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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 
Measuring the Efficacy of Interactive Flipbooks in Boosting Reading Interest: Evidence from a Systematic Literature Review Muhimmah, Hitta Alfi; Kurnianingsih, Sri; Siswanto, M. Bambang Edi
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.v13i2.19592

Abstract

This study aims to examine the effectiveness of interactive flipbook media in enhancing elementary school students’ reading interest. A systematic literature review was conducted following PRISMA guidelines. Relevant studies were retrieved from Scopus, Web of Science, ERIC, Google Scholar, and Consensus AI databases. Data were analyzed using descriptive statistical synthesis and thematic analysis to identify implementation patterns and student outcomes. The results indicate that interactive flipbook media consistently produces significant positive effects on students’ reading interest, with reported improvements ranging from 11% to 32% across studies. The media is particularly effective in enhancing visual literacy, digital literacy, and cultural appreciation, alongside traditional reading skills. However, several implementation challenges were identified as barriers to widespread adoption. This review concludes that interactive flipbooks represent a promising pedagogical tool for elementary education. Successful implementation, however, requires adequate technological infrastructure, comprehensive teacher training, and further research across diverse educational contexts and subject areas.
Development of Gamification-Based Story Learning E-Book to Improve Simple Sentence Writing Skills in Grade Two Elementrary School Students Situmeang, Widia; Sismulyasih SB, Nugraheti
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.v13i2.19610

Abstract

This study aims to design, assess the feasibility, and evaluate the effectiveness of a gamification-based e-book for story learning to enhance simple sentence writing skills among second-grade students at SDN Tawangmas 01 Semarang. The study employed a Research and Development (R&D) approach, adapting the Borg and Gall model into eight stages. The research instruments included validation sheets for media and material experts, teacher and student questionnaires, and pretest–posttest writing assessments to measure students’ simple sentence writing skills. The data were analyzed using descriptive statistics to determine feasibility and user responses, while effectiveness was examined using a paired-samples t-test and normalized gain (N-gain) analysis. The findings indicate that the gamification-based e-book achieved high feasibility ratings, with scores of 93.75% from media experts and 96.24% from subject matter experts. Positive responses were also obtained from teachers (81.53%) and students (94.44%). Furthermore, the e-book was effective in improving students’ simple sentence writing skills, as evidenced by a statistically significant result (p < 0.05) and an increase in mean scores from 48.77 (pretest) to 77.72 (posttest). The N-gain value of 0.5277 (52.77%) falls within the moderate category. In conclusion, the gamification-based story learning e-book represents an innovative instructional medium that supports Indonesian language learning and enhances elementary students’ foundational literacy skills.
Development of a Local Wisdom–Based Digital Comic Media Integrating the Sidakarya Mask to Enhance Cultural Literacy and Reading Outcomes in Primary Education Yantika, I Wayan Ade; Putrayasa, Ida Bagus; Sudiana, I 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.v13i2.19656

Abstract

This study aims to develop and examine the validity, practicality, and effectiveness of a digital comic learning media incorporating the local wisdom of the Sidakarya Mask to improve cultural literacy and reading learning outcomes among fifth-grade elementary school students. The study employed a Research and Development (R&D) method using the ADDIE model. The participants consisted of all fifth-grade students at SD Negeri 4 Peliatan, selected through total sampling. The effectiveness of the media was evaluated using a one-group pretest–posttest design. Data were collected through expert validation, teacher and student response questionnaires, and tests of cultural literacy and reading achievement. Data analysis involved qualitative and quantitative descriptive analysis, paired-sample t-tests, and N-Gain calculations. The results indicate that the developed media demonstrates very high validity and practicality. Its use significantly improved students’ cultural literacy and reading learning outcomes, as reflected by N-Gain scores of 0.58 for cultural literacy (moderate category) and 0.72 for reading learning outcomes (high category). In conclusion, the digital comic media incorporating the local wisdom of the Sidakarya Mask is feasible and effective for Bahasa Indonesia learning in elementary schools.
Development of an Augmented Reality-Based Comic Integrating Balinese Local Wisdom for Enhancing Elementary Students’ Learning Outcomes Swarjawa, I Wayan Eka; Arnyana, Ida Bagus Putu; Gading, I 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.v13i2.19657

