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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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Dissecting Students' Strategies: How Do Polya's Steps Reveal Problem-Solving Abilities? Fauztina, Thalita Husna; Sutarni, Sri
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.v17i2.37884

Abstract

This study aims to analyze junior high school students’ mathematical problem-solving abilities on Geometric Sequences and Series based on Polya’s problem-solving steps. A descriptive qualitative approach was employed involving 27 eighth-grade students. The research stages included administering a contextual problem-solving test, selecting subjects through purposive sampling, conducting semi-structured interviews, and analyzing data using the Miles and Huberman model (data reduction, data display, and conclusion drawing). Four students representing high, medium, and low ability levels were selected as the main subjects. Data were collected using contextual problem-solving tests and supported by semi-structured interviews. The analysis focused on students’ performance across Polya’s four stages: understanding the problem, devising a plan, carrying out the plan, and looking back. Students’ problem-solving performance showed clear differences across Polya’s four stages. High-ability students applied all stages systematically, with only minor notation errors. Medium-ability students demonstrated sufficient conceptual understanding but struggled with planning strategies, maintaining procedural consistency, and interpreting problems, often leading to incorrect formula selection and ratio miscalculations. In contrast, low-ability students faced difficulties from the initial stage, particularly in identifying given information, distinguishing arithmetic and geometric concepts, and selecting appropriate formulas. Their errors commonly included using incorrect models, incomplete procedures, and lack of verification. These findings indicate that successful mathematical problem solving depends not only on formula mastery but also on conceptual understanding, strategic planning, and verification skills. Therefore, instruction should emphasize structured problem-solving processes and strengthen students’ conceptual and metacognitive abilities.
The Effect of The Project-Based Learning Model Using 3D Creative Board Media on The Learning Outcomes Darda, Abu; Aurellia, Bellamy Ava; Islam, Muhammad Thoriqul; Alim, Syaiful; Prayogi, Rizal Mifthakul; Rofik, Zainur
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.v17i2.38381

Abstract

Islamic History is an important subject within Islamic Religious Education that aims to develop students’ historical understanding and Islamic values. However, the learning process is often dominated by teacher-centered lecture methods, resulting in low student engagement and suboptimal learning outcomes. This study aims to examine: (1) the effect of the lecture method on Islamic History learning outcomes of Grade VII A students as the control class, (2) the effect of the Project Based Learning (PjBL) model using 3D creative board media on the learning outcomes of Grade VII B students as the experimental class, and (3) the differences in learning outcomes between the two classes. This research employed a quantitative, quasi-experimental design with a non-equivalent control group. Data were collected through pre-tests and post tests and analysed using validity, reliability, normality, homogeneity, and hypothesis testing with SPSS version 25. The results showed that the lecture method improved students’ learning outcomes in the control class, with a mean pre-test score of 67.9 and a post-test score of 73.70, although the improvement was relatively low. In contrast, the experimental class taught using the PBL model supported by 3D creative board media demonstrated a more significant improvement, with a mean pre-test score of 50.85 and a post-test score of 83.75. Hypothesis testing revealed a significant difference between the two classes, as indicated by a p-value of 0.002 < 0.05. Therefore, the PBL model using 3D creative board media is more effective in improving students’ learning outcomes in Islamic History.
Building Numeracy Interest and Ability: The Effectiveness of Digital Simulation Media for Junior High School Students Irsyad, Aan Nur; Setyaningrum, Wahyu
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.v17i2.38366

Abstract

Low numeracy skills and declining learning interest among junior high school students represent a critical challenge in modern mathematics education. Traditional teaching methods often fail to bridge the gap in student engagement within increasingly digital learning environments. While digital simulations offer significant interactive potential to address these issues, their focused development and empirical testing for specific numeracy interventions remain insufficient. This study aimed to develop digital simulation media and evaluate its validity, practicality, and effectiveness in improving numeracy skills and learning interest independently. Using a Research and Development (R&D) approach with the ADDIE model, the media was tested on 32 eighth-grade students at an Indonesian public junior high school. Data were collected through numeracy tests, interest questionnaires, practicality assessments, and expert validation sheets. After confirming the normality assumption via Shapiro-Wilk, data analysis was conducted using paired sample t-tests and N-Gain scores. The results indicated that the media was deemed highly valid by both material and media experts. Teachers and students rated the media as "very practical" and "practical," respectively. Furthermore, the intervention independently improved both numeracy skills (p < 0.001; N-Gain = 0.62, medium category) and learning interest (p < 0.001; N-Gain = 0.31, medium category), with 75% of students achieving the minimum mastery standard. This study concludes that the developed digital simulation media is a valid, practical, and effective tool for enhancing students' cognitive numeracy skills and fostering their affective learning interest. It is recommended for broader implementation and further development.
Friendly Teaching Approaches and Teacher–Student Interactions in Islamic Education at Darul Qur’an Mafaza Zaidan, Muchlis; Susilo, Mohamad Joko
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.v17i2.37569

