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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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Building Student Engagement Through Personalized Marketing: The Key to Student Loyalty in Educational Services Rofiki, Moh.; Mahrosa, Safira
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.v17i2.38372

Abstract

This study aims to analyze the application of personalized marketing in education and its impact on emotional engagement and student loyalty. The study was conducted at Madrasah Aliyah Nurul Jadid, an Islamic boarding school-based institution that emphasizes personalized services, effective communication, and a relevant curriculum. The study used a qualitative case study approach, with teachers, students, and parents as subjects. Data were collected through in-depth interviews, participant observation, and documentation, and then analyzed thematically with triangulation to ensure validity. The results show that personalization, which tailors interactions, academic guidance, and extracurricular services to individual student characteristics, can create meaningful learning experiences, increase attention, foster feelings of appreciation, and strengthen emotional engagement. This approach also encourages students' social engagement in the school community and reduces the risk of disengagement. The findings emphasize the importance of integrating personalized interactions with Islamic boarding school culture to build stable, supportive, and sustainable educational relationships, as well as to strengthen the relationships among students, teachers, and the institution. This study contributes to the development of the concept of personalized marketing in the educational context, particularly in Islamic boarding schools, by highlighting the design, implementation, and significance of personalization strategies to increase student loyalty and retention.
The Impact of Effectiveness of PAI Decentralization Curriculum to Improve the Quality of Teachers and Students Rustin, Ddilla; 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.v17i2.37646

Abstract

Islamic Religious Education (PAI) plays a vital role in shaping students’ character, morals, and concern for socio-cultural diversity and environmental sustainability. To address contemporary challenges and contextual needs, a decentralization policy in the PAI curriculum is applied. This policy grants regional authorities the flexibility to adapt teaching materials in line with local cultural values and community needs. The main goal is to enhance the relevance, effectiveness, and appeal of PAI education by making it more contextual and responsive to local conditions. Education is not only a medium for knowledge and character development but also a platform to cultivate students’ awareness and responsibility toward preserving their environment and community. Curriculum innovation that integrates religious values, local wisdom, and environmental insight becomes a strategic approach to shaping a generation that is faithful, caring, and ecologically literate. This study uses a systematic literature review method, analysing 20 articles from Google Scholar published between 2020 and 2024, with the keyword’s “decentralization” and “PAI curriculum.” The findings indicate that curriculum decentralization can improve the contextuality and relevance of Islamic education but also encounters challenges such as disparities in regional capacities and limited coordination among policy stakeholders.
Implementation of the STAD Type Cooperative Learning Model in Islamic Education Learning in Integrated Islamic Elementary Schools Pernandes, Rapi; Wirdati, Wirdati
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.v17i2.38122

Abstract

Learning Islamic Religious Education (PAI) in Integrated Islamic Elementary Schools (SDIT) requires an approach that emphasizes not only mastery of knowledge but also the internalization of moral values and the formation of Islamic character in students. However, PAI learning practices still tend to be teacher-centered, resulting in low student learning activities. This study aims to describe the implementation of the Student Teams Achievement Division (STAD) cooperative learning model in PAI learning and analyze its contribution to improving student learning activities in SDIT. This study uses a qualitative approach with a descriptive design. Data were collected through observation, interviews, questionnaires, and documentation, then analyzed using data reduction, data presentation, and conclusion drawing techniques. The results show that the implementation of STAD was well implemented and was able to improve student learning activities, especially in aspects of discussion participation, group work, courage to express opinions, and involvement in completing assignments. In addition, the implementation of STAD contributed to the internalization of moral values through structured social interactions. The novelty of this study lies in the contextualization of the STAD model as a value- based PAI learning approach in the SDIT environment. This study recommends the STAD model as an effective and relevant alternative for Islamic Education learning to improve the quality of the learning process in Islamic elementary schools.
Fables as a Strategic Space for Instilling Moral Values: A Study of Character Education in the Anthology of Folktales from the Special Region of Yogyakarta Saudah, Khalifatun; Saleh, Muhammad; Hajrah, Hajrah
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.v17i2.38071

