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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 45 Documents
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Search results for , issue "Vol. 13 No. 2 (2026): April" : 45 Documents clear
Development of Monoringan Media (Environmental Conservation Monopoly) for IPAS Learning in Fifth-Grade Elementary Students Moala, Putri Sofiatul; Nopriana, Tri
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.15759

Abstract

This study aims to develop and evaluate the validity of MONORINGAN (Environmental Conservation Monopoly) as a learning medium for IPAS instruction among fifth-grade elementary school students. The study employed a Research and Development (R&D) approach based on the Borg and Gall model, encompassing the stages of research and information collecting, planning, and developing the preliminary form of the product. Data were collected through product evaluation questionnaires administered to subject matter experts and media experts. The validation data were analyzed using quantitative descriptive analysis techniques. The results indicate that the developed media achieved a high level of validity, with scores of 93.33% from subject matter experts and 94.17% from media experts, both categorized as highly suitable. These findings suggest that the MONORINGAN media is feasible for use as an instructional tool and has the potential to enhance student motivation and learning outcomes. In particular, the media promotes more active and enjoyable learning experiences, thereby facilitating a deeper understanding of the material. In conclusion, MONORINGAN represents a valid and promising instructional medium for supporting IPAS learning in elementary education.
Examining the Influence of Gadget Dependence, Emotional Intelligence, and Social Control on Students' Religiosity Characteristics Saputri, Syalsa Nur; Shodiq, Sadam Fajar
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.18440

Abstract

This study aims to examine the impact of gadget dependence, emotional intelligence, and social control on students’ religious character. The study employed a quantitative approach using a Structural Equation Modeling design based on Partial Least Squares (PLS-SEM). Data were collected through a five-point Likert-scale questionnaire administered to a randomly selected sample of 350 senior high school students in Yogyakarta. The results indicate that gadget dependence has a significant negative effect on students’ religious character (β = −0.41, p < 0.001), while emotional intelligence (β = 0.37, p < 0.001) and social control (β = 0.29, p < 0.01) have significant positive effects. The structural model demonstrates strong explanatory power, with an R² value of 0.879, indicating that these variables collectively explain 87.9% of the variance in students’ religious character. These findings suggest that the development of students’ religious character in the digital era is influenced not only by cognitive factors but also by emotional regulation and social supervision. Therefore, strengthening digital literacy, providing emotional regulation training, and fostering collaboration among schools, families, and religious communities are essential strategies for cultivating adaptive religiosity grounded in moral and religious values.
Mapping the Landscape of Deep Learning in Meaningful Principles: A Decade-Long Bibliometric Review (2015–2025) Salsabila, Nurul Mawadah; Lismawati
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19158

Abstract

This study aims to explore how Deep Learning (DL) contributes to meaningful learning in response to the increasing demand for ethical, transparent, and student-centered applications of Artificial Intelligence (AI) in education. The study employs a bibliometric analysis of 110 Scopus-indexed publications published between 2015 and 2025, using Biblioshiny in the R Bibliometrix package to identify research trends, key contributors, institutional productivity, and thematic developments. The analysis encompasses publication trends, citation patterns, author and country productivity, collaboration networks, and keyword co-occurrence. The findings indicate that, although the majority of studies originate from computer science and engineering, there has been a growing shift toward education and the social sciences, reflecting an increasingly interdisciplinary orientation, particularly after 2020. Emerging themes such as explainable AI, adaptive learning, and ethical AI suggest a transition from technology-driven innovation toward pedagogy-oriented and ethically grounded practices. Keyword co-occurrence analysis reveals three dominant thematic clusters: (1) explainable AI in pedagogy, (2) adaptive learning systems, and (3) ethical and human-centered AI in education. This shift reflects a broader movement toward human-centered AI that enhances learning relevance, personalization, and engagement. Overall, the integration of DL in education is evolving beyond technical efficiency to support meaningful, ethical, and learner-centered educational experiences.
A Meaningful Learning Framework for Autistic Students: Teacher Innovation in Elementary Dewi, Rachmawati Octavia Kusuma; Minsih
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19193

Abstract

This study aims to describe the implementation of Meaningful Learning in an inclusive elementary school and to analyze its impact on students’ learning outcomes. The study employed a qualitative approach using a case study design conducted at SDN Pajang 1 Surakarta. The participants consisted of one classroom teacher, one special education teacher (GPK), and one autistic student. Data were collected through observations, interviews, and documentation, and were analyzed using data reduction, data display, and conclusion drawing. The findings indicate that Meaningful Learning was implemented through the use of concrete and visual media, experience-based learning activities, adapted student worksheets and evaluation methods, and flexible support tailored to the emotional conditions of the autistic student. Teachers connected learning materials to students’ daily lives, enabling abstract concepts to be understood through real-life experiences. Collaboration between the classroom teacher and the special education teacher further strengthened student understanding through simplified materials and individualized guidance. The implementation of Meaningful Learning positively influenced the student’s conceptual understanding, learning focus, classroom engagement, emotional stability, and motivation. These findings suggest that Meaningful Learning not only enhances the academic development of autistic students but also provides practical implications for inclusive elementary education, particularly in designing adaptive instruction and strengthening collaborative teaching practices.
Where is Environmental Issue Integration in Science Education Heading? Bibliometric Evidence on Emerging Research Frontiers Kurdiati, Lintang Auliya
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19223

