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Muhammad Arief Rizka
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Jurnal Paedagogy
Published by Universitas Pendidikan Mandalika
ISSN : 23557761     EISSN : 27224627     DOI : 10.33394
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal Paedagogy contains scientific articles and critical review from research in Education, Teaching and Learning which include; 1. Formal/School Education 2. Nonformal/Community Education 3. Informal/Family Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 35 Documents
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Search results for , issue "Vol. 12 No. 4 (2025): October" : 35 Documents clear
Determinants of Teachers' Organizational Commitment: The Role of Transformational Leadership, Self-Efficacy, and Job Satisfaction in Islamic Elementary Schools Masrifah, Masrifah; Hidayat, Rais; Laihad, Griet Helena
Jurnal Paedagogy Vol. 12 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i4.16956

Abstract

This study aims to examine the direct and indirect influence of transformational leadership, self-efficacy, and job satisfaction on teachers' organizational commitment in Integrated Islamic Elementary Schools. Using a quantitative approach with the path analysis method, data were collected through a structured questionnaire measured on a 5-point Likert scale from 145 permanent foundation teachers (GTY) in Cibinong District, West Java Province, Indonesia, selected by proportional random sampling based on the Slovin formula. The instrument, developed from established theoretical constructs, was validated using Pearson Product-Moment correlation and tested for reliability with Cronbach’s Alpha, both confirming its accuracy and internal consistency. The results showed that job satisfaction had the strongest direct influence on teachers' organizational commitment (β = 0.665; t = 16.420), compared to transformational leadership (β = 0.123) and self-efficacy (β = 0.164). In addition, transformational leadership and self-efficacy also have an indirect effect on organizational commitment through job satisfaction as a mediating variable. These findings affirm the importance of job satisfaction as a strategic factor in increasing teacher commitment in Islamic-based schools.
Does Brain-Based Learning Improve Mathematical Reflective Thinking Ability in Quadratic Functions?: A Quasi-Experimental Study Michaelia, Nabila; Muntazhimah , Muntazhimah
Jurnal Paedagogy Vol. 12 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i4.16981

Abstract

This research examined the impact of Brain-Based Learning model versus conventional model on mathematical reflective thinking abilities among State Senior High Schools students in Jakarta. Employing a quantitative quasi-experimental approach with nonequivalent control group design, the study involved 48 students selected from a population of 286 grade X students using purposive sampling. Data was collected through a three-essay assessment instrument based on mathematical reflective thinking indicators, previously validated for validity and reliability. Analysis included descriptive statistics, normality test, homogeneity test, and t-test. Results show that the experimental class achieved a higher average post-test score of 17.54 compared to the control class score of 9.37. The t-test revealed a significant difference with Sig (2-tailed) = 0.000 < 0.05, leading to the rejection of H0 and the acceptance of H1. Therefore, the Brain-Based Learning model significantly enhances students' mathematical reflective thinking skills compared to the conventional model. This finding confirms that brain-based learning is able to optimize students' cognitive processes in developing mathematical reflective thinking skills, which include aspects of reacting, comparing, and contemplating. The improvement of this ability is very important considering the low level of students' mathematical reflective thinking ability previously described in this research.
Development of Interactive Learning Media Based on Differentiated Learning Styles to Improve Literacy and Numeracy in Early Childhood Widianingsih, Komang Tri; Jampel, I Nyoman; Astawan, I Gede
Jurnal Paedagogy Vol. 12 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i4.17382

Abstract

This study aims to develop, validate, and evaluate the practicality and effectiveness of differentiated interactive learning media based on learning styles to improve early literacy and numeracy. The research applied an R&D method following the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The participants were 30 children aged 5–6 years, divided into experimental and control groups. Instruments included literacy and numeracy tests, expert validation sheets, and practicality questionnaires for teachers and children. Data were analyzed using normality and homogeneity tests and MANOVA with SPSS 26. The findings showed that the media was highly valid (Aiken’s V > 0.90), very practical (teacher response 95.56% and children’s response 91.48%), and effective in improving literacy (F = 20.711; p < 0.001; R² = 0.425) and numeracy (F = 63.439; p < 0.001; R² = 0.694). The more substantial effect on numeracy reflected the role of concrete and kinesthetic activities, while audio-visual features supported literacy gains. These results confirm that the differentiated interactive learning media is a pedagogically relevant tool to support literacy and numeracy achievement within the Merdeka Curriculum.
Development of E-Modules Based Science, Environment, Technology, and Society (SETS) on Buffer Solution Material for Class XI Senior High School Tafani, Tafani; Widjajanti LFX, Endang
Jurnal Paedagogy Vol. 12 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i4.17426