Abstract

This study investigates fables as a strategic medium for cultivating moral values in character education, using eight fables from Antologi Cerita Rakyat Daerah Istimewa Yogyakarta by Dhanu Priyo Prabowo as the primary source. It aims to analyze how moral values are embedded in the narratives and to examine their relevance through Thomas Lickona’s framework of moral knowing, moral feeling, and moral action, as well as to identify recurring character patterns and their implications for contemporary character education. A qualitative descriptive method was employed. Data were collected through close reading and note-taking, followed by categorization of moral conflicts and identification of narrative elements reflecting moral values. The analysis was guided by Lickona’s framework, with validity ensured through theoretical triangulation. The findings show that the fables convey moral values such as honesty, humility, loyalty, perseverance, prudence, empathy, and wisdom through character behavior and narrative consequences. These values form consistent patterns of character development integrating cognitive, affective, and behavioral dimensions. The fables also reflect Javanese local wisdom, supporting culturally responsive character education. In conclusion, fables function as both cultural heritage and effective pedagogical tools for fostering moral awareness and strengthening learners’ cultural identity.
The Role of Educational Philosophy and Civic Education in Strengthening Students’ Integrity and Civic Responsibility Yasmiati, Ni Luh Wayan; Lasmawan, I Wayan; Kertih, I Wayan; Suastra, I Wayan; Santosa, Made Hery
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.v17i2.37176

Abstract

Integrity and civic responsibility are two crucial elements in the life of a nation and state. Both are widely believed to be developed through processes of awareness and education. Accordingly, this study aims to identify the role of educational philosophy, as a framework for cultivating awareness, and civic education in strengthening students’ integrity and civic responsibility. This research employed a sequential explanatory mixed-methods design, involving 22 respondents consisting of students, teachers, and school principals. The study began with the collection of quantitative data using a five-point Likert-scale questionnaire to identify the perceptions of students, teachers, and school principals regarding the role of educational philosophy and civic education in strengthening students’ integrity and civic responsibility. The collected data were quantified and analyzed quantitatively by calculating percentages and mean scores. Subsequently, qualitative data were gathered through interviews to confirm and elaborate on the previously obtained quantitative findings. The interview data were analyzed qualitatively using an interactive analysis model. The findings indicate that, in general, students, teachers, and school principals hold positive perceptions of the role of educational philosophy and civic education in strengthening students’ integrity and civic responsibility. This is reflected in the mean scores obtained from the questionnaire results, which show positive responses from students (4.52), teachers (4.57), and school principals (4.95). Furthermore, the qualitative findings support and reinforce the quantitative results. Therefore, it can be concluded that educational philosophy and civic education play a significant role in strengthening students’ integrity and civic responsibility.
Integrated Curriculum Management Based on School Culture as a Strategy for Strengthening Character Education in Integrated Islamic Schools Syamilah, Izzah; Arifin, Zainal
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.v17i2.38373

Abstract

This study aims to analyse integrated curriculum management grounded in school culture as a strategy for strengthening character education in Integrated Islamic Schools. The research was conducted at Raudhatul Ulum and Menara Fitrah Integrated Islamic Junior High Schools in Ogan Ilir Regency, involving 18 participants selected purposively based on their roles in curriculum and character education programmes. Participants included of school principals, vice principals for curriculum and student affairs, teachers, guidance and counselling (BK) teachers, and programme coordinators. Demographically, they ranged in age from 30 to 55 years, consisted of both male and female educators, and had professional experience between 5 and 25 years. A descriptive qualitative approach was employed. Data were collected through in depth interviews, observations, and document analysis, and validated using source and method triangulation. Data analysis followed the interactive model of Miles, Huberman, and Saldana. The findings show that school culture based integrated curriculum management is implemented through planning, organizing, implementing, and controlling. Character education is embedded in classroom learning, extracurricular activities, habituation practices, and school culture. The promoted values include religiousness, discipline, social care, independence, and creativity. The study concludes that integrating school culture into curriculum management provides a systematic and sustainable strategy for strengthening character education.
An Analysis of Cognitive Levels in Sociology Assessment Instruments for Senior High School: A Teacher Document Study Agustina, Dwi; Martiana, Aris; Sari, Novita
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.v17i2.37510

