cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Arief Rizka
Contact Email
m.ariefrizka@ikipmataram.ac.id
Phone
+6281803688544
Journal Mail Official
jurnalfip@ikipmataram.ac.id
Editorial Address
Fakultas Ilmu Pendidikan dan Psikologi Universitas Pendidikan Mandalika (UNDIKMA) Jl. Pemuda No. 59 A Mataram - NTB
Location
Kota mataram,
Nusa tenggara barat
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 816 Documents
 52   53   54   55   56 
The Cognitive and Affective Nexus : Critical Thinking, Creativity, Emotional Intelligence, and Academic Success Syamiya, Estu Niana; Huby, Zindan Baynal; Rosulliaty, Indri
Jurnal Paedagogy Vol 12, No 3 (2025): July : IN PROGRESS
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i3.15721

Abstract

This study aims to analyze the direct and indirect effects of critical thinking and creative thinking on academic achievement, with emotional intelligence serving as a mediating variable. A quantitative method employing path analysis was utilized to analyze the relationships between these variables. The population in this study consisted of all students of SMA Al Husna Tangerang City in the academic year 2023/2024, totaling 127 students. Sampling was conducted using the Slovin formula, resulting in a total of 96 students. The results showed that: (1) Critical and creative thinking do not have a significant positive effect on emotional intelligence in students. These results suggest that high levels of critical and creative thinking are associated with stable and improving emotional intelligence. (2) Critical and creative thinking have no significant influence on student academic achievement. These findings indicate that enhancing critical and creative thinking skills can potentially improve student academic achievement. (3) Emotional intelligence has no significant effect on student academic achievement. This highlights the need to enhance students' emotional intelligence to effectively control and regulate emotions.
Mathematical Representation Ability in HOTS Problems : A Study of Students’ Learning Style Febryana, Ultami Ismayani; Pradipta, Trisna Roy
Jurnal Paedagogy Vol 12, No 3 (2025): July : IN PROGRESS
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i3.16168

Abstract

This study aims to analyze students' ability to represent mathematical concepts when solving High Order Thinking Skills (HOTS) questions, reviewed based on visual, auditory, and kinesthetic learning styles. This study used a qualitative approach with a case study method with the subjects of nine students from SMAN 88 Jakarta who were selected by purposive sampling. The research instruments included learning style questionnaires, mathematical representation ability tests, and interviews. The data analysis technique in this study uses the stages of reduction, presentation, and drawing conclusions based on the Miles and Huberman model. The results of the study showed that all students, regardless of their learning style, mastered the visual aspect more. Learners with visual and auditory learning styles generally excel in visual aspects but weak in verbal and symbolic aspects, while learners with kinesthetic learning styles show varied abilities, with visual aspects remaining the most dominant. The findings of this study can provide insights for education practitioners to optimize mathematics learning based on students' learning styles, while contributing theoretically to the development of academic theory and literature in the field of mathematics learning and mathematical representation.
The Effectiveness of Project-Based Differentiated Learning in Improving Descriptive Writing Skills : A Study of Elementary School Students Istiqomah, Nur; Apoko, Tri Wintolo
Jurnal Paedagogy Vol 12, No 3 (2025): July : IN PROGRESS
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i3.15709

Abstract

This study aims to analyze the effectiveness of implementing project-based differentiated learning in improving elementary school students' descriptive text writing skills. This study used a mixed method with an explanatory sequential design. The participants of the study were 48 fifth grade students at a public elementary school in South Jakarta, who were divided into two groups, namely the experimental and control classes. The instruments used included writing tests, questionnaires, and semi-structured interviews. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data used thematic analysis. The results showed that there was a significant increase in students' descriptive text writing skills in the experimental group. In addition, qualitative results showed that students had positive perceptions of this learning method. This study provides recommendations for elementary school teachers to consider project-based differentiated learning for more effective teaching and contribute to increasing students' motivation and confidence in learning.
Exploring The Future of Early Childhood Education : Research Trends and Implementation of Augmented Reality Citariani, Ni Maede; Agustini, Ketut; Sudhata, Gde Wawan; Suartama, Kadek; Sudarma, Komang
Jurnal Paedagogy Vol 12, No 3 (2025): July : IN PROGRESS
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i3.15581

