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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 509 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.        
The Impact of Social and Personality Competence on the Professional Competence of Elementary School Teachers with Organizational Culture as a Moderator Ryan Pratiwa Putra; Rendi Kurniawan; Lina Marlina; Hamidah Hamidah; Mutoharoh Mutoharoh
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 3 (2026): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i3.39898

Abstract

Every teacher must master all dimensions of competency in an integrative manner, but the reality in the field often shows sharp gaps. Professional competence does not stand alone but is rather the result of the accumulation of various other dimensions of ability, including social competence and personality competence. The main objective of this study is to empirically analyze the influence of social competence and personality competence on teacher professional competence, as well as to examine the role of organizational culture as a moderating variable in this relationship. This quantitative research with a causal associative design was conducted systematically in Serang City during the first and second weeks of May 2026. The research population comprised elementary school teachers, from which a sample of 117 respondents was selected using a combination of convenience and quota sampling techniques. Criteria for selection required a minimum Bachelor's degree (S1) and two years of service to ensure institutional adaptation. Data were collected via an anonymous online survey utilizing structured five-point Likert scale questionnaires, which were pre-tested and declared highly reliable (Cronbach's Alpha > 0.80). The gathered data were then processed using descriptive statistics and inferential analysis through Moderated Regression Analysis (MRA). The results show that personality competence and social competence are significant determinants that have a positive and significant direct influence on improving the professional competence of elementary school teachers. Statistical estimation reveals that social competence exerts the most dominant direct impact (β = 0.383, p < 0.001), followed by personality competence (β = 0.228, p = 0.021), and a direct effect from organizational culture (β = 0.267, p = 0.002). The overall model demonstrates robust predictive validity (R2 = 0.430, F-test p < 0.001). On the other hand, organizational culture has not been proven to significantly moderate the relationship between individual competencies and professional competence, indicated by non-significant interaction coefficients for both personality (p = 0.164) and social dynamics (p = 0.352). This implies that teacher professionalism operates with high intrinsic autonomy, meaning highly competent individuals will maintain stable professional execution regardless of environmental fluctuations.
The Effect of Problem-Based Learning (PBL) with Diorama Media on Understanding Science Concepts Johar Mahliga Putri; Syahriani Yulianci; Rizalul Fiqry
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 3 (2026): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i3.39410

Abstract

This study aims to test the Problem-Based Learning (PBL) model, supported by diorama media, in improving students’ understanding of science concepts related to food chains. The study employed a quasi-experimental method with a One-Group Pretest–Posttest design. The study subjects consisted of 15 fifth-grade students from SDN Penapali, selected through saturation sampling. Data were collected via tests, observations, and documentation, then analyzed using the Shapiro–Wilk normality test and a paired-sample t-test with the assistance of Jamovi software. The analysis results indicated that the data were normally distributed (p > 0.05). Hypothesis testing revealed a significant difference between pretest and posttest scores (p < 0.001) with an effect size classified as very large. These findings confirm that  implementing of the Problem-Based Learning (PBL) model aided by diorama media significantly and effectively improves students’ understanding of science concepts. The integration of problem-based learning with concrete media has proven capable of strengthening student engagement and facilitating deeper knowledge construction. Therefore, this approach is recommended as an innovative strategy in science education at the elementary school level.
Deconstructing the Authenticity Crisis: A Critical Analysis of Written Text Bias in Listening Evaluation in Elementary School Rahmat Iqbal; Martines Martines; Intan Safiah; Rizki Kurniawati
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 3 (2026): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i3.38619

Abstract

Listening skills assessments in elementary school are often biased because written texts fail to represent the characteristics of authentic oral communication, as the listening tests given are only rigid written texts. This condition is further exacerbated because teachers believe that students' listening skills do not need to be optimally evaluated as they have been continuously developing since birth. This condition will result in biased evaluation of students' listening skills, which is far from the characteristics of authentic assessment, ultimately leading to poor listening skills. This research aims to deconstruct the conditions of listening evaluation thru a critical analysis of the assessment instruments used in elementary schools. Using a qualitative approach with content analysis methods, this study examines three assessment documents (test questions, listening transcripts, and rubrics) at SD Negeri 15 Banda Aceh. The research findings indicate a dominance of rigid scripted speech, high lexical density, and the absence of natural oral linguistic features such as redundancy and pauses in the evaluation instrument. This condition creates a bias where listening tests become "read-aloud reading tests," which cognitively overloads students and has low construct validity. This research recommends reconstructing the evaluation model to shift from static text toward using auditorily designed scripts or dynamic digital media to ensure the authenticity of students' oral communication competence.
The Deep Learning Paradigm in Elementary School Bahasa Indonesia: Transforming Language Acquisition through Mindful, Meaningful, and Joyful Learning Dinar Mahardhika Pratiwi; Unik Ambar Wati
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 3 (2026): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i3.39128

Abstract

This article examines the implementation of the deep learning approach in teaching Bahasa Indonesia at the elementary school level, aligned with the guidelines issued by Puskurjar. Utilizing a qualitative literature review method, this study analyses how the core principles of deep learning (mindful, meaningful, and joyful learning) can resolve persistent pedagogical challenges in early language acquisition. The findings reveal that the deep learning approach systematically supports the structured development of six core language skills (listening, speaking, reading, viewing, writing, and presenting) by shifting classroom dynamics from mechanical memorization to authentic linguistic practice. Furthermore, the study outlines four critical roles for educators in fostering a deep learning emotional anchor. Ultimately, this approach successfully bridges abstract linguistic concepts with students’ daily realities, cultivating active, reflective, and sustainable language competencies in elementary school students.

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