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Muhammad Arief Rizka
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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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Examining the Effects of Resilience, Psychological Well-Being, and Self-Efficacy on Students’ Understanding of Accounting Nurwendari, Weny; Handayani, Silvia Mariah; Hidayat, Taufik; Herliani, Rini
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.v13i1.18839

Abstract

This study aims to examine the effects of resilience, psychological well-being, and self-efficacy on students’ accounting understanding. A quantitative explanatory research method was employed. Data were collected from 118 undergraduate students enrolled in the Accounting Education Program, Faculty of Economics, Medan State University. The participants were selected using purposive sampling and had completed core accounting courses. Data were gathered through a structured questionnaire measured on a five-point Likert scale. Data analysis was conducted using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS software. The results demonstrate that resilience, psychological well-being, and self-efficacy have positive and statistically significant effects on accounting understanding. Among these variables, self-efficacy exhibits the strongest influence on accounting understanding (β = 0.41; p < .001), followed by resilience and psychological well-being. The structural model explains 65% of the variance in accounting understanding (R² = 0.65), indicating strong explanatory power. These findings suggest that students’ accounting understanding is influenced not only by cognitive learning processes but also by psychological resources that support academic engagement and persistence.
Bridging Urban and Rural Contexts: A Comparative Case Study of English Teachers’ Implementation of the Merdeka Curriculum Marlianti, Rosyana; Astiantih, Susi; Nasir, Syarif Hidayat; Zakaria, Zakaria
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.v13i1.18866

Abstract

This study aims to explore and compare the implementation of the Merdeka Curriculum by English teachers in urban and rural junior high schools in Kolaka Regency, Southeast Sulawesi. A qualitative comparative case study method was employed, involving four English teachers from two schools—one urban and one rural. Data were collected through in-depth interviews, classroom observations, and document analysis. The data were analyzed using an interactive qualitative analysis framework that included data reduction, data display, within-case analysis, cross-case analysis, and conclusion drawing. The findings reveal notable differences in curriculum implementation practices and challenges across the two contexts. Urban teachers demonstrated pragmatic adaptation strategies, primarily focusing on material modification and internal collaboration within schools. In contrast, rural teachers exhibited high levels of pedagogical creativity and relied heavily on external collaborative networks, such as Musyawarah Guru Mata Pelajaran (MGMP). While both contexts faced pedagogical challenges, including low student motivation and limited vocabulary mastery, rural schools additionally encountered significant barriers related to inadequate digital infrastructure. This study underscores the importance of context-sensitive educational policies and targeted professional development programs to support equitable and effective implementation of the Merdeka Curriculum across diverse school settings.
Local Wisdom in Learning: Ethnopedagogical Values of "Kandas" in Traditional Culinary Practices of the Ngaju Dayak Tribe Franciska, Holla; Artika, I Wayan
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.v13i1.18898

Abstract

This study aims to describe and analyze the ethnopedagogical values embodied in the kandas culinary tradition of the Dayak Ngaju people. The research employed a qualitative approach using a descriptive ethnographic method. Data were collected through participatory observation, documentation, and in-depth interviews with traditional leaders, community leaders, the owner of a Dayak traditional restaurant, and members of the younger generation. The data were analyzed qualitatively using a cultural ethnographic approach with an interactive analysis model consisting of data reduction, data display, and conclusion drawing. The analysis process was conducted iteratively and concurrently with data collection until the completion of the study. The findings indicate that the kandas culinary tradition embodies several ethnopedagogical values, including religious and spiritual values, togetherness, independence, environmental conservation, cultural identity, and intergenerational knowledge transmission. These values are highly relevant for integration into contextual learning grounded in local culture. This study contributes to the strengthening of local wisdom–based education and supports efforts to preserve the cultural heritage of the Dayak Ngaju community.
Analysis of The Influence of Principal Leadership and Emotional Intelligence on Teacher Motivation and Performance Mandela, Erna; Hendra, Robi; Habibi, Akhmad
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.v13i1.18901

