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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 856 Documents
 82   83   84   85   86 
The Effectiveness of Inquiry-Based Learning in Enhancing Student Creativity as a Dimension of Deep Learning and Its Impact on Learning Outcomes in Elementary Education Ariyatun; Suriswo; Apriani, Dewi
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.v13i2.19439

Abstract

This study aims to investigate the effectiveness of inquiry-based learning in enhancing students’ creativity as a dimension of deep learning and its impact on learning outcomes in elementary education. The research was conducted with sixth-grade students at SDN Wanamulya, Pemalang Regency. A quantitative approach with a pre-experimental one-group pretest–posttest design was employed. The instruments included a creativity observation checklist and an IPAS learning achievement test. Data were analyzed using descriptive statistics and comparative analysis to examine changes in students’ creativity and learning outcomes before and after the implementation of inquiry-based learning. The findings indicate that students’ creativity improved following the implementation of inquiry-based learning, as reflected in the increase in the mean creativity score from 2.34 in the pretest to 3.54 in the posttest. Improvements were observed across several dimensions, including idea fluency, flexibility in problem-solving, originality, and elaboration. In addition, students’ learning outcomes showed a significant increase, with the class average score rising from 63.40 in the pretest to 82.15 in the posttest. The percentage of students achieving the minimum mastery criterion also increased from 45% to 85%. In conclusion, inquiry-based learning is effective in promoting meaningful learning and supporting deep learning by enhancing students’ creativity and improving learning outcomes in elementary education.
Digital Transformation of School Academic Management: A Case Study of an Indonesian Islamic Secondary School Mustika, Lutfia Richa Ayu; Nurkolis; Ginting, Rosalina Br
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.v13i2.19442

Abstract

This study aims to describe the implementation of academic digitalization in the learning process at MA Negeri 2 Pati, with a focus on lesson planning, instructional delivery, and learning evaluation. A qualitative phenomenological approach was employed, involving fifteen purposively selected participants, including teachers and students. Data were collected through in-depth interviews, classroom observations, and document analysis. Data analysis followed an interactive approach consisting of data reduction, data display, and conclusion drawing, while data validity was ensured through source and method triangulation. The findings indicate that academic digitalization at MA Negeri 2 Pati has been implemented in a systematic and integrated manner. Digital tools are utilized in lesson planning, the deployment of digital learning platforms, interactive learning media, and digital-based assessment systems. This implementation positively contributes to learning effectiveness, assessment transparency, and the enhancement of academic service quality. The study highlights that the success of academic digitalization strongly depends on human resource readiness and sustained institutional support, including teacher professional development programs, adequate digital infrastructure, and policies that promote the integration of technology in learning activities.
From Student-Centered Learning to Student Agency: A Systematic Review of Motivation, Self-Regulated Learning, and Academic Achievement in the Merdeka Curriculum with ASEAN Perspectives Erwanti, Putri Dwi; Suratno
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.v13i2.19477

Abstract

This study aims to synthesize the influence of learning motivation and self-regulated learning on students’ academic achievement in the implementation of the Merdeka Curriculum among senior high school students, while benchmarking pedagogical strategies against those implemented in ASEAN countries. The study employed a Systematic Literature Review (SLR) design following the PRISMA 2020 protocol. A total of 20 empirical studies published between 2020 and 2025 were retrieved from the Scopus, Google Scholar, and SINTA databases. Data were analyzed using a thematic synthesis technique. The findings indicate that learning motivation and self-regulated learning make a substantial contribution to students’ academic achievement in the Indonesian context, with the highest reported effect size reaching 88.9%. Comparative analysis reveals that several ASEAN countries have more extensively advanced student autonomy through the integration of self-monitoring technologies (e.g., Singapore and Vietnam) and strong teacher autonomy support (e.g., Malaysia and Thailand). These findings suggest that optimizing the implementation of the Merdeka Curriculum requires the adoption of such pedagogical strategies. In particular, the roles of teachers and educational technology should be transformed from administrative support mechanisms into key drivers that foster student agency. Overall, this study highlights the importance of aligning motivation, self-regulated learning, and innovative pedagogical practices to enhance academic achievement in contemporary educational contexts.
Development of Augmented Reality Learning Media Based on the Subak System to Improve Elementary Science Learning Indrawan, I Putu Eka; Parmithi, Ni Nyoman; Anggreni, Ni Luh Putu Yesy
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.v13i2.19497

