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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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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.
Development of Gamification-Based HTML5 Interactive Learning Media for Human Digestive System in Elementary Education Sarira, Maria Jayanti; Sabariah, Sabariah; Suharti, Suharti
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.v12i4.16814

Abstract

This study aims to develop interactive learning media based on HTML5 with a gamification approach to improve students' understanding, activeness, and learning motivation. This research used a Research and Development (R&D) method with the ADDIE model, consisting of five main stages: analysis, design, development, implementation, and evaluation. The validation process was carried out by three experts using a feasibility assessment instrument, followed by a limited trial with fifth-grade students at SD Negeri Inpres Malompo Elementary School. Data analysis was conducted quantitatively through validation questionnaires and student responses. The findings indicated that the media was considered "very feasible" in terms of content, visual appearance, and technical aspects, and was highly effective in helping students understand the concept of digestive organs interactively. This media offers an innovative alternative in science learning in elementary schools and has the potential for further development in other materials, contributing to the development of gamification-based digital media in elementary education.
Development of Augmented Reality Learning Media Based on Assemblr Edu to Improve Students' Creativity Abilities Sari, Naila Nurhana; 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.v12i4.16817

Abstract

The purpose of this study is to design digital learning media that utilize Augmented Reality (AR) technology through the Assemblr Edu platform on the topic of Earth’s Rotation and Revolution to enhance students’ creativity. This research employed a Research and Development (R&D) method using the ADDIE model, which consists of five main stages: analysis, design, development, implementation, and evaluation. Data were collected through interviews and questionnaires administered to subject matter experts, media experts, teachers, and students. Both qualitative and quantitative techniques were used for data analysis. The validation results showed that the developed learning media achieved a feasibility score of 86% from material experts and 95% from media experts, both of which are categorized as very feasible. Meanwhile, responses from teachers and students obtained scores of 95% and 84%, respectively, classified as very good. Overall, these findings indicate that Assemblr Edu–based AR learning media are suitable for use in science learning and have strong potential to enhance students’ creativity and understanding of abstract concepts.
Development of Comic-Based Learning Media for Javanese Language at the Junior High School Level Khasanah, Anida Dwi Nur; Yuwono, Agus; Supriadi, Didik
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.v12i4.16945

Abstract

This study aims to develop Javanese comic-based learning media (KOBAJA) for teaching the topic of unggah-ungguh (Javanese language etiquette). The research employed a Research and Development (R&D) design using the 4D model, which includes the stages of definition, design, development, and dissemination. The developed product was evaluated for its feasibility through validity tests using expert validation questionnaires. Data were analyzed using both qualitative and quantitative descriptive techniques. The validity test involved both media and material experts. Product trials were conducted with students to assess the attractiveness and effectiveness of the developed media using a response questionnaire. A total of 32 Grade VII students from SMP Negeri 38 Semarang participated in the product trials. The results indicated that the developed Javanese comic (KOBAJA) is suitable for use as a reading aid and meets the required criteria. Validation from material experts yielded a score of 3.09 (“feasible to use”), while media experts gave a score of 3.5 (“very feasible”). Furthermore, student response data showed that KOBAJA was considered “very interesting” to use, with an average score of 3.44. Based on these findings, it can be concluded that the Javanese comic-based learning media (KOBAJA) is both feasible and engaging for classroom learning on unggah-ungguh topics.
Building Self-Efficacy in Intercultural Communication: A Narrative Study of an International Ph.D Student in The US Septiani, Putri Tiara; Khafidhoh, Popon Nur; Mahaputri, Ratna Andhika; Herlina, Herlina
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.v12i4.16953

Abstract

This study aims to explore how self-efficacy in intercultural communication was constructed by an Indonesian Ph.D. student in the United States through academic and social experiences. A narrative inquiry design was employed to capture lived experiences and meaning-making processes in intercultural adaptation. Data were collected through in-depth interviews, self-recorded conversations, and researcher notes, with triangulation applied to ensure validity. Thematic analysis indicated that intercultural challenges, including communication barriers and cultural differences, were navigated through adaptive strategies, reflective practices, and support from academic and community networks. The findings suggest that self-efficacy is a dynamic process, strengthened through mastery experiences and social reinforcement. This study emphasizes the need for reflective learning opportunities and empathetic institutional support to enhance international students' intercultural competence.

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