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Muhammad Arief Rizka
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Fakultas Ilmu Pendidikan dan Psikologi Universitas Pendidikan Mandalika (UNDIKMA) Jl. Pemuda No. 59 A Mataram - NTB
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INDONESIA
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. 13 No. 1 (2026): January" : 35 Documents clear
Can I Manage My Own Classrooms? Perceptions of Rural School Novice Teachers Yuliandra, Yuliandra; Mudra, Heri; Candra, Hadi
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.15338

Abstract

This study aims to describe novice teachers’ insights regarding classroom management in rural schools. This Study employed a descriptive method through which the researchers determined a written instrument to be fulfilled. A total of eighty three teachers with various majors (i.e., Math, Biology, English, Physics, Economy, Art, Religion, Counselling, and Sport) were involved in a survey study. Through an online survey, a questionnaire was sent to the participants via email and WhatsApp platform. Collected data were analyzed through a descriptive statistical analysis where means and percentages were used to indicate response estimation. The findings shows that there were eight indicators of rural teachers’ classroom managements, including seating arrangement, student teacher relationship, time management, use of writing board, classroom norms, conducive environment, appropriate instructional techniques, and feedback. From all of them, the teachers encountered barriers in terms of feedback, and use of writing board. It is noticed that novice rural school teachers performed positive attitudes on time management, relationship with students, and norms applied in the classroom. This current study implies that there should be an educational policy that leads the teachers to manage their classrooms as effective as they could.   
Rhetoric of Presidential Leadership: Critical Analysis of Indonesian Presidential Speech for Pedagogical English Public Speaking Ferdinandus, Febryanti Abas; Prasongko, Angga; Wulandari, Sri
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.17447

Abstract

This study aims to critically analyze the rhetorical strategies employed in President Prabowo Subianto’s international speeches by integrating Aristotle’s rhetorical theory with Critical Discourse Analysis (CDA) to assess their pedagogical potential as authentic models for English public speaking instruction. The research adopted a qualitative approach using a case study method. The primary data consisted of transcripts from three international speeches, which were analyzed through thematic coding. The findings indicate that the president’s speeches consistently employ logical reasoning (logos), speaker credibility (ethos), and emotional appeal (pathos) to reinforce political legitimacy and construct a positive diplomatic image. These rhetorical strategies are systematically embedded within the speech structure and reflect context-sensitive persuasive communication in international settings. The results suggest that presidential speeches can serve as valuable instructional materials for enhancing English public speaking skills, particularly in teaching structured argumentation, developing speaker credibility, and fostering cross-cultural and diplomatic communication competence.
Development of a Canva-Based English Picture Dictionary Application for Seventh-Grade Students Mendrofa, Denista Riska Cahyani; Zebua, Elwin Piarawan; Telaumbanua, Kristof Martin Efori; Zega, Riswan
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.18170

Abstract

This study aims to develop a Canva-based English picture dictionary application designed to enhance seventh-grade students’ reading interest and vocabulary mastery. The study employed a Research and Development (R&D) method combined with a Classroom Action Research (CAR) approach conducted in two cycles. The participants were seventh-grade students at SMP Swasta Kristen Tomosa 1. Research instruments included interviews, classroom observations, questionnaires, and vocabulary tests. Data were analyzed using descriptive quantitative and qualitative techniques. The results indicate that the use of the picture dictionary significantly increased students’ interest in learning and vocabulary mastery, as evidenced by improvements in questionnaire responses and test scores across the two cycles. The mean vocabulary score increased from 49.61 in the pre-test to 86.53 in the post-test. Consistent questionnaire scores across Cycle 1 and Cycle 2 (4.61) indicate the reliability and stability of the learning media. Students’ understanding of new vocabulary reached a mean score of 4.78 (95.6%), while their understanding of word meanings increased to 4.71 (94.2%). Students’ interest in learning English also improved, with a mean score of 4.64 (92.8%). Overall, the findings demonstrate that the Canva-based picture dictionary is an effective learning medium for enhancing students’ interest and vocabulary mastery in English language learning by providing engaging visual support that promotes active and motivated learning.
Innovative Curriculum Design Based on Local Wisdom: Integrating Bengkalis Folktales into Language and Character Education in High Schools Zulfa, Mukminati; Harjito, Harjito; Umaya, Nazla Maharani
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.18219

