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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 856 Documents
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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 (IN PRESS)
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 (IN PRESS)
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 (IN PRESS)
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 (IN PRESS)
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 (IN PRESS)
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 (IN PRESS)
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.
Development of a Game-Assisted Flipbook to Enhance Fifth-Grade Students’ Conceptual Understanding of Cultural Diversity Somantari, Ni Ketut; Wibawa, I Made Citra; Suma, Ketut
Jurnal Paedagogy Vol. 13 No. 2 (2026): April (IN PRESS)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19371

Abstract

This study aims to develop and evaluate the feasibility, practicality, and effectiveness of a game-assisted flipbook on cultural diversity for fifth-grade elementary school students. The study was conducted in Cluster V Tuanku Imam Bonjol, Denpasar, Bali, using the ADDIE development model. The participants included two content experts, two media experts, 12 teachers, and 65 fifth-grade students, comprising 33 students in the experimental group and 32 in the control group. Data were collected using expert validation sheets, teacher and student practicality questionnaires, and pretest–posttest assessments of concept mastery. The data were analyzed using descriptive statistics, percentage conversion, analysis of covariance (ANCOVA), and normalized gain (N-gain). The flipbook was developed using Microsoft Word, Canva, and Heyzine, and featured contextual narratives, cultural illustrations, reflective activities, QR codes, and educational games. The validation results indicated that the product was highly feasible, with a mean score of 3.87 (96.75%) from both content and media experts. Practicality was also rated very highly, with scores of 3.84 (95.88%) from teachers and 3.91 (97.83%) from students. ANCOVA results revealed a statistically significant difference between the experimental and control groups after controlling for pretest scores (F = 84.980, p < 0.001), with a large effect size (partial eta squared = 0.578). Furthermore, the N-gain analysis showed greater improvement in the experimental group (0.81, high category) compared to the control group (0.51, moderate category). In conclusion, the game-assisted flipbook is highly feasible, practical, and effective in improving students’ concept mastery in elementary education.
Examining the Impact of School Principals’ Leadership and Family–Teacher Synergy on Elementary Students’ Prosocial Behavior Gusmin, Eka Milasari; Zakso, Amrazi; Sanulita, Henny
Jurnal Paedagogy Vol. 13 No. 2 (2026): April (IN PRESS)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19410

Abstract

This study aims to examine the influence of principal leadership and family–teacher synergy on the prosocial behavior of elementary school students at SD Negeri 05 Pontianak Selatan. A quantitative survey approach was employed, with data collected from 88 students in Grades IV, V, and VI using validated questionnaires. The data were analyzed using descriptive statistics and inferential analysis, including percentage analysis to categorize variables and regression analysis to examine the relationships among variables. The results indicate that students’ prosocial behavior was generally at a positive level, with most students categorized as high, although variations were observed across dimensions. Helping and sharing showed the highest levels, while empathy and environmental care still require improvement. Principal leadership demonstrated strong effectiveness, particularly in community empowerment and instructional leadership. Similarly, family–teacher synergy showed high effectiveness, especially in learning support and character-building collaboration, although communication and value consistency remain areas for improvement. The findings suggest that concrete prosocial behaviors are more easily developed through habituation, whereas more complex behaviors require structured and continuous interventions. In conclusion, this study highlights the importance of strengthening transformational leadership and enhancing collaboration between schools and families to create a supportive educational ecosystem. It also underscores the need for differentiated character education programs and more intensive communication strategies to optimize students’ prosocial development.
Developing a Web-Based Application to Support Student Behavior Monitoring in Vocational Education Dahlan, Hesti; Sujaini, Herry; Basri, Muhammad; Aunurrahman; Salam, Urai
Jurnal Paedagogy Vol. 13 No. 2 (2026): April (IN PRESS)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19411

Abstract

This study aims to develop and implement a web-based student behavior monitoring application for Grade X students of Computer and Telecommunication Network Engineering (TJKT) at SMKN 1 Sambas and to analyze its impact on student behavior and learning outcomes. The research employed a Research and Development (R&D) method using the ADDIE model, encompassing the stages of needs analysis, design, development, implementation, and evaluation. The data analysis combined quantitative descriptive and qualitative approaches. Quantitative data obtained from expert validation sheets and questionnaires were analyzed using percentage-based descriptive statistics to determine the feasibility and practicality of the developed application. Meanwhile, qualitative data derived from observations and documentation were analyzed through data reduction, data display, and conclusion drawing to support the interpretation of the findings. Data were collected through observations, questionnaires, and documentation, involving teachers, class advisors, parents, and students. The expert validation results indicated that the application is highly feasible, with scores of 88.31% from content experts, 88.94% from media experts, and 86.48% from technology experts. Practicality testing by teachers and parents also categorized the application as highly practical, with scores of 83.51% and 84.94%, respectively. Behavioral evaluation showed significant improvement, with teacher-led interventions reaching 81.27% (good category) and student self-interventions 85.45% (very good category). Furthermore, academic outcomes improved significantly, with the class average increasing from 70 to 79. The t-test analysis yielded a p-value of 0.000 (p < 0.05), indicating that the application effectively enhances both student discipline and academic performance. In conclusion, the developed web-based application is valid, practical, and effective in improving student behavior and learning outcomes.
Design and Optimization of Mobile Learning Resources within the Framework of User Experience Oriented Educational Technology Jing, Hou; Suartama, I Kadek; Parwati, Ni Nyoman
Jurnal Paedagogy Vol. 13 No. 2 (2026): April (IN PRESS)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19415

Abstract

This study aims to examine the effectiveness of designing and optimizing mobile learning resources within a user oriented educational technology framework in enhancing students’ learning engagement in higher education. The study employed a mixed methods approach with an explanatory sequential design. Participants were undergraduate students from Tianjin University of Technology selected through purposive sampling to ensure comparable academic backgrounds. Two intact classes were assigned as the experimental and control groups to maintain ecological validity. The experimental group consisted of 199 students, while the control group consisted of 200 students, resulting in a total sample of 399 participants (N = 399). Quantitative data were collected using validated scales measuring learning support, competence support, emotional support, learning self efficacy, learning engagement, were analyzed using ANCOVA, MANOVA, regression and mediation analysis. Qualitative data were obtained from learning behavior logs, classroom observations, and semi structured interviews and analyzed thematically. The results indicate that all three support dimensions significantly and positively influenced learning engagement, both directly and indirectly through learning self efficacy as a partial mediator. Learning support emerged as the strongest predictor of engagement, followed by competence and emotional support. These findings suggest that effective mobile learning is not determined by technological access alone, but by the quality of user-oriented learning experiences. This study provides empirical evidence that the MOVES framework offers a robust foundation for designing mobile learning resources that foster sustained engagement, self efficacy, and meaningful learning in digitally mediated higher education environments.

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