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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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Effectiveness of the ASSURE Instructional Model Integrated with Wordwall in Promoting Students’ Learning Engagement in Akidah Akhlak Harahap, Nur Aisyah Finanda; Zulaikhah, Siti; Hasanah, Uswatun
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.v17i2.38089

Abstract

The teaching of Aqidah Akhlak at the MTs level remains predominantly characterized by conventional approaches with limited utilization of instructional media, resulting in suboptimal development of students’ learning engagement. Furthermore, the use of gamification-based media, such as Wordwall, in Aqidah Akhlak instruction is still minimal and has not been systematically integrated, despite its considerable potential to enhance student involvement and active participation.This study explores the effectiveness of a technology-enhanced instructional approach that combines the ASSURE learning model with the Wordwall gamification platform to promote student learning activeness in Akidah Akhlak education. A quantitative quasi-experimental research design was implemented. The study involved seventh-grade students from MTs Darul Huda Bandar Lampung, where two classes were randomly selected and assigned to experimental and control conditions. Student learning activeness data were obtained using a validated questionnaire with satisfactory internal consistency (α = 0.754). Statistical analysis procedures encompassed assumption testing, including normality and homogeneity tests, followed by an independent samples t-test. The results demonstrate a statistically significant difference in learning activeness between students taught using the ASSURE–Wordwall integration and those receiving conventional instruction, with a significance value of 0.011 (p < 0.05). Students exposed to the integrated instructional model exhibited higher levels of engagement, as reflected in their participation in questioning, collaborative discussions, interactive quizzes, and reflective learning activities. The novelty of this research lies in the application of the ASSURE instructional design model in conjunction with game-based Wordwall media within the context of Akidah Akhlak instruction at the Islamic junior secondary school level. By positioning learning activeness as the primary outcome variable, this study addresses a gap in existing literature. The findings contribute to the theoretical discourse on digital instructional design and offer practical guidance for educators in developing Islamic religious education that is interactive, structured, and responsive to the competencies required in 21st-century learning environments.
Content Analysis of The Quality of Engineering Education (QEE) in The Indonesian Junior High School Science Curriculum Zahidsyahtya, Muhammad Amiq; Nur'aini, Anugrah Putri; Sulaeman, Nurul Fitriyah; Nuryadin, Atin; Efwinda, Shelly
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.v17i2.37318

Abstract

In Indonesia, the engineering component in STEM education is critical yet remains poorly understood. This study aims to assess the representation of engineering education using the Quality of Engineering Education (QEE) framework within the Science Curriculum Phase D. The method employed is content analysis using a descriptive quantitative and qualitative approach within the QEE framework developed by Moore (2014). The study reveals that 10 out of 12 QEE elements are identifiable within the curriculum, with the Engineering Tools (Etool) element being the most dominant. However, two elements remain absent: the Process of Design (POD) and Concepts of Engineering and Engineers (CEE). These findings indicate that the quality of Engineering Education at Phase D in Indonesia remains limited. The results suggest that the Indonesian Science Curriculum for Junior High Schools still needs further development so that STEM components are explicitly represented and can serve as a firm reference for teachers to begin implementing STEM-based learning.
A Philosophical Study of the Transformation of Islamic Education Policy Based on Local Wisdom in West Sumatra: Irwan Prayitno's Leadership Perspective Firnanda, Rizky; Adnan, Irfan Maulana; Jannah, Lutpita Firdatul; Azizah, Afifah Nur; Faradhila, Ninda; Alfareza, M. Rizki
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.v17i2.37771