Abstract

This study aims to develop an innovative curriculum model based on local wisdom in Bengkalis by integrating Malay cultural values into Indonesian language learning at the senior high school level. The research employed a Research and Development (R&D) method adapted from the ADDIE model, encompassing the stages of needs analysis, design, development, expert validation, and limited implementation. The implementation was conducted at SMAS IT Mutiara Pinggir and SMAS Alam Duri in Bengkalis Regency. Data were collected through expert validation instruments, observation guidelines, questionnaires, and interviews. Data analysis involved descriptive quantitative techniques to assess the feasibility of the curriculum model and qualitative thematic analysis to explore teachers’ and students’ learning experiences. The validation results indicate that the developed model demonstrates a very high level of feasibility, with an average score of 4.43. Findings from the limited implementation reveal increased student engagement and the strengthening of character values through learning activities based on local folklore, including Bujang Ikal, Lancang Kuning, and Laksamana Raja di Laut. The integration of Contextual Teaching and Learning (CTL) principles with character education contributes to Indonesian language learning that is more contextual, reflective, and meaningful. Furthermore, the proposed curriculum model aligns with the objectives of the Merdeka Curriculum and the Pancasila Student Profile policy, and it can be replicated in other regions with appropriate adaptations to local cultural contexts. Overall, the findings confirm that curriculum development grounded in local wisdom is an effective strategy for preserving cultural values while simultaneously strengthening character education in schools.
Development of Android-Based Informatics Learning Media to Improve Computational Thinking in High School Students Nurhaliza, Jihan; Hikmawan, Rizki; Arrumaisha , Nissa
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.18253

Abstract

This study aims to develop an Android-based informatics learning medium, named THINQING, to enhance senior high school students’ computational thinking (CT) skills through Bebras informatics problems. The research employed a Research and Development (R&D) method using the Game Development Life Cycle (GDLC) framework, which consists of the stages of initiation, pre-production, production, testing, beta, and release. The participants of this study were 30 tenth-grade students from a senior high school in Garut Regency. Data were collected using the Computational Thinking Scale (CTS), which measures five dimensions of CT: creativity, algorithmic thinking, cooperativity, critical thinking, and problem-solving skills. Data were analyzed using a one-sample t-test by comparing students’ CTS scores with a neutral benchmark value. The results reveal a statistically significant improvement in students’ computational thinking skills, as indicated by a significance value of p < 0.05. These findings suggest that the THINQING learning medium—particularly its error-based explanatory feedback mechanism—is effective in supporting the development of computational thinking and can serve as an alternative interactive learning tool for fostering 21st-century skills in secondary education.
Development and Validation of "Merdeka": An Augmented Reality-Based Board Game for Indonesian History Learning Dewi, Grace Levina; Setiawan, Mikhael; Prayogi, Alan David
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.18285

Abstract

This study aims to develop and evaluate the feasibility of an educational board game, Merdeka, integrated with Augmented Reality (AR) technology as a history learning medium for junior high school students aged 13–15 years. The study employed a development research method using the Game Development Life Cycle (GDLC) model, which consists of six stages: initiation, pre-production, production, alpha testing, beta testing, and release. The feasibility of the product was assessed using a three-pronged evaluation approach: validation by material and media experts, black-box functionality testing of the AR application, and a limited beta trial involving 24 junior high school students. Data were analyzed using descriptive quantitative techniques based on Likert-scale scoring. The expert validation results indicated a “highly feasible” category, with average feasibility scores of 89.44% from material experts and 85.71% from media experts. The user trial results also demonstrated a very high level of acceptance, achieving a feasibility score of 84.8%. These findings indicate that the enjoyable gameplay experience and the integration of AR technology constitute the primary strengths of the product. In conclusion, the Merdeka educational board game is a valid, functional, and well-received learning medium and is therefore suitable for implementation and broader dissemination.
UI/UX Design and Evaluation: Web Platform to Support Self-Regulated Learning with a User-Centered Design Approach Nurulhaifa, Azhar; Hikmawan, Rizki
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.18304

Abstract

This study aims to develop and evaluate a UI/UX design that supports the three phases of Self-Regulated Learning (SRL)—forethought, performance, and self-reflection—and to assess user satisfaction, usability, and feature suitability. The research employed a User-Centered Design (UCD) approach, involving two rounds of usability testing with ten participants. Data were collected using the Cognitive Walkthrough (CW), System Usability Scale (SUS), User Experience Questionnaire–Short (UEQ-Short), and semi-structured interviews to gather user feedback and suggestions for improvement. The collected data were analyzed using descriptive quantitative techniques. The results demonstrate consistent improvements across testing phases, with the SUS score increasing from 77.5 to 88, indicating an “excellent” level of usability. In addition, the final UEQ-Short overall score reached 2.575, which falls within the “excellent” acceptance category. This study addresses the limited availability of direct feedback during the self-reflection phase of SRL by integrating an AI-based chatbot as an adaptive reflection partner. The chatbot provides real-time metacognitive feedback, thereby enhancing learners’ reflective processes and supporting more effective self-regulated learning.
Trends and Perspectives in Web-Based Science Learning Research: Evidence from 2015–2025 Akhlida, Syifa Khairina; Siswanto, Siswanto; Muhlisin, Ahmad
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.18331