Abstract

This study examines the influence of principal leadership and emotional intelligence on teachers’ work motivation and performance. Employing a quantitative explanatory method, the research involved a sample of 220 senior high school teachers in Sarolangun Regency. Data were collected through structured questionnaires and analyzed using Structural Equation Modeling (SEM). The results indicate that principal leadership (β = 0.505) and teachers’ emotional intelligence (β = 0.404) have significant positive effects on work motivation. Both variables also exert direct positive effects on teacher performance. Notably, work motivation emerges as the strongest predictor of performance (β = 0.706) and serves as a key mediating variable that strengthens the indirect effects of leadership and emotional intelligence on performance. These findings suggest that improving teacher performance requires strategies that extend beyond enhancing leadership practices and emotional competencies to include the systematic cultivation of intrinsic motivation. Accordingly, this study recommends that teacher development policies integrate emotional intelligence and transformational leadership training to foster a school climate that supports optimal teacher motivation and performance.
Reframing Social Studies Education : A Critical Pedagogical Approach to Developing Students’ Ecological Awareness Jumriani, Jumriani; Arisanty, Deasy; Warmansyah Abbas, Ersis; Mutiani, Mutiani
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.v13i1.18933

Abstract

This study analyzes the role of a critical pedagogical approach in Social Studies education in strengthening students’ ecological awareness. The research employs a qualitative approach using a literature review method. Data were drawn from 27 selected scholarly publications sourced from Scopus-indexed journals and nationally accredited journals. These publications were analyzed through a conceptual literature review and qualitative content analysis to identify key themes related to critical pedagogy, Social Studies education, and ecological awareness. The findings indicate that critical pedagogy enables the meaningful integration of environmental issues into Social Studies learning by fostering contextual, dialogical, and reflective learning processes. Through the problematization of socio-ecological realities, students are encouraged to develop an understanding of the interrelationships between human activities, development policies, and their environmental impacts. This approach not only enhances cognitive understanding but also cultivates students’ critical awareness, environmental concern, and ecological responsibility. The study concludes that Social Studies learning grounded in critical pedagogy can function as a vehicle for social transformation by promoting ecological awareness. It further emphasizes the importance of shifting the Social Studies learning paradigm from memorization-oriented instruction toward meaningful, critical learning oriented to environmental sustainability.
Understanding University Students’ Learning Engagement in AI-Supported Learning Environments: An Empirical Study Putranto, Teguh Dwi; Sofiah, Diah; Ramadhani, Hetti Sari
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.v13i1.18960

Abstract

This study aims to explore university students’ lived experiences in using ChatGPT as a medium for learning engagement. A phenomenological method was employed to capture the essence of students’ experiences. The participants consisted of first-year undergraduate students from the Communication Science program at the State University of Surabaya, selected due to their transitional learning phase from secondary to higher education. Data were collected through Focus Group Discussions (FGDs). Data analysis followed a phenomenological procedure that involved transcript reading, meaning identification, thematic clustering, the development of textual and structural descriptions, and the synthesis of the essence of the phenomenon. The findings reveal that students utilize ChatGPT to answer questions, explain concepts, support writing and text editing, stimulate creativity and content production, and assist with analysis and problem-solving tasks. These findings indicate that artificial intelligence has become an integral component of the higher education learning ecosystem, necessitating a reconsideration of how student learning processes are understood. The results further suggest a shift in learning patterns—from exploratory to instant learning, from process-oriented to outcome-oriented approaches, and from independent learning to AI-assisted dependence. Excessive and uncritical use of AI may lead to a decline in students’ critical thinking, writing, analytical, and problem-solving skills. Therefore, this study recommends the cultivation of wise and reflective AI use among university students to ensure that AI serves as a supportive tool rather than a substitute for essential cognitive and metacognitive learning processes.
Revisiting Digital Storytelling as a Pedagogical Strategy in Educational Technology: A Systematic Literature Review of Recent Evidence Pratiwi, Oktovianti; Kustandi, Cecep; Kusumawardani, Dwi; Rahmadi, Imam Fitri
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.v13i1.18995