Abstract

This study aims to develop and examine the effectiveness of Subak system–integrated Augmented Reality (AR) media as a form of Balinese local wisdom in elementary science learning. The research employed a Research and Development (R&D) method using the ADDIE model and involved 44 third-grade students of SD Negeri 18 Denpasar as trial participants. The AR media was designed to visualize the water cycle through three-dimensional representations linked to Subak elements, including dams, irrigation channels, and rice fields. The effectiveness of the developed AR media was evaluated using a one-group pretest–posttest design. Students completed a cognitive achievement test on water cycle concepts before and after the implementation of the AR media. Learning improvement was analyzed using normalized gain (N-gain) scores and a paired-sample t-test to determine the statistical significance of the observed gains. The results indicate that the developed AR media demonstrates a very high level of validity and is effective in improving students’ science learning outcomes. Beyond cognitive gains, the media enhances contextual learning, fosters environmental awareness, and strengthens students’ appreciation of local wisdom. These findings confirm that integrating AR technology with the Subak system provides a meaningful and innovative approach to elementary science learning, aligning with the demands of digital-era education.
School Principal Management in Integrating Character Education: A Case Study of Realfunrainbow Kindergarten in Salatiga City Maryani; Nurkolis; Muhtarom
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.v13i2.19510

Abstract

This study aims to examine the principal’s management in integrating character education at Realfunrainbow Kindergarten in Salatiga City. Character education in early childhood has become increasingly important in response to globalization, the rapid development of digital technology, and socio-cultural changes that influence children’s behavior. The study employed a descriptive qualitative approach, with data collected through observations, in-depth interviews, and documentation. Methodological triangulation was applied to ensure the credibility of the findings. The research participants included the principal, two Group B teachers, three parents as program beneficiaries, and three local MSME owners as internship partners. Data were analyzed through the stages of data reduction, data display, and conclusion drawing. The findings reveal a distinctive innovation at Realfunrainbow Kindergarten, namely the integration of character education with local socio-economic contexts through internship programs at MSMEs. This initiative enables children to practice values such as discipline, cooperation, respect, and responsibility in authentic settings, thereby strengthening experiential learning and community engagement. In addition, the integration of character education is systematically implemented through the principal’s management functions, including planning, organizing, mobilizing, and controlling. Planning is based on needs analysis with a focus on character development, while organizing involves assigning teachers as mentors, engaging parents as collaborators, and establishing partnerships with local MSMEs. Mobilization is carried out through role modeling and motivation, whereas controlling is conducted through continuous supervision and evaluation. In conclusion, the successful integration of character education is largely determined by the principal’s managerial and leadership capacities in managing school resources comprehensively and sustainably, as well as in fostering community partnerships to support early childhood character development.
Science E-Modules in the Digital Era: A Bibliometric Analysis of Research Trends and Thematic Development Maghfiroh, Ana Nailatul; Ellianawati
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.v13i2.19526

Abstract

This study aims to analyze the trends and characteristics of research related to e-module learning media in science education through a bibliometric analysis approach. The research employs a descriptive quantitative method with a bibliometric design. Data were obtained from scientific articles indexed in several academic databases, including Scopus, Web of Science, DOAJ, and Google Scholar, through a systematic search using keywords related to e-modules and science learning. Articles meeting the inclusion and exclusion criteria were analyzed using Bibliometrix software (R-Studio) and VOSviewer. Data analysis includes publication productivity, annual trends, top citation analysis, author collaboration, dominant keywords, and research theme mapping. The results show that publications related to science e-modules have significantly increased in the last five years, with the peak of publications occurring in 2024. The most cited articles are dominated by SINTA-accredited national journals and generally examine the development of e-modules based on the ADDIE model with contextual, scientific, connected, and guided discovery approaches. Dominant keywords such as e-module, science learning, digital learning, and STEM indicate a shift in research focus toward technology integration and the strengthening of 21st-century skills. Thematically, science e-modules are widely developed to improve media validity, learning independence, science literacy, critical thinking, and student learning outcomes. These findings provide a comprehensive overview of the developmental direction of science e-module research and serve as a basis for developing more effective and contextual learning media research and innovation in the future.
Digital-Based Interactive Teaching Module for Prospective Teachers: SBdP Learning Supplement to Improve Elementary School Student Learning Outcomes Antosa, Zariul; Fendrik, Muhammad; Anggriani, Mitha Dwi; Munjiatun
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.v13i2.19572

Abstract

This study aims to develop and evaluate the feasibility, practicality, and effectiveness of digital-based interactive teaching materials for Arts, Culture, and Crafts (SBdP) learning in elementary schools. The research 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 participants included three expert validators, five SBdP teachers, and students from two elementary schools. The instruments used in this study comprised expert validation sheets, teacher and student practicality questionnaires, and pre-test and post-test assessments of learning outcomes. The data were analyzed using descriptive statistics, normality testing (Kolmogorov–Smirnov), homogeneity testing (Levene’s test), a paired-sample t-test, and normalized gain (N-gain) analysis. The findings indicate that the developed interactive teaching materials are highly feasible across all assessed aspects, including content, language, graphics, didactics, construction, and technical quality. Teacher evaluations categorized the materials as very good, while students reported that they were easy to use, engaging, and helpful in improving conceptual understanding. The effectiveness test revealed a significant improvement in learning outcomes in both schools, with mean scores increasing from 45.60 to 74.70 and from 38.22 to 71.38, respectively. The hypothesis testing results showed that F_count > F_table, indicating a statistically significant difference. Furthermore, the N-gain analysis demonstrated that most students achieved a moderate level of improvement. In conclusion, the developed digital-based interactive teaching materials are valid, practical, and effective in enhancing SBdP learning outcomes in elementary schools.
Integrating Ethnopedagogy into Learning Media to Foster Positive Discipline among Elementary School Students: A Systematic Literature Review Umah, Faikhotul; Subrata, Heru; Hitta, Hitta Alfi Muhimmah
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.v13i2.19589