Abstract

This study aims to examine the research trends and implementation of Augmented Reality (AR) technology in improving various aspects of child development, the challenges of its implementation, and the direction of future research in the context of digital education for early childhood. This study uses the Systematic Literature Review (SLR) method, with a bibliometric mapping approach and content analysis. A total of 17 articles were selected from the Scopus and DOAJ database in the period 2019–2024 for further analysis. The research findings show that the use of AR significantly enhances the learning experience to be more interactive, contextual, and enjoyable for children. In addition, AR has proven effective in conveying abstract concepts visually and helping to reinforce practical values such as financial responsibility from an early age. However, challenges such as limited infrastructure, access to technology, uneven teacher training, and excessive dependence on technology are major obstacles to the widespread implementation of AR. The implications of this study highlight the importance of increasing technological support in educational institutions, developing AR applications that are aligned with the curriculum, and continuous teacher training. Thus, AR has great potential as an innovative medium in early childhood education, as long as it is balanced with the right implementation strategy.
Understanding the Complexities : An Exploration of Internal and External Factors Affecting Student Accounting Learning Difficulties Sriwedari, Tuti; Nurhayani, Ulfa; Sibarani, Choms Gary Ganda Tua; Sitompul, Haryani Pratiwi; Nurwendari, Weny
Jurnal Paedagogy Vol 12, No 3 (2025): July : IN PROGRESS
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i3.12429

Abstract

This study examines factors influencing accounting learning difficulties among 138 students of the Accounting Education Program at Universitas Negeri Medan, with a sample of 117, which was determined using Slovin's formula and purposive sampling. This study employed descriptive and verificative methods, and data was analyzed through Structural Equation Modeling (SEM) with Maximum Likelihood Estimation (MLE). Key findings reveal that interest in learning, motivation, talent, independent learning, and campus environment significantly impact learning difficulties. Specifically, higher interest, motivation, and talent, combined with a supportive campus environment, reduce accounting learning difficulties. The study highlights the importance of fostering motivation, independent learning, and a resource-rich environment to enhance academic success and prepare students for accounting careers.
Developing Assessment for Learning-Oriented Worksheets to Improve Student Learning Outcomes in Thermochemistry Aisy, Adib Al; Muchlis, Muchlis
Jurnal Paedagogy Vol 12, No 3 (2025): July : IN PROGRESS
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i3.15971

Abstract

Abstract:  This study aims to develop assessment-for-learning-oriented worksheets suitable for improving students' learning outcomes in thermochemistry. The study was conducted at SMAN 14 Surabaya with 34 students as the respondents. The research method used was Research and Development (R&D) with the 4D model, limited to the development stage. The criteria for suitable student worksheets were evaluated based on validity, practicality, and effectiveness. Data analysis techniques for validity were conducted using a validation questionnaire method, while practicality was assessed through observation and student response questionnaires. Effectiveness was evaluated using a test method. The validity results obtained a median score of 4 from the three validators, indicating valid criteria. The practicality data showed that student responses to the worksheets received a percentage of 96.7% in the good category. Observations of relevant student activities yielded a percentage range of 84% to 100%. Effectiveness data were obtained from the pretest and posttest scores, which were then statistically tested using the Wilcoxon Test and N-Gain score. The significance value test resulted in 0.000 (p < 0.05), indicating a significant difference between the pretest and posttest scores. N-Gain analysis showed that 31 students were in the high category and 3 in the moderate category. Based on validity, practicality, and effectiveness, the student worksheets oriented toward assessment for learning are suitable for use in improving student learning outcomes in thermochemistry.
Unlocking Young Minds : The Impact of Unplugged Coding on Elementary Students' Computational Thinking Kasiono, Bagus; Pradhana, Galih; Huda, Nuril; Utami, Sri; Haerussaleh, Haerussaleh
Jurnal Paedagogy Vol 12, No 3 (2025): July : IN PROGRESS
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i3.15650