Abstract

Education plays an important role not only in transmitting knowledge but also in shaping students’ moral, cultural, and religious character. In West Sumatra, the transformation of Islamic education policy during Irwan Prayitno’s leadership was closely linked to local wisdom rooted in the Minangkabau philosophy of adat basandi syara’, syara’ basandi Kitabullah (ABS-SBK). This study aims to analyze the philosophical foundation and policy transformation of local wisdom-based Islamic education in West Sumatra under his leadership. This research employed a descriptive qualitative approach enriched with philosophical analysis. Data were obtained through a semi-structured interview with Irwan Prayitno as the key informant, supported by documentation and relevant literature. The findings show that local wisdom was understood not merely as cultural symbolism, but as a value system grounded in Islamic teachings and reflected in educational orientation, Qur’anic learning programs, khatam Al-Qur’an, mentoring activities, and the inclusion of Budaya Alam Minangkabau (BAM). The study also finds that the implementation of these policies faced several challenges, particularly the limited number of teachers with sufficient knowledge of customary values and the lack of practical teaching materials. In addition, the findings indicate that local wisdom-based education contributed more clearly to character formation than to measurable educational quality, since the latter requires more systematic indicators. Theoretically, this study contributes to the discourse on Islamic education, local wisdom, and leadership by showing how educational policy transformation can be understood through the interconnection of culture, religion, and regional leadership. Practically, this study highlights the importance of strengthening teacher capacity and improving culturally grounded learning materials to support the implementation of local wisdom-based education in West Sumatra.
Classroom Teachers as Learning Leaders in Fostering Higher Order Thinking Skills through Civics Education in Elementary Schools Amberansyah, Amberansyah; Harsono, Arta Mulya Budi; Nafisah, Ainun
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.v17i2.37584

Abstract

This study aims to describe the role of a classroom teacher as a leader in the learning process who is able to develop higher-order thinking skills (HOTS) through civic education subjects in elementary schools located in wetland environments. This study uses a qualitative method with a single case study approach, conducted at SDN Sungai Telan Besar 2, Barito Kuala Regency, focusing on a fifth-grade teacher. Data were collected through observation, in-depth interviews, focus group discussions, and a study of various documents. The data were then analyzed using an interactive model developed by Miles & Huberman. The results showed that the teacher was able to design HOTS-based learning, integrate local phenomena such as tidal flooding and the cultural value of Kayuh Baimbai, and lead class discussions democratically by applying Socratic questioning and Problem-Based Learning strategies. In addition, the teacher also encouraged students to think critically through reflection and a culture of questioning. The teacher also played a transformative role by influencing colleagues and involving parents and the community. These findings indicate that contextual, innovative, and adaptive teacher leadership is crucial in developing higher-order thinking skills and shaping student character in areas with special geographical conditions, such as wetlands.
Analysis of the Pedagogical Competence Development of Madrasah Teachers in Serang Regency Rohimat, Sonny; Apud, Apud; Mu'awanah, Uyu; Nadhirah, Yahdinil Firda; Fitriani, Dini
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.v17i2.36739

Abstract

The quality of education in Islamic schools (madrasah) is highly dependent on teachers' pedagogical competence, which is a core skill in managing student-centred teaching and learning processes. However, the implementation of this competence development has not been internalized regularly. This study aims to identify and analyze the forms of pedagogical competence development activities and their supporting and inhibiting factors for Islamic school teachers in Serang Regency. This study employs a descriptive qualitative approach via a structured survey of teachers at eight private Madrasah Tsanawiyah in Serang Regency, utilizing convenience sampling to gather both quantitative metrics and qualitative narratives. Data collected on the frequency, types, and organizers of competency development were processed through systematic data reduction and synthesis to provide a comprehensive analysis of teacher pedagogical growth. The results showed that the majority of teachers (68.9%) rarely participated in competence development activities, with the main obstacles being adjustments to teaching schedules and budget constraints. The most dominant type of activity participated in was training (70.2%), driven by the accessibility of certified independent online training such as PINTAR from the Ministry of Religious Affairs. The most popular topics were curriculum or syllabus development and learning design, with the main organizers being schools or foundations and the Ministry of Religious Affairs. Overall, there is a significant gap between teachers' professional awareness and the reality of implementation, which is hampered by issues of time, budget, and lack of frequency of ongoing activities, so that a hybrid, adaptive, and integrated development model is needed in the teacher's workload.
The Influence of Principal Transformational Leadership on Teacher Performance through Organizational Commitment and Job Satisfaction Maulida, Ratna Siti; Zohriah, Anis; Hilmiyati, Fitri; Itang, Itang; Nadhirah, Yahdinil Firda
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.v17i2.38360