Abstract

This study aims to examine trends, challenges, and effectiveness in research on web-based science learning published between 2015 and 2025. A systematic literature review (SLR) method was employed. An initial pool of 150 articles was retrieved from international and national academic databases, including Web of Science, Scopus, and SINTA, using keywords related to web-based science education. Following relevance screening and the application of inclusion criteria, 104 articles were selected for in-depth analysis. The data were analyzed using thematic analysis with open coding to identify research trends, categorize technological innovations, and map challenges and opportunities associated with the implementation of web-based science learning. The findings reveal a substantial increase in research publications during the COVID-19 pandemic period, with Indonesia and Malaysia emerging as the primary contributors and physics being the most frequently studied subject area. Key challenges identified include limited digital infrastructure, low levels of digital literacy, underdeveloped instructional materials, and difficulties in conducting online assessments. In contrast, Learning Management Systems (LMS), virtual laboratories, and interactive digital media were found to be the most effective supporting technologies. These findings suggest that the success of web-based science learning depends on the integration of supportive policies, pedagogical innovation, appropriate technological tools, and international collaboration to develop an inclusive and adaptive digital science education ecosystem.
Collaborative Approaches to Mitigating Teacher Shortages: Evidence from a Systematic Literature Review Febriana, Amelia; Sugiarto, Sugiarto; Zulaikha, Siti; Kamaludin, Kamaludin
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.18429

Abstract

This study aims to examine policy frameworks and collaborative strategies implemented across different countries to address teacher shortages through pre-service teacher education. A systematic literature review method was conducted following the PRISMA 2020 guidelines, analyzing 32 open-access journal articles published between 2020 and 2025 and indexed in the Scopus and Google Scholar databases. The review identified three dominant policy approaches: (1) intensive pre-service programs that actively involve prospective teacher candidates; (2) transitional substitution strategies implemented through short-term policies, such as the utilization of retired teachers and regional incentive schemes; and (3) tripartite structural integration among universities, schools, and government institutions. Data were analyzed using bibliometric techniques to map research trends and thematic structures, followed by qualitative thematic synthesis to examine policy models and collaborative mechanisms. The findings indicate that cross-institutional collaboration plays a crucial role in establishing a sustainable and coherent teacher policy ecosystem. The study concludes that teacher shortages should be addressed through long-term, institutionally grounded policies that strengthen pre-service teacher education pathways. These results provide a conceptual foundation for enhancing Indonesia’s Pre-Service Teacher Internship Program (Program Magang Mahasiswa Calon Guru / PMMCG) as an evidence-based strategy for teacher recruitment, preparation, and professionalization.
Scientific Argumentation Abilities among Undergraduate Biology Students: An Analysis Using the Toulmin’s Argument Pattern (TAP) Framework Ramadhan, Muhamad Justitia; Zubaidah, Siti; Munzil, Munzil
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.18465

Abstract

This study aims to examine the level of scientific argumentation skills among biology students using Toulmin’s Argument Pattern (TAP) framework. The research employed a quantitative descriptive method using essay questions designed to elicit key components of scientific argumentation. The participants consisted of 82 undergraduate students enrolled in a Genetics course during the even semester of the 2025 academic year. Data were collected through an essay test developed based on Genetics-related topics. Data analysis focused on the presence of TAP components and the classification of students’ levels of scientific argumentation. The results reveal that students’ scientific argumentation skills remain low, with 47.56% of students categorized at Level 1 and 30.5% at Level 2. Analysis of TAP component distribution indicates that 91.46% of students were able to state claims; however, these claims were predominantly unsupported by warrants or reasoning that meaningfully connected the evidence to the conclusions. The low levels of scientific argumentation observed reflect limitations in students’ critical thinking and scientific reasoning skills. Therefore, the implementation of instructional models such as Problem-Based Learning (PBL), Project-Based Learning (PjBL), and TAP-guided formative assessment strategies is recommended to enhance students’ scientific argumentation abilities.

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