Abstract

This study aims to analyze the effectiveness of the unplugged coding method in improving elementary students’ computational thinking skills, identify the CT components that develop, and evaluate its potential as a contextual, inclusive, and sustainable learning solution. This study employs a systematic literature review using the PRISMA technique, selecting 31 journal articles were indexed in reputable databases such as Scopus and SINTA published between 2021 and 2025. The articles were analyzed thematically based on relevance to CT and unplugged methods in elementary education. Results show that the unplugged coding method is an effective and contextually relevant approach to enhancing computational thinking (CT) skills in elementary school students. The effectiveness of this method is reflected in the development of key CT components and its positive contribution to student motivation and engagement in learning. Scientifically, these findings support the argument that strengthening CT does not necessarily rely on digital technology, but can be achieved through contextual and hands-on learning strategies. Therefore, unplugged coding has the potential to serve as a strategic alternative in primary informatics education, particularly in resource-constrained settings. As an implication, this study recommends the development of national teaching guidelines and policies to systematically support the integration of the unplugged approach into the curriculum. Further experimental research across diverse school contexts is needed to assess its long-term impact and to enrich best practices in implementation.
Action Competence for Environmental Sustainability : A study of Junior High School Students in Public and Private Schools in Batu City, Indonesia Silvia, S.; Rahardjanto, Abdulkadir; Husamah, H.
Jurnal Paedagogy Vol 12, No 3 (2025): July : IN PROGRESS
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i3.15328

Abstract

This study aims to describe  the level, differences between public and private schools, gender differences, the influence of fathers' and mothers' education on action competence for environmental sustainability in junior high school students in Batu City. This study uses a quantitative approach with a descriptive analysis research type. The population in the study was 4,036 junior high school students spread across public and private schools in Batu City. To determine the number of samples using the Slovin formula, so that the number of samples obtained was 1,291 students. Data collection was carried out using an instrument in the form of a questionnaire in the form of a Google form. Respondent characteristic data were analyzed using frequency and percentage. Comparison of two groups of students, namely school status and gender, was analyzed using the Mann-Whitney Test, while comparisons of more than two groups, namely father's and mother's education, were analyzed using the Kruskal-Wallis Test. The results of the study showed that; (1) The level of competency in actions for environmental sustainability in junior high school students in Batu City is in the good category with a high average score, (2) between public and private schools there is a difference in action competence for environmental sustainability in junior high school students in Batu City, (3) there is no difference in gender of students in action competence for environmental sustainability in junior high school students in Batu City, and (4) there is no difference in education of fathers and mothers in action competence for environmental sustainability in junior high school students in Batu City.
An Analysis of Critical Thinking Skills and Communication in Science Education : A Study of Grade VIII Students Fani, Salvi Dwi; Indrawati, Indrawati; Astutik, Sri
Jurnal Paedagogy Vol 12, No 3 (2025): July : IN PROGRESS
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i3.16555

Abstract

This study aims to analyze the level of students' critical thinking and communication skills in science learning, identifying areas of strength and weakness. A descriptive quantitative method was employed, with tests and questionnaires as instruments. This research involved 73 students from the eighth grade of a junior high school as respondents. The data analysis technique used in this research is quantitative descriptive analysis. The results of this study indicate that the level of critical thinking and communication skills of junior high school students has a significant gap in science learning. In this study for critical thinking skills, each indicator is providing simple explanations (65%) in the medium category, building basic skills (51%) in the low category, concluding (45%) in the low category, providing advanced explanations (41%) in the low category, and organizing strategies and tactics (28%) in the very low category. And for communication skills, each indicator is Expressing 45% (low), Evaluating 42% (low), Responding 59% (medium), Negotiating 49% (low). Students' critical thinking and communication skills are in the low category, this indicates the need to improve learning strategies that encourage active involvement and reflective thinking of students.
From School to Industry : The Relevance of Vocational School Competencies in Machining Technology to Manufacturing Industry Needs Zhahara, Zhahrotul; Solehudin, Agus; Berman, Ega Taqwali
Jurnal Paedagogy Vol 12, No 3 (2025): July : IN PROGRESS
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i3.15353

