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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 816 Documents
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Navigating The Future: Exploring The Link Between Proactive Personality and Career Adaptability Among College Students in Indonesia Namalase, Brilliana Soroi; Gunawan, William
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.v12i4.16771

Abstract

This research explores the link between career adaptability and proactive personality among university students in Indonesia. Employing a quantitative correlational design, the study utilized a career adaptability scale and a proactive personality scale as instruments. A total of 1,590 students aged 18–25 years from six provinces across Java Island participated, selected through a cluster quota sampling technique. The hypothesis proposed that career adaptability would show a positive correlation with proactive personality, including its sub-dimensions. Data were examined using Spearman’s correlation analysis, resulting in a correlation coefficient of r = 0.651 (p < 0.001). This outcome demonstrates a significant positive association between career adaptability and proactive personality, thereby confirming the hypothesis. The results highlight that students with stronger proactive personality traits are more likely to exhibit higher levels of career adaptability. These findings serve as a foundation for developing targeted interventions and programs that foster proactive personality to strengthen students' career preparedness and adaptability in response to the evolving labor market.
Inclusive Teaching Strategies and Student-Perceived Outcomes in Primary Inclusive Schools: Insights from Jabodetabek, Indonesia Rahmadani, Anisa; Rahmawati, Yuliana Mukti; Nur Syamsina, Rahmi
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.v12i4.16774

Abstract

This study aims to investigate the correlation between inclusive teaching strategies and their impact on the outcomes of inclusive education. Using a descriptive quantitative design, this study involved inclusive elementary school students (n = 339) in the Jakarta, Bogor, Depok, Tangerang, and Bekasi areas. Data were collected through the Perception of Inclusion questionnaire (n = 12) and Inclusive Teaching Strategies Scale (n = 29). Hierarchical regression tests were used to examine the relationship between variables and dimensions of teacher teaching strategies that most influenced inclusive outcomes. The results showed that Values & Attitudes accounted for 37% of the variance in inclusion outcomes (R² = 0.37; β = 0.60, p < 0.01). Adding Management & Environment increased the explained variance to R² = 0.41 (β = 0.26, p < 0.01), and adding Teaching & Instruction further raised it to R² = 0.43 (β = 0.18, p < 0.01). In the final model, all subscales remained significant (Values & Attitudes β = 0.35; Management & Environment β = 0.20; Teaching & Instruction β = 0.18; all p < 0.01), identifying teacher Values & Attitudes as the strongest predictor. Findings underscore the need to prioritize teacher mindset development, proactive classroom management routines, and differentiated instruction to strengthen inclusive outcomes. Stakeholders should implement programs that raise awareness and promote diversity among students to foster more positive attitudes and values toward inclusion.
BOMCAR 7: Developing Board Game Card Media for Enhanced Grammar Learning Among Indonesian EFL Students Aliyyah, Naily Samakhatal; Shofiyuddin, Muh.
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.v12i4.16910

Abstract

This study aims to develop and evaluate BOMCAR 7 (Board Game Card Media Tenses Adventure), a game-based learning tool designed to enhance grammar proficiency through interactive instruction. Using a one-group pretest-posttest design, the research investigates the effectiveness of board game card media among 30 tenth-grade students at a private Islamic senior high school in Jepara, Indonesia. The development followed the ADDIE model, incorporating needs analysis, expert validation, and field testing. The board game focused on simple present tense structures within the "Great Athletes" theme, aligning with Indonesia's Merdeka Curriculum. Validation by experts, teachers, and students yielded high ratings (85.0%-91.6%), confirming pedagogical quality and classroom feasibility. Statistical analysis revealed significant learning improvements. Students' grammar scores increased from pretest (M = 62.2, SD = 12.57) to posttest (M = 76.8, SD = 9.60), representing a 14.6-point gain with a large effect size (Cohen's d = 3.11, p < 0.001). Both parametric and non-parametric analyses confirmed these robust results. Qualitative findings showed increased motivation, enhanced collaboration, and reduced anxiety. Classroom observations documented active engagement and sustained attention during game sessions. The findings demonstrate that board game card media effectively enhances grammar instruction in EFL contexts. BOMCAR 7 successfully transformed abstract grammatical concepts into engaging learning experiences while maintaining curricular alignment. These results contribute to game-based language learning evidence and provide practical guidance for educators seeking innovative grammar instruction methods.
Developing BoardWise : A Digital Board Game for Enhancing Elementary Science Education Ali, Fathan Faqih; Sari, Prima Mutia
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.v12i4.16930