Abstract

Basic education confronts globalization and Industry 4.0 challenges demanding enhanced teacher professionalism, yet public elementary schools in Tunjung Teja District exhibit low teacher motivation, commitment, and satisfaction—evidenced by 30% tardiness, 87.5% lacking extra teaching initiative, and facility/benefit complaints. This study investigates transformational leadership (Bass & Avolio) effects on teacher performance (Permendiknas No. 16/2007) mediated by organizational commitment (Meyer & Allen) and job satisfaction (Herzberg). Employing a causal explanatory quantitative design via cross-sectional survey of 40 teachers (simple random sampling), self-reported Likert-scale questionnaires assessed all variables, showing strong validity (r=0.73-0.78) and reliability (α=0.83-0.86). Results revealed very high leadership (4.38), high commitment/satisfaction (4.07 each), and very high performance (4.12); significant regression (R²=0.68, F=18.45, p<0.001), strong leadership prediction (β=0.52, p<0.001), and mediation (Sobel p<0.05) supported all hypotheses. Transformational leadership effectively boosts performance via commitment and satisfaction; recommendations urge principal training and intrinsic satisfaction enhancements for education quality.
Strategies for Enhancing the Pedagogical Competence of Special Education Teacher Candidates in Early Reading Instruction for Hearing-Impaired Students Mursita, Rohmah Ageng; Winarsih, Murni; Bintoro, Totok; Manar, Mayasari; Alamsyah, Rafli
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.v17i2.38107

Abstract

The acquisition of foundational literacy skills presents a critical challenge for students with hearing impairments, a difficulty often exacerbated by teacher preparation programs that neglect the specialized training necessary for practical competency. This study aims to bridge this pedagogical gap by exploring and validating specialized instructional strategies designed to strengthen the competence of prospective special education teachers in delivering effective early literacy instruction. Utilizing a qualitative descriptive design, the investigation involved six prospective teachers from Universitas Negeri Jakarta and ten hearing-impaired students. Data triangulation was employed through systematic classroom observations, semi-structured interviews, literacy assessments, and the analysis of teaching artifacts. Findings reveal substantial advancements in both educator competence and student outcomes; specifically, teacher candidates demonstrated a 60% increase in teaching confidence and a notable 140% improvement in applying Total Communication and Reflective Maternal Methods (RMM). These pedagogical shifts correlated with significant student achievements, evidenced by a 100% to 200% increase in vocabulary acquisition, alongside enhanced alphabetic recognition and decoding skills. The novelty of this research lies in identifying the vital correlation between emotional scaffolding via RMM and lexical expansion, positioning emotional connection as a critical psychological dimension in special education pedagogy. Additionally, it contributes a validated multimodal framework integrating visual phonics and sound-rhythm perception to bridge auditory gaps. Directly supporting Sustainable Development Goal (SDG) 4, this study addresses the identified pedagogical deficit by demonstrating that integrating evidence-based, multimodal methodologies into teacher preparation significantly enhances instructional quality. Consequently, it advocates for curriculum reforms to ensure equitable, quality education for students with hearing impairments.
An Analysis of the Implementation of Senam Anak Indonesia Hebat on the Gross Motor Skills of Children Aged 5–6 Years Mintarsih, Mintarsih; Dewi, Nurul Fitria Kumala; Nurjaman, Iman
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.v17i2.38565