Abstract

This study aims to describe the characteristics, validity results, practicality, and student responses to SETS-based E-Modules on buffer solution material that was developed. The research uses a Research and Development (R&D) method with the 4D model, which has four stages, namely define, design, development, and disseminate. This study examined six high school chemistry teachers and 32 12th-grade students who had studied buffer solutions. The instrument used is a product quality assessment sheet, including validation sheets for material experts, media, and practitioners, as well as student responses. The data analysis technique was carried out by converting qualitative data from media experts, material experts, and chemistry teachers into quantitative data using a Likert scale and the student responses using the Guttman scale. The results showed that the SETS-based E-Module was of excellent quality and suitable for teaching on the topic of buffer solutions. This is evidenced by validation calculations performed by material and media experts, practicality tests conducted by chemistry teachers, and student responses, which yielded scores of 89%, 94%, 83%, and 80%, respectively.
Developing Teaching Materials on Basic Social Studies Concepts Through SDGs-Integrated Case Studies for Prospective Teachers Nafisah, Durrotun; Marzuqi, Muhammad Ilyas; Prastiyono, Hendi; Niswatin, Niswatin; Asnimawati, Asnimawati
Jurnal Paedagogy Vol. 12 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i4.17445

Abstract

This study aims to describe the development of teaching materials for basic concepts of social studies integrated with SDGs for prospective social studies teachers. This study employed a Research and Development (R&D) method using the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Data was collected using questionnaire and test methods. The data analysis techniques used were qualitative and quantitative analysis.  The results of the study showed: (1) based on the validity test, the teaching materials on the basic concepts of social studies using a case study approach were classified as very valid with a score of 82.92%; (2) the practicality test indicated that the teaching materials were very practical with a score of 83.39%; and (3) the effectiveness test, which aimed to measure the critical thinking skills of prospective social studies teachers, revealed an N-Gain score of 0.56, categorized as a moderate effect. In addition, the results of the t-test showed a significance value of 0.000, which is smaller than 0.05, indicating a significant influence of the developed teaching materials on students’ critical thinking skills. Therefore, the development of teaching materials on the basic concepts of social studies based on case studies is valid, practical, and effective for use in the learning process.
Growth Influence Mindset and Digital Literacy on Professional Teacher Work Motivation Through Resilience in High School Mardiana, Ainun; Najamuddin, Najamuddin; Ibrahim , Ibrahim
Jurnal Paedagogy Vol. 12 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i4.17700

Abstract

This study aims to analyze the influence of growth mindset and digital literacy on professional teacher work motivation with resilience as a mediating variable in public senior high schools in Jeneponto Regency, South Sulawesi Province. This study employed an ex-post facto quantitative approach with a sample of 104 teachers selected using a proportional sampling technique. The instrument used was a questionnaire with a Likert scale of 1–5, which consisted of indicators from four research variables: growth mindset, digital literacy, resilience, and teacher work motivation. Data analysis was conducted using descriptive and inferential analysis through validity and reliability tests, as well as hypothesis testing. The results indicate that growth mindset significantly influences work motivation (t-statistic = 2.672, p-value = 0.004) and resilience (t-statistic = 4.200, p-value = 0.000). Digital literacy also significantly influences work motivation (t-statistic = 3.118, p-value = 0.001) and resilience (t-statistic = 3.431, p-value = 0.000). Additionally, resilience plays a significant role in work motivation (t-statistic = 4.547, p-value = 0.000). Mediation tests prove that resilience mediates the effect of growth mindset (t-statistic = 3.372, p-value = 0.000) and digital literacy (t-statistic = 2.677, p-value = 0.004) on work motivation. The R-square value of 0.686 indicates that 68.6% of the variation in work motivation is explained by the research model.
Culture Shock and the Paradox of Adaptation: A Phenomenological Study on Resilience and Self-Identity Reconstruction among Interregional Students Taroreh, Anggraini; Tiwa, Tellma Mona; Sengkey, Marssel Michael
Jurnal Paedagogy Vol. 12 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i4.17713

Abstract

This study aims to explore the phenomenon of culture shock experienced by students from different regions at Universitas Negeri Manado using a phenomenological study approach. The main focus of this research is to describe the experience of culture shock and to explore strategies for developing resilience and reconstructing the self-identity of students from different regions during the adaptation process in a new environment. The research subjects consist of 3 (three) individuals with the following criteria: the subjects are students from different regions who have been studying for at least 3 (three) semesters at Universitas Negeri Manado, possess clear experiences of culture shock, both positive and negative during their studies, originate from various regions and diverse cultural backgrounds, and demonstrate a measurable level of resilience in coping with culture shock. Data collection methods include observation and in-depth interviews, which are thematically analyzed to identify patterns of experiences and adaptation strategies used. The results indicate that students from different face various challenges such as cultural differences, language, social norms, weather, and food, which trigger feelings of alienation, stress, and frustration. Nevertheless, they develop effective adaptation strategies, namely building social support, learning the local language, and appreciating and accepting the new culture. Additionally, self-reflection, increased self-confidence, self-efficacy, positive affirmation, and self-awareness also play important roles in strengthening resilience and helping them reconstruct their self-identity. This study is expected to provide theoretical and practical contributions in the development of policies and support programs capable of assisting students from different in facing culture shock, especially in the context of cultural diversity in Indonesia.
The Impact of Transformational Leadership and Intrinsic Motivation on Teacher Performance via Job Satisfaction: A Structural Equation Modeling (SEM) with Partial Least Squares (PLS) Analysis Ompusunggu, Nommensen Pangihutan; Ruspitasari, Widi Dewi; Handoko, Yunus
Jurnal Paedagogy Vol. 12 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i4.17741

