tested for validity and reliability, yielding a reliability coefficient of 0.812, indicating high internal consistency. The data were analyzed using an independent samples t-test to determine the significance of differences between the two groups. The findings reveal that the CRH learning model has a positive and statistically significant effect on students’ learning interest, as reflected in increased participation, improved classroom interaction, and higher levels of enthusiasm compared to conventional teaching methods. The novelty of this study lies in the implementation of the CRH model within Islamic Religious Education at the vocational high school level, a context that remains underexplored in prior research, thereby contributing to the advancement of cooperative learning models in religious education.
The Role of the Center-Based Learning Model in Early Childhood Literacy Development: A Systematic Literature Review Munadaroh, Erah; Mustapa, Noviana; Amini, Mukti
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.38005

Abstract

This study aims to examine the role of the center-based learning model in early childhood literacy development through a systematic literature review approach. Early literacy is a critical foundation for children’s cognitive, language, social, and character development, necessitating instructional models that align with their developmental characteristics. This study employed the PRISMA 2020 framework to systematically identify and analyze relevant literature. Data were collected from national and international journal articles published within the last ten years, selected based on inclusion criteria such as children aged 5–6 years, the application of center-based learning or Beyond Centers and Circle Time (BCCT), and a focus on literacy development. A total of ten articles were analyzed using descriptive and narrative techniques. The findings reveal that the center-based learning model significantly enhances early literacy skills, particularly in language development, symbolic thinking, communication, and meaning-making through structured, play-based activities. Additionally, this model promotes children’s independence, creativity, and active engagement in learning. However, its implementation faces challenges related to teacher competence, limited facilities, and insufficient parental and institutional support. This study concludes that the effectiveness of center-based learning in improving literacy outcomes depends on well-organized learning centers, the integration of interactive literacy materials, and strong pedagogical facilitation by educators.
Analysis of Mathematics Learning Difficulties in Grade VI Students at Miftahul Ulum Madrasah Ibtidaiyah In Solving Word Problems Firdaus, Izzul Haq Candra; Fuady, Anies; Rohmah, Nur Nabilah Syahrur; Chasanah, Arini Nur
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.37134

Abstract

Students who experience difficulties in learning mathematics often make mistakes in arithmetic and in the concepts used to solve story problems. The difficulties students often experience include solving story problems: they are unable to understand the problem's meaning and are confused about which arithmetic operation to use. The purpose of this study was to identify the difficulties students experience in learning mathematics and the factors that influence these difficulties in sixth grade at Miftahul Ulum Islamic Elementary School. This study used a qualitative descriptive method. The study subjects were 10 sixth-grade students and their homeroom teacher. The data collection procedures used were observation, interviews, tests, and documentation. The study found that 3 out of 10 sixth-grade students experience difficulties in learning mathematics when solving story problems. The difficulties in learning mathematics in solving story problems in the sixth grade included understanding concepts, calculating, and problem-solving. The factors causing difficulties in learning mathematics came from internal and external factors. Internal factors originating from students included IQ, student attitudes towards learning, and low student motivation to learn. Meanwhile, external factors originating from outside the students include a lack of variety in teaching methods, the use of learning media, and the environment.
The Representation of Religious Values as Character Education Messages in the Song “Senandung Ma’had Sunan Ampel al-‘Ali” Rosyidah, Inayatur; Gufron, Gufron; Fitrotulloh, Mohamad Rofik
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.38370

Abstract

Character education in contemporary educational discourse extends beyond cognitive attainment to include value orientation, moral attitudes, and spiritual awareness. Within this context, symbolic media such as songs play an important role in engaging affective and cultural dimensions. This study examines the representation of religious values as character education messages in the song “Senandung Ma’had Sunan Ampel al-‘Ali,” a symbolic element of Ma’had al-Jāmi‘ah at UIN Maulana Malik Ibrahim Malang. This study employs a qualitative text-centered design using qualitative content analysis integrated with thematic analysis. The analysis is guided by character education theory and Islamic ethical perspectives. The data consist of the complete song lyrics, analyzed through coding, categorization, and interpretive meaning construction. Analytical rigor was ensured through theoretical triangulation, peer debriefing, and iterative coding verification. The findings identify five core values: devotion-oriented religiosity, appreciation of knowledge as a spiritual value, sincerity and dedication, moral struggle (jihad) as an ethical ethos, and social morality reflected in the concept of ulul albab. These values are constructed through symbolic and affective language, positioning the song as a medium for implicit value internalization. The study indicates that institutional song lyrics function as symbolic discourse through which religious values are organized and communicated, highlighting the role of affective-cultural media in character education.

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