Abstract

This study aims to explore the integration of ethnopedagogy in the development of learning media to strengthen positive discipline among elementary school students. The study employed a systematic literature review following PRISMA guidelines. A total of 18 empirical articles published between 2023 and 2025 were retrieved from the Scopus, Google Scholar, and DOAJ databases. The data were synthesized using thematic analysis, focusing on ethnopedagogy-based learning media, the effectiveness of pop-up books, and positive discipline practices in inclusive classrooms. The results indicate that ethnopedagogy-based learning media—including interactive videos, digital modules, traditional arts, and augmented reality applications—effectively enhance character values such as cooperation, environmental awareness, integrity, and discipline. Pop-up books demonstrate considerable potential in fostering positive behavior, self-confidence, and learning motivation, although limited studies specifically address discipline and prosocial behavior. Furthermore, positive discipline practices that incorporate local cultural values, indigenous learning approaches, and restorative practices show promising outcomes in creating inclusive classroom environments and reducing exclusionary discipline. The integration of local cultural wisdom through ethnopedagogical approaches provides culturally relevant contexts that enhance student engagement and the internalization of positive discipline values. This review contributes novel insights by proposing a multimodal integration framework that combines indigenous values with diverse learning media formats, addressing a gap in the literature where ethnopedagogy and positive discipline have rarely been examined together. However, challenges remain regarding scalability, teacher training, and the need for longitudinal impact evaluation.
Character Strengthening through Routine School Practices: Design Models from a Systematic Review Pujiastuti, Lusi Andri; Hitta, Hitta Alfi Muhimmah; Ummah, Fiena Saadatul
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.v13i2.19590

Abstract

This study aims to identify effective models, implementation strategies, and instructional design principles for routine-based character strengthening programs in elementary schools. A qualitative systematic literature review was conducted following PRISMA guidelines. A total of 24 peer-reviewed articles published between 2022 and 2025 were collected primarily from the Scopus database. Data were analyzed using thematic synthesis through a structured extraction matrix encompassing intervention design, routine practices, targeted character values, implementation strategies, and outcomes. The findings reveal that effective character education models integrate four core components: value-based learning through daily routines, teacher exemplarity and collaboration, a conducive school environment and culture, and holistic curriculum integration. Prominent models identified include Lickona’s comprehensive approach, the R2SC technique (Routine, Role Model, Spontaneity, Conditioning), the TRECB model (Transformative Reflexive Empowering Character Building), and ethnopedagogical frameworks incorporating local wisdom. Routine activities such as morning prayers, flag ceremonies, classroom duties, 5S culture (Smile, Greet, Polite, Courteous, Honest), and honesty journals were found to be effective in instilling core character values. Challenges remain in teacher training, character assessment systems, model standardization, and cross-cultural adaptation. The review recommends strengthening the educational ecosystem through comprehensive teacher professional development, innovative learning modules, continuous evaluation mechanisms, and school-family-community collaboration. These findings provide practical guidance for educators, policymakers, and researchers in designing sustainable, routine-based character education programs in elementary schools. This review advances the field by synthesizing a framework that supports the transition of character education from isolated classroom instruction to embedded, school-wide cultural practices.
Differentiated Instruction Strategies to Enhance Reading Comprehension in Elementary Schools: A Systematic Literature Review Astutik, Eva Yuli; Muhimmah, Hitta Alfi; Istiq’faroh, 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.v13i2.19591

Abstract

This study aims to identify evidence-based differentiated instruction (DI) strategies that enhance reading comprehension in elementary education. The research employed a systematic literature review following the PRISMA guidelines. A total of 16 empirical studies published between 2020 and 2025 were retrieved from the Scopus database based on their relevance and methodological rigor. The data were analyzed using qualitative thematic analysis and cross-study comparison to identify effective strategies and patterns of implementation. The findings indicate that differentiated instruction consistently improves reading comprehension outcomes, with reported gains ranging from 10% to 44%. Effective strategies include tiered instruction, flexible grouping, content–process–product differentiation, and technology-supported approaches. Instructional models such as identification–reflection–improvement cycles and Cooperative Integrated Reading and Composition (CIRC) demonstrated particularly strong effectiveness. Successful implementation was associated with continuous assessment practices, teacher preparedness, and access to differentiated instructional resources. In conclusion, this review confirms that differentiated instruction provides an effective framework for addressing diverse learner needs and improving reading comprehension outcomes in elementary classrooms.

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