Abstract

This study investigates the mediating effect of job satisfaction on the relationship between situational leadership and motivation on teacher performance. A quantitative approach was employed, and the research was conducted at Santo Nicholas School, Medan, with all teachers participating as the sample. Data were collected using a six-point Likert survey and analyzed using Structural Equation Modeling (SEM) based on Partial Least Squares (PLS). The results indicate that situational leadership has no significant direct or indirect impact on teacher performance, whereas motivation has a significant effect on performance through both direct and indirect paths. Job satisfaction partially mediates the relationship between motivation and performance, but it does not mediate the relationship between situational leadership and performance. The findings emphasize the importance of motivational support in enhancing job satisfaction and teacher performance.
Development of a Drill-and-Practice Chatbot for Enhancing English Pronunciation through Interactive Dialogue Exercises Iskandar, Aysha Alia; Megasari, Rani; Nazir, Shah; Riza, Lala Septem
Jurnal Paedagogy Vol. 12 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i4.17760

Abstract

This study aims to implement a drill and practice-based chatbot to improve English speaking skills, particularly in the aspect of pronunciation. The research employed a mixed-methods approach by combining the Research and Development (ADDIE) model with a quasi-experimental design using a pretest-posttest control group pattern. The participants consisted of 76 eighth-grade students from SMPN 5 Cirebon, divided into experimental and control groups. The instruments used included a pronunciation assessment rubric based on the Cambridge English Linguaskill Speaking Global Assessment Criteria, observation sheets, and student perception questionnaires. Data analysis was conducted through normality tests, the Wilcoxon Signed Rank Test, the Mann-Whitney U Test, and N-Gain calculation, complemented by qualitative analysis from observations and questionnaires. The findings revealed that the use of a drill and practice-based chatbot had a positive impact on improving students' pronunciation skills, although the improvement achieved remained merely in the low category, with an N-Gain score of 0.25. The chatbot was proven to provide broader, more flexible, and personalized practice opportunities for students, as well as facilitate instant feedback that is difficult to obtain in conventional learning. These results indicate that chatbots can serve as an effective supplementary medium in English language learning, particularly for practicing pronunciation both independently and in integration with classroom learning, suggesting the potential for further development and integration of chatbot technology in language education.
Design of a Collaborative Learning Platform Based on Problem-Based Learning for Distance Education: A Preliminary Study Suciana, Dola; Wathi, Ayu Fahimah Diniyah; Mabukin, Faizal Akhmad Adi; Sausan, Inas; Wijayanti, Sukma Wahyu
Jurnal Paedagogy Vol. 12 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i4.17842

Abstract

This study aims to design and validate an initial concept of a collaborative Problem-Based Learning (PBL)-based learning platform tailored for the context of distance learning. The research employed a descriptive-exploratory design with a mixed-methods approach. Quantitative data were collected through a 5-point Likert scale questionnaire administered to 23 chemistry education students, while qualitative data were obtained from open-ended questions and expert reviews involving four subject matter experts. Quantitative data were analyzed using descriptive statistical techniques, including the calculation of mean scores and reliability testing with Cronbach’s Alpha, whereas qualitative data were analyzed through thematic analysis to identify key themes and insights. The results indicate high user demand for integrated features, including scheduled consultations with lecturers (M = 4.52), collaborative group work within a single platform (M = 4.39), direct upload and feedback mechanisms (M = 4.26), activity logs and contribution rubrics (M = 4.21), and online project presentations (M = 4.17). Expert evaluations confirmed the alignment of the proposed design with PBL stages while emphasizing three prerequisites for implementation: (i) an intuitive interface that minimizes user cognitive load, (ii) concise orientation or training sessions for both lecturers and students, and (iii) connectivity mitigation strategies such as low-bandwidth modes and asynchronous alternatives. These findings provide an evidence-based foundation for subsequent prototyping and pilot testing to ensure the platform’s effectiveness in enhancing collaboration, process transparency, and learner engagement in distance PBL contexts. The study's outcomes are expected to contribute to the development of innovative learning platforms that support student-centered learning and foster collaborative problem-solving skills in online learning environments.

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