Abstract

This study aims to develop and determine the feasibility of a digital board game, "BoardWise," based on Fun Learning principles to enhance the quality of Science Education. Employing a Research and Development (R&D) method, the study progresses through iterative cycles of needs analysis, design, validation, and testing. Data collection involves questionnaires and observations with media experts, material experts, an educator, and fourth-grade students. Data analysis uses descriptive percentages to determine product feasibility. The research results show that the "BoardWise" digital board game is "Very Feasible." The product validation achieves an overall feasibility score of 85.13%, with detailed assessments from a media expert (90.0%), a material expert (83.0%), and an educator (86.0%). Student trials also yield a "Very Feasible" rating with an average score of 81.5%, indicating that the game is highly engaging and practical for classroom use. The study concludes that the "BoardWise" digital board game is a valid, practical, and effective instructional medium. It successfully integrates curriculum content with engaging, customizable game mechanics, fostering an active and enjoyable learning environment that overcomes challenges associated with abstract scientific topics and improves student participation in elementary education.
The Power of Contextual Learning: Dutch Colonialism in Ende-Lio and Its Effects on Students' Historical Awareness Mbura, Ewilensia Magdalen; Yulifar, Leli; Suwirta, Andi
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.v12i4.16933

Abstract

This study aims to examine the effectiveness of local history-based teaching materials, specifically focusing on Dutch colonialism in Ende-Lio, in enhancing students' historical awareness at SMA Negeri 1 Wolowaru. The rationale behind this study is to make history learning more contextual, meaningful, and closely related to students' daily lives. By integrating local historical narratives into the classroom, students are expected to acquire factual knowledge and develop pride, responsibility, and a stronger attachment to their cultural heritage. This study employed a quasi-experimental method with a randomized pretest-posttest control group design. The population consisted of all eleventh-grade students at SMA Negeri 1 Wolowaru, with two classes selected as samples: XI-1 as the experimental group and XI-2 as the control group. Locally developed history modules on Dutch colonialism in Ende-Lio and a historical awareness questionnaire were used as instruments. Data analysis using descriptive statistical techniques revealed that students exposed to local history-based teaching materials achieved higher levels of historical awareness compared to those who experienced conventional learning methods. This finding confirms that embedding local historical contexts into history education provides a more engaging and meaningful learning experience, contributing to students' emotional engagement with the past and strengthening their awareness of national identity through local heritage.
Exploring Children's Literature Content in Indonesian Textbooks for Elementary Schools: Insights from the Merdeka Curriculum Haqi, Salisa Arina; Wibowo, Setiawan Edi; Hastuti, Woro Sri; Wuriyandani, Wuri; Fauziah, Muhardila
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.v12i4.16951

Abstract

This study aims to analyze the representation and quality of children’s literature content in Indonesian language textbooks for elementary schools under the Merdeka Curriculum, a national education policy aimed at promoting student-centered learning. With particular attention to genre diversity, developmental appropriateness, and alignment with literacy goals, this research examines the extent to which these textbooks provide meaningful and engaging literary experiences for students. A qualitative content analysis method was employed, focusing on textbooks for Grades I–VI published by the Indonesian Ministry of Education in 2023. This study employs qualitative content analysis of Indonesian language textbooks for elementary schools under the Merdeka Curriculum. Data were collected through document analysis using rubrics, checklists, and BSNP-based indicators. The analysis followed Miles and Huberman’s model, with validation ensured through triangulation and peer discussion. The findings indicate that literary texts are presented in various forms, including prose (fiction and nonfiction) and poetry, with realistic fiction being the most dominant genre across all grades. Lower-grade textbooks primarily feature realistic fiction and fables, while upper-grade textbooks increasingly include nonfiction texts. The alignment between literary content and learning outcomes is reflected in the variety of genres and topics relevant to students’ developmental and social contexts. These results highlight the importance of designing textbooks that not only support language skills but also foster literary appreciation and character development through contextual and meaningful texts. The study's outcomes are expected to contribute to the development of more effective and engaging Indonesian language textbooks, ultimately enhancing the quality of literacy education in Indonesian elementary schools.
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.

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