Abstract

This study aims to systematically examine the utilization of digital storytelling (DST) in the context of educational technology, focusing on the digital media used, supporting platforms and their impact on student learning processes and outcomes. The study was conducted using the Systematic Literature Review (SLR) method based on the PRISMA 2020 guidelines and involved 36 scientific articles f published in the 2020–2024 period. The results of the thematic analysis showed that the most dominant digital media used was narrative video, followed by digital comics, story-based games and interactive applications. Various platforms and technological tools are utilized, reflecting the flexibility of DST implementation across various educational levels and subject areas. DST implementation has been reported to improve students' learning motivation, emotional engagement, digital literacy, communication and collaboration skills. This study confirms that DST is a technology-based learning strategy that is relevant and adaptive to 21st-century needs. These findings are expected to serve as a reference for developing more effective and contextually grounded digital narrative-based instructional innovations. Future research is recommended to examine how specific types of DST media influence measurable learning outcomes and to develop practical, pedagogically grounded implementation models that can be effectively adopted by teachers across diverse educational contexts.
Development of a Web-Based E-SCIENCE Learning Model to Improve Science Learning Outcomes for Junior High School Students Hardiani, Santi; Darmawan, Deni; Rahadian, Dian; Nurihsan, Juntika; Wahyudin, Dinn; Nasrulloh, Iman
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.v13i1.19007

Abstract

This study aims to develop a web-based E-SCIENCE learning model to improve students’ science learning outcomes on the topic of the human circulatory system. The study employed a research and development (R&D) method using the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The research was conducted at SMPN 1 Cilawu, Garut Regency, involving a sample of 40 eighth-grade students from class VIII G. The research instruments included expert validation questionnaires, student response questionnaires, and achievement tests to measure learning outcomes. The results indicate that the developed learning model meets the criteria of validity, practicality, and effectiveness. Students’ learning outcomes showed a significant improvement after the implementation of the model, as evidenced by higher post-test scores compared to pre-test scores. Furthermore, expert evaluations revealed a high level of feasibility, with both media and content experts awarding scores of 94. These findings suggest that the web-based E-SCIENCE learning model is effective in enhancing students’ understanding and learning outcomes related to the human circulatory system. Therefore, this model can be considered a viable and effective alternative for science instruction to improve student learning outcomes.
Development of Edutainment and Problem Solving Based Student Worksheet on Magnet Concept for Elementary Science Aeni, Dewi Nur; Fatmaryanti, Siska Desy; Ngazizah, Nur
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.v13i1.19015

Abstract

This study aims to develop a student worksheet integrating edutainment and problem solving approaches to improve fifth grade students’ understanding of magnetism. The research employed a Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) and was conducted over four meetings at Muhammadiyah I Elementary School Purworejo, involving limited and large scale trials with 10 and 21–22 students. The data analysis technique used in this study was quantitative descriptive analysis, which included product validity analysis, practicality analysis, effectiveness analysis, and analysis of the improvement in conceptual understanding. The developed student worksheet was validated by a media expert and two material experts, yielding an average validation score of 86.3% (highly valid). The practicality assessment reached 95.2%, categorized as very practical. Pretest and posttest results showed improved student understanding with an average increase of 80.61%. Its effectiveness was further supported by an N-Gain score of 0.8 (high category). These findings indicate that the edutainment and problem solving based student worksheet has strong potential as an effective learning medium for enhancing students’ understanding of magnetic concepts and addressing misconceptions in Integrated Natural and Social Sciences learning at the elementary level.
Deliberative Learning in Elementary Civic Education: Strengthen Students’ Communication Skills from a Vocational Perspective Rahmadiyani, Alya; Dewi, Dinie Anggraeni; Nanggala, Agil; Avilla, Roel V.
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.v13i1.19027

Abstract

This study aims to formulate a deliberation-based Civic Education learning model from a vocational civic perspective to strengthen elementary school students’ communication skills. The study employed a qualitative approach using a case study method. Data were collected through in-depth interviews with Civic Education experts and classroom teachers at SDN 268 Panyileukan, classroom observations of the deliberative learning process, and document analysis. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing and verification. The findings indicate that the integration of deliberative practices with vocational civic education enhances students’ assertive and persuasive communication skills, active listening abilities, and collaborative competencies. In addition, the model fosters key character values, including tolerance, empathy, social discipline, and cooperation. This deliberation-based learning model is expected to serve as both a practical and theoretical reference for teachers, curriculum developers, and policymakers in implementing contextual and participatory Civic Education that emphasizes character development and 21st-century skills.

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