Abstract

This study aims to analyze the relevance of technical machining skills competencies at SMK Negeri 1 Karawang to labor needs in the manufacturing industry sector. The research method used is a survey with a quantitative approach. The research instrument is a questionnaire given to 68 students in the 12th grade of the technical machining program. The data analysis technique used was descriptive statistical analysis, calculating the percentage of respondents' answers based on the Likert scale to evaluate the alignment of the curriculum and graduates' competencies with industry demands. The research results indicate that the competencies possessed by graduates of SMK Negeri 1 Karawang are highly relevant and aligned with the demands of the job market. This is evident from the curriculum content alignment rate, which reached 85%. Specifically, graduates' competencies in cognitive aspects achieved a percentage of 86%, while psychomotor aspects also scored 86%. Meanwhile, the affective aspect received the highest score at 88%. However, there are still shortcomings in the mastery of soft skills, such as the 5S principles (commonly understood as Sort, Set in order, Shine, Standardize, and Sustain, though adapted here for workplace politeness and courtesy as Smile, Greeting, Politeness, and other relevant workplace behaviors might be more contextually defined) and 5P (Precision, Productivity, Maintenance, Prevention, and Improvement), as well as workplace safety culture (Safety) and work ethics. These findings recommend strengthening soft skills in the curriculum, enhancing collaboration between schools and industry, and conducting regular curriculum evaluations to ensure that graduates' competencies remain aligned with the needs of the job market.

Page 54 of 82 | Total Record : 816

 52   53   54   55   56 

Filter by Year

2014 2026


Reset
Filter By Issues
All Issue Vol. 13 No. 1 (2026): January Vol 12, No 1 (2025): Jurnal Paedagogy (January 2025) Vol. 12 No. 4 (2025): October Vol 12, No 3 (2025): July : IN PROGRESS Vol. 12 No. 3 (2025): July Vol. 12 No. 2 (2025): April Vol. 12 No. 1 (2025): January Vol 11, No 4 (2024): Jurnal Paedagogy (October 2024) Vol 11, No 3 (2024): Jurnal Paedagogy (July 2024) Vol. 11 No. 4 (2024): October Vol. 11 No. 3 (2024): July Vol 11, No 2: Jurnal Paedagogy (April 2024) Vol. 11 No. 2 (2024): April Vol 11, No 1: Jurnal Paedagogy (January 2024) Vol. 11 No. 1 (2024): January Vol 10, No 4: Jurnal Paedagogy (October 2023) Vol. 10 No. 4: Jurnal Paedagogy (October 2023) Vol 10, No 3: Jurnal Paedagogy (July 2023) Vol 10, No 2: Jurnal Paedagogy (April 2023) Vol 10, No 1: Jurnal Paedagogy (January 2023) Vol 9, No 4: Jurnal Paedagogy (October 2022) Vol 9, No 3: Jurnal Paedagogy (July 2022) Vol 9, No 2: Jurnal Paedagogy (April 2022) Vol 9, No 1: Jurnal Paedagogy (January 2022) Vol 8, No 4 (2021): Jurnal Paedagogy (October 2021) Vol 8, No 3 (2021): Jurnal Paedagogy (July 2021) Vol 8, No 2 (2021): Jurnal Paedagogy (April 2021) Vol 8, No 1 (2021): Jurnal Paedagogy (January 2021) Vol 7, No 4 (2020): Jurnal Paedagogy (October 2020) Vol 7, No 3 (2020): Jurnal Paedagogy (July 2020) Vol 7, No 2 (2020): Jurnal Paedagogy (April 2020) Vol 7, No 1 (2020): Jurnal Paedagogy (January 2020) Vol 6, No 2 (2019): JURNAL PAEDAGOGY (October 2019) Vol 6, No 1 (2019): JURNAL PAEDAGOGY (April 2019) Vol 5, No 2 (2018): JURNAL PAEDAGOGY (October 2018) Vol 5, No 1 (2018): JURNAL PAEDAGOGY (April 2018) Vol 4, No 2: Oktober 2017 Vol 4, No 1: April 2017 Vol 3, No 2: Oktober 2016 Vol 3, No 1: April 2016 Vol 2, No 2: Oktober 2015 Vol 2, No 1: April 2015 Vol 1, No 1 (2014) More Issue