Abstract

Studies that specifically analyze the distribution of cognitive levels in sociology assessment instruments remain limited. This highlights the importance of research that maps the alignment of assessment instruments developed by teachers with the competency standards outlined in the curriculum. Therefore, this study aims to map the distribution of cognitive levels in senior high school sociology assessment instruments, identify emerging content trends, and analyze the relationships among the cognitive levels represented. The study employed a qualitative method with a content analysis approach. Data were collected through document analysis of 11 assessment instruments developed by 11 senior high school sociology teachers in Sleman Regency, which included both objective and essay items. The analysis process was supported by ATLAS.ti software, and the results were presented in the form of distribution tables, Sankey diagrams, and network views. The findings indicate that the test items were dominated by the C4 (analysis) level, with 99 items, suggesting a shift in assessment focus from lower-order thinking skills (LOTS) to higher-order thinking skills (HOTS), although items at the C5 level were still limited, and the C6 level had not yet been accommodated. The content trends were dominated by contextual themes such as social problems, social structure, social interaction, and social integration, which are consistent with the intended learning competencies of sociology. The analysis of inter-level cognitive relationships revealed a supportive hierarchy: C1 to C2 (is a part of), C2 to C3 (is cause of), C3 to C4 (is cause of), C4 to C5 (is associated with), and C5 to C6 (is associated with). The implications of this study can be used to develop assessment items that promote higher-order thinking skills.
Self-Compassion Levels Among Guidance and Counseling Students: A Descriptive Quantitative Study Siddik, Riesa; Nurihsan, Juntika; Budiman, Nandang; Saripah, Ipah
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.v17i2.37066

Abstract

This study aimed to examine the distribution of university students’ levels of self-compassion based on its psychological aspects. The research employed a descriptive quantitative approach involving 144 students from guidance and counseling study program at a higher education institution. The entire population was included as reasearch participants without applying any sampling technique. Data were collected using a self compassion scale developed in the form of a likert model, which encompasses six core dimensions: self-kindness, self-judgment, common humanity, isolation, mindfulness and over=identification. Data analysis was conducted using descriptive percentage techniques to classify self-compassion levels into three categories, namely low, moderate, and high. The results indicated that, everall, most students were classified in the moderate level of self-compassion (48%), followed by those in the low category (0%) and the high category (52%). Further analysis of each dimension showed that the majority of students also fell into the moderate category, with percentage distributions exceeding 40% across all aspects. These findings suggest that studentsself commpassion has not yet developed optimally and tends to remain at a moderate level. This condition indicates the need for systematic developmental efforts oriented toward strengthening students’ psychological aspects, particularly in fostering adative self-attitudes, emotional awarness, and balanced self-evaluation. The results of this study can serve as an empirical basis for designing guidance and counseling programs aimed at enhancing self-compassion among university students.
Revitalizing Indonesian Traditional Music Through Formal Music Education: A Pedagogical Framework for Cultural Sustainability Wisnugraha, Azhardi; Maulana, Marsel Ridky
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.v17i2.36569

Abstract

Traditional Indonesian music faces sustainability challenges amid globalization, requiring revitalization through formal education. This study aims to analyze the role of schools in revitalizing traditional music, identify supporting and inhibiting factors, and formulate a sustainable school-based revitalization model. Using a descriptive qualitative design, data were collected through participatory observation, in-depth interviews, documentation, and Focused Group Disscussion in three senior high schools in West Bandung Regency that implement traditional music learning, involving arts teachers, principals, and students. Data were analyzed using thematic analysis with triangulation of sources and methods. The findings show two dominant models of traditional music education: instrument-based learning (angklung, gamelan degung, calung) and technology-integrated learning using digital and mobile platforms. These models enhance students’ musical skills, cultural appreciation, character development, and sense of national identity, but are constrained by limited teacher competence, inadequate instruments, inconsistent policy and budget support, and the challenge of engaging digital-native students. The study proposes a four-stage sustainable revitalization model introductory, active learning, creative innovation, and dissemination evaluation and concludes that effective revitalization requires systemic and collaborative support from schools, government, arts communities, and society.
Pedagogical Competence of Civic Education Teachers in Senior High School: A Qualitative Analysis Based on the 2023 Teacher Competence Model Sharla, Difa Novika; Hardoko, Aloysius; Pardosi, Jawatir; Suryaningsi, Suryaningsi
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.v17i2.38229

Abstract

This study aims to analyze the pedagogical competence of Civic Education teachers at MAN 2 Samarinda based on the Regulation of the Director General of Teachers and Education Personnel Number 2626/B/Hk.04.01/2023 concerning the Teacher Competency Model, focusing on creating safe learning environments, student-centered learning, and assessment practices. The research used a descriptive qualitative method through intensive classroom observations and semi-structured interviews with two teachers and six students selected purposively. Data were analyzed using the Miles and Huberman interactive model, including reduction, display, and conclusion drawing. The results indicate that teachers’ pedagogical competence is mainly concentrated at the levels of conceptual understanding and classroom-level implementation across the three aspects, but declines at higher levels such as reflection, collaboration, and professional assistance. Assessment practices represent the lowest level of achievement, as they remain largely procedural and have not functioned optimally as formative tools.

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