Abstract

This study is motivated by the suboptimal development of gross motor skills among children aged 5–6 years, as well as the limited research on the implementation of Senam Anak Indonesia Hebat (SAIH) as a structured habituation program in early childhood education. This study aims to analyze the implementation of Senam Anak Indonesia Hebat (SAIH) in developing gross motor skills of children aged 5–6 years at KB Bestari, as well as to identify its supporting factors and challenges. This research employed a descriptive qualitative approach involving 14 children (6 boys and 8 girls) and one Group B teacher as subjects. Data were collected through observation, interviews, and documentation, and were analyzed using the interactive model of Miles and Huberman. The results indicate that the structured implementation of SAIH twice a week contributes positively to children’s balance, strength, and movement coordination. A total of 85.7% of children were categorized as Developing as Expected (BSH) and Beginning to Develop (MB). Supporting factors include teacher readiness, appropriate music selection, and gradual movement design, while challenges mainly involve maintaining children’s focus and mastering cross-lateral coordination. Therefore, SAIH can be considered an effective physical activity–based instructional strategy to optimize early childhood gross motor development.
Attitudes Towards an AI-Augmented Pedagogy in Enhancing English Academic Writing Proficiency: Empirical Evidence from Electrical Engineering Students Indriati, Titin; Veniati, Veniati; Trionanda, Stevanus; Yahya, Ilham Nur Dimas; Manto, Manto
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.v17i2.37865

Abstract

This quantitative survey study investigates the perceptions of Electrical Engineering students toward the integration of Artificial Intelligence (AI)-augmented pedagogy in improving English academic writing proficiency. A total of 48 students majoring in electrical engineering at Bangka Belitung State Manufacturing Polytechnic participated in the study. Data were collected through close-ended questionnaires. The data were analyzed using SPSS 25, revealing strong internal consistency (Cronbach’s α = 0.92. The findings revealed that students’ overall attitudes toward the integration of AI were strongly positive (M = 79.69, SD = 11.07), with all three attitudinal dimensions namely cognitive (M = 40.33, SD = 5.18), affective (M = 20.37, SD = 2.97), and behavioral (M = 18.98, SD = 3.34) which also falling within the positive category. These findings reflect the students’ preparedness to engage in technology-supported language learning. Moreover, the study concludes that AI-augmented pedagogy holds significant potential to strengthen students’ academic writing proficiency, particularly in technical and vocational education. Hence, it is recommended that AI tools be integrated into writing instruction while simultaneously fostering the students’ critical digital literacy and sense of ethical awareness.
Aesthetic Quality in Elementary School Students' Poetry Resulting from Artificial Intelligence Formulation Qur'ani, Hidayah Budi; Putra, Candra Rahma Wijaya; Zahro, Alfiatus; Ardiansyah, Yulianto
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.v17i2.38597

Abstract

This study aims to describe and analyze the quality of aesthetic elements in poems written by fifth-grade elementary school students produced through the assistance of Artificial Intelligence formulations. Amidst the rapid integration of technology in education, debates have arisen regarding the originality and aesthetic quality of literary works involving algorithms. This study uses a descriptive qualitative approach with formal objects in the form of 20 student poems with nature, social, and family themes. Data analysis focused on four main aspects of poetics, namely: diction, imagery, style (figures of speech), and musicality. The results show that the poems formulated by AI have aesthetic qualities that remain grounded in the characteristics of child psychology. First, a dialectic of diction was found between students' affective honesty (spontaneity) and AI's lexical enrichment that strengthens the descriptive-aesthetic aspect. Second, the use of multisensory imagery (visual, auditory, and tactile) demonstrates AI's ability to concretize students' operational imagination. Third, the dominance of personification reflects children's natural animism, combined with the technologically enhanced poetic sentence structure, creating profound ecological and social empathy. Fourth, the musicality of the text is maintained through the regularity of rhyme and the use of onomatopoeia, which maintain the identity of children's play. The conclusion of this study confirms that AI technology does not diminish the authenticity of students' feelings but rather serves as a scaffolding that enhances the aesthetic quality and expressiveness of students' poetry. This research has implications for the need to adapt collaborative literary pedagogy with digital technology at the elementary school level.              

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