Abstract

This study aims to analyze the integration of environmental issues in science education by systematically mapping research evolution and identifying emerging trends between 2015 and 2025. Employing a Systematic Literature Network Analysis (SLNA), the study combines a PRISMA-guided systematic literature review with bibliometric network analysis using Biblioshiny and VOSviewer. Data were retrieved from Scopus through a refined search strategy limited to peer-reviewed, open-access journal articles in the social sciences domain. Following PRISMA-based screening, 63 articles were analyzed to identify publication trends, influential contributors, thematic structures, and emerging research directions. The results reveal a notable increase in publication output after 2019 and the formation of five dominant thematic clusters: science education and literacy, sustainability education, socio-scientific reasoning, teacher professional development, and STEM integration. Keyword co-occurrence and density analyses indicate growing convergence around sustainability, inquiry-based learning, and ethical reasoning, highlighting these areas as key research frontiers. These findings emphasize the importance of integrating sustainability competencies into science curricula and strengthening teacher professional development to address environmental socio-scientific issues. Future pedagogical approaches should focus on inquiry-based STEM learning, socio-scientific issues (SSI)–based instruction, and ethics-oriented environmental reasoning to enhance students’ critical thinking and responsible decision-making regarding environmental challenges.
The Effectiveness of Integrating Scientific Nutrition Education into Physical Education on Nutrition Knowledge and Healthy Behavior Intentions among Junior High School Students Shuai, Zhao; Parwati, Ni Nyoman; Sudatha, I Gde Wawan
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19240

Abstract

This study aims to analyze the effectiveness of an experimental approach integrating scientific nutrition education into physical education learning in improving nutrition knowledge and healthy behavior intentions among junior high school students. The study used a quasi-experimental design with a pretest–posttest control group model, involving 40 seventh-grade students at Beijing No. 3 Middle School (Xicheng District, Beijing, China) who were divided into an experimental group and a control group through class-based randomization. The experimental group followed an integrated "physical training + scientific nutrition" curriculum for 10 weeks, while the control group received conventional physical education. The research instruments included nutrition knowledge tests and healthy behavior intention questionnaires that met the criteria for validity and reliability. Data analysis was performed using Multivariate Analysis of Covariance (MANCOVA) as the main analysis, followed by univariate ANCOVA, to control for differences in students' initial abilities. The results of the multivariate analysis of covariance (MANCOVA) indicated a significant multivariate effect of the teaching mode on students’ nutrition knowledge and healthy behavior intention after controlling for pretest scores (Wilks’ Λ = 0.338, F = 34.21, p < 0.001). This finding provides quantitative evidence that the integrated physical training and scientific nutrition learning approach significantly improved students’ learning outcomes compared to the conventional physical education model. These findings indicate that integrating scientific nutrition concepts into authentic physical training experiences can build strong links between cognitive understanding, physical experience, and health behavior reflection. This study concludes that the integration of scientific nutrition education based on educational technology is an effective and strategic approach to improving health literacy and encouraging sustainable healthy behavior change among junior high school students.
Developing a Wayang Sukuraga Pocket Book Media Based on a Deep Learning Approach to Enhance Students’ Critical Thinking Skills Fauziah, Jembar Kitri; Nurasiah, Iis; Ramadhan, Rifky Aditya
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19291

Abstract

This study aims to develop learning media in the form of a pocket book integrated with the local wisdom of Wayang Sukuraga, based on Deep Learning, to improve critical thinking in Pancasila education among elementary school students. The study employed the Research & Development (R&D) model SAM, conducted in three iterations, with each iteration including evaluation, design, and development stages. The participants consisted of 26 fourth-grade students from an elementary school in Sukabumi City. Data were collected using expert validation questionnaires, student response surveys, and performance assessments on a 4-point Likert scale. Data were analyzed using paired-sample t-tests within a one-group pretest–posttest experimental design. Validation results showed high feasibility, with scores of 97.9% from subject matter experts, 97.5% from media experts, 97.2% from practitioner experts, and 90.41% from student responses. The overall average feasibility score was 95.75%, categorized as very valid. The paired-sample t-test revealed a significant improvement in critical thinking (Sig. (2-tailed) < 0.001), indicating that the Wayang Sukuraga pocket book is effective in enhancing critical thinking in Pancasila education. This media also serves as a prototype for integrating other forms of local wisdom into elementary school learning.
Development of a Digital Reseller Platform for Entrepreneurship Learning to Improve Students’ Entrepreneurial Motivation Secunda, Stefanus Juan Aristo; Fatimah, Nurul
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19306