Abstract

Education in the pesantren environment is not solely oriented toward the transmission of Islamic knowledge, but also places strong emphasis on the cultivation of adab, character formation, and the development of educational relationships between ustadz and santri. Although attention to warm and dialogical interactions has increased, empirical research on friendly teaching in pesantren is still limited. This study therefore examines its implementation in Islamic Religious Education at Pesantren Darul Qur’an Mafaza, focusing on practices, teachers’ strategies, and students’ perceptions . The focus of the analysis includes the various practices applied in the learning process, the pedagogical strategies employed by teachers, and students’ perceptions of the educational relationships that develop both inside and outside the classroom. The research adopts a qualitative approach with a case study design. Data were collected through classroom observations, in-depth interviews with PAI teachers, students, and pesantren leaders, as well as an analysis of relevant documentation. The collected data were then analyzed thematically through stages of data reduction, data presentation, and conclusion drawing. The findings indicate that the friendly teaching approach at Pesantren Darul Qur’an Mafaza is manifested through the use of polite and respectful language, dialogical communication, the provision of open spaces for questioning, and personal mentoring that remains grounded in adab and the pedagogical authority of the ustadz. Teaching strategies emphasize a balance between firmness and emotional warmth, both in formal learning activities and in informal interactions. Students perceive this approach as creating a comfortable, non-threatening learning atmosphere that encourages them to participate actively. At the institutional level, these practices are reinforced by the pesantren culture, which positions role modeling and harmonious relationships as fundamental pillars of education. The novelty of this study lies in conceptualizing the friendly teaching approach within the pesantren context as a pedagogical practice rooted in the values of ta’dib, rahmah, and ta‘līm bi al-rifq, rather than merely as an adaptation of Western humanistic pedagogy. These findings affirm that relational warmth and the reinforcement of adab are not contradictory elements; instead, they mutually reinforce one another in fostering Islamic Religious Education that is humanistic, meaningful, and contextually grounded.
The Role of Responsibility in Improving Mastery of Islamic Religious Education Material Moderated by Students' Disciplinary Behavior at the High School Level Fikri, Muhamad; 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.v17i2.37718

Abstract

This study aims to analyze the influence of responsibility on the mastery of Islamic Religious Education (PAI) material and to examine the role of disciplined behavior as a moderating variable in strengthening this relationship among high school students. This study uses a quantitative approach with a correlational design and explanatory survey method. The research was conducted through several stages, namely problem identification, literature review, variable determination and instrument adaptation, questionnaire distribution, data examination, outer model evaluation, inner model evaluation, and hypothesis testing. The research sample consisted of 56 high school students in the Yogyakarta region, selected using purposive sampling. Data were collected through an online questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with the help of SmartPLS 3. The research results show that discipline behavior has a positive and significant effect on the mastery of PAI material (0.503; t = 3.806; p = 0.000), while responsibility does not have a significant direct effect on the mastery of PAI material (0.171; t = 0.910; p = 0.363). Responsibility has a positive and significant effect on discipline behavior (0.715; t = 8.723; p = 0.000). Additionally, the interaction between responsibility and discipline behavior has a positive and significant effect on the mastery of PAI material (0.360; t = 3.678; p = 0.000), indicating that discipline behavior strengthens the influence of responsibility on students' mastery of PAI material. The research results show that disciplined behavior strengthens the relationship between responsibility and mastery of PAI material. This emphasizes that mastery of PAI material is not only determined by cognitive ability but also by the embodiment of responsibility in orderly and consistent learning behavior. PAI learning needs to emphasize the instillation of values and the formation of disciplined behavior.
Development of "Smart Literacy" Media Based on Tri-Nga Integrated Ethnomathematics in Elementary School Geometry Learning: Validity and Practicality Study Khasanah, Siti Toifatun; Sukiyanto, Sukiyanto; Pardimin, Pardimin; Nisa, Ana Fitrotun; Al Masjid, Akbar
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.v17i2.37683

Abstract

This study aims to develop Smart Literacy media based on Tri-Nga integrated ethnomathematics in elementary school geometry learning and to determine the level of validity and practicality of the developed media. This study uses a research and development (R&D) approach with the ADDIE model which limits it to four stages, namely analysis, design, development, and implementation. In the analysis stage, it is carried out through analysis of needs, student characteristics, curriculum, and local cultural potential. In the design and development stage, it has produced Smart Literacy media that integrates the ethnomathematics context and the Tri-Nga stages (ngerti-ngrasa-nglakoni). The validity of the media in this study was carried out by material experts, media experts, and language experts. The validation results show that the media obtained a percentage of 92.8% from material experts, 96.8% from media experts, and 91.6% from language experts, where all are in the very valid category. The implementation stage was carried out through a limited trial involving 3 teachers and 9 students to determine the level of practicality of the media. The results of a limited trial indicate that the Smart Literacy media is highly practical. This media is able to present geometry learning through the integration of local cultural contexts and comprehensive learning, encompassing cognitive, affective, and psychomotor aspects. Thus, the Smart Literacy media is declared valid and practical, and suitable for use as a geometry learning medium in elementary schools. This research is recommended for further testing the media's effectiveness on a broader scale and for developing similar media for other mathematics materials.        

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