Abstract

This study aims to develop a learning media based on a Digital Reseller Platform to enhance entrepreneurial motivation among senior high school students. The media is designed to facilitate students’ practical understanding of entrepreneurship concepts through digital simulations while addressing time management challenges in practice-based learning. The study was conducted at SMA Negeri 1 Ungaran, Semarang Regency, using a Research and Development (R&D) method based on the 4-D model, which includes the Define, Design, Develop, and Disseminate stages. The participants included 35 students from one class, a subject teacher, and material and media experts. Data were collected through interviews, observations, and questionnaires to analyze learning needs, evaluate media feasibility, and measure its effectiveness in improving students’ entrepreneurial motivation. The results indicate that the Digital Reseller Platform media is both feasible and effective for entrepreneurship learning. Expert validation demonstrated high feasibility, with scores of 82.5% from media experts and 85.7% from material experts. Furthermore, its implementation resulted in a statistically significant increase in students’ entrepreneurial motivation (F = 4.17, p < .05), as reflected in higher levels of interest, active participation, and confidence in engaging in entrepreneurial activities. In addition, the media supports more efficient time management without compromising students’ understanding of entrepreneurial concepts. In conclusion, the Digital Reseller Platform represents a valid and effective instructional medium for enhancing entrepreneurial motivation in senior high school settings.
Global Trends in Emotional Intelligence Research and Their Implications for Education: A Bibliometric Analysis (2010–2025) Matondang, Mai Rosalli; Solehuddin, M; Riyadi, Arie Rakhmat; Widiaty, Isma; Surya, Yohanes
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19332

Abstract

This study aims to analyze the development of emotional intelligence research and its implications for educational practice through a bibliometric analysis of global scientific publications. Using the Scopus Performance Analysis approach, a dataset of 28,404 articles indexed in Scopus between 2010 and 2025 was examined. Descriptive bibliometric techniques were employed, including annual publication trends, author productivity, institutional contributions, and thematic evolution, to identify dominant research patterns and emerging directions. The findings indicate substantial growth in emotional intelligence research over the past decade, peaking in 2021, reflecting increasing attention to social-emotional competencies in education, mental health, and resilience during the COVID-19 pandemic. Thematic analysis shows a shift from early trait-based and self-report approaches toward integrative models linking emotional intelligence with psychological capital, educational outcomes, and emerging digital technologies such as artificial intelligence. These developments underscore the growing recognition of emotional intelligence as a critical factor in supporting student well-being, learning engagement, and adaptive skills in contemporary educational environments. This study provides a comprehensive mapping of emotional intelligence research evolution and identifies key gaps for future studies. For the Indonesian educational context, the findings highlight the importance of integrating emotional intelligence into curriculum design, teacher training, and social-emotional learning initiatives to strengthen students’ psychological resilience and learning readiness in an increasingly complex digital era.
Integrating Experiential Learning and Kahoot: Impacts on Elementary Students’ Science Knowledge and Scientific Attitudes Dewi, Ni Putu Wulan Pratami; Jampel, I Nyoman; Candiasa, I Made
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19368

Abstract

This study aims to examine the effect of a Kahoot-assisted experiential learning model on students’ IPAS knowledge competence and scientific attitudes. The study employed a quantitative quasi-experimental method using a posttest-only control group design. Two classes were randomly assigned to the experimental and control groups. Data were collected using an IPAS knowledge competence test and a scientific attitude questionnaire and were analyzed using multivariate analysis of variance (MANOVA). The results revealed a statistically significant effect of Kahoot-assisted experiential learning on both outcome variables. The experimental group achieved higher mean scores in IPAS knowledge competence (86.35) and scientific attitudes (85.87) compared to the control group (82.56 and 60.56, respectively). These findings confirm that integrating experiential learning with Kahoot as an interactive digital medium enhances students’ conceptual understanding and scientific attitudes. In the context of elementary education in the digital era, this suggests that digital technology can play a more substantive role beyond merely increasing classroom engagement. When aligned with an appropriate pedagogical model, such as experiential learning, interactive digital media can facilitate meaningful learning experiences that promote conceptual mastery, active participation, reflection, and the development of positive scientific attitudes. Therefore, this integration provides a promising direction for elementary science instruction, particularly in addressing the need for innovative and pedagogically grounded digital learning practices in 21st-century classrooms.

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