Abstract

This study aims to develop an Augmented Reality (AR)-assisted comic based on Balinese local wisdom to improve Indonesian language learning outcomes for third-grade elementary school students. The study employed a Research and Development method adapted from the ADDIE model, comprising the stages of Analysis, Design, Development, Implementation, and Evaluation. Data were collected through questionnaires and learning outcome tests and analyzed using both qualitative and quantitative methods. Product validity was evaluated by experts in content, media, and language, while practicality was assessed by 15 students and 11 elementary school teachers. Effectiveness testing employed a Non-Equivalent Control Group Pretest–Posttest Design involving 19 students per group. The developed comic integrates Balinese local stories, particularly the traditions of Pengrupukan and Nyepi Day, into a child-friendly visual medium enriched with AR features, including simple animations, videos, audio narration, and supporting visual objects. The comic was designed based on the Indonesian Language Learning Outcomes for Phase B. The results indicate that the product is highly valid, with a validity coefficient of 1.00, and highly practical, with a practicality score of 92.68%. It was also effective in improving students’ learning outcomes, particularly in reading and listening comprehension, understanding story content, and information retention, as indicated by an N-Gain score of 0.79 and a Cohen’s d effect size of 1.78. In conclusion, the AR-assisted comic is valid, practical, and effective as an interactive and contextual learning medium for elementary school students.
Problem-Based Learning Supported by Assembler Edu: Impacts on Science Learning Outcomes and Students’ Self-Confidence Putra, I Kadek Ardyawan; Suma, Ketut; Jampel, I 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.v13i2.19669

Abstract

This study aims to examine differences in IPAS learning outcomes between students taught through Problem-Based Learning (PBL) assisted by Assemblr Edu and those taught through conventional instruction, as well as to analyze the interaction between the learning model and students’ self-confidence. The study employed a quasi-experimental design using a pretest–posttest non-equivalent control group approach. The participants were 115 fifth-grade students from Cluster II Tegallalang Elementary Schools, comprising 57 students in the experimental group and 58 in the control group. The research instruments included a multiple-choice IPAS learning outcomes test and a self-confidence questionnaire, both of which were validated and tested for reliability. Content validity was assessed by two expert lecturers using Gregory’s formula. The learning outcomes test demonstrated very high reliability (KR-20 = 0.958), and the self-confidence questionnaire also showed very high reliability (Cronbach’s α = 0.929). Data were analyzed using ANCOVA. The results indicate that the learning model significantly affected IPAS learning outcomes (F = 56.791, p < 0.001, Partial η² = 0.340), while self-confidence also had a significant effect (F = 43.628, p < 0.001, Partial η² = 0.284). Furthermore, a significant interaction was observed between the learning model and self-confidence (F = 6.486, p = 0.012, Partial η² = 0.056). These findings suggest that PBL assisted by Assemblr Edu is more effective than conventional instruction, indicating that the integration of problem-based learning with AR-supported media can reduce learning barriers and enhance conceptual understanding in a meaningful way.
Project-Based Learning with Interactive Video: Effects of Fifth-Grade Science Literacy Viewed from Self-Regulation Sugiantara, I Putu Eka; Arnyana, Ida Bagus Putu; Gading, I 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.v13i2.19670

Abstract

This study aims to examine the effect of a Project-Based Learning (PjBL) model assisted by interactive video on elementary students’ science literacy, with self-regulated learning as a moderating variable in the IPAS subject. A quasi-experimental design with a pretest–posttest control group was employed. The population consisted of all fifth-grade students in Cluster IV, Sukawati District, during the 2025/2026 academic year (N = 260). The sample was selected through simple random sampling and comprised 39 students from SD Negeri 1 Batubulan Kangin and 40 students from SD Negeri 2 Batubulan Kangin. Science literacy data were collected using a test instrument, while self-regulated learning was measured using a non-test instrument. Data were analyzed using two-way analysis of variance (ANOVA) in SPSS. The results indicated that the PjBL model assisted by interactive video had a statistically significant main effect on students’ science literacy (F(1,76) = 249.416, p < 0.001). Additionally, a significant interaction effect was observed between the learning model and students’ self-regulated learning on science literacy outcomes (F(1,76) = 6.363, p = 0.015). These findings suggest that interactive video–assisted Project-Based Learning is an effective instructional approach for enhancing science literacy in elementary education.
The Ideology of Accent: Investigating Accent-Based Judgments Among Indonesian EFL Students Ashar, Aisyah; Khartha, Aqzhariady; Hidayat Nasir, Syarif; Pratiwi, Alifiah
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.v13i2.19694

Abstract

This study aims to investigate accent-based judgments among Indonesian learners of English as a Foreign Language (EFL), particularly the preference for native-like English accents over communicative competence. The research employed a mixed-method design involving a questionnaire distributed to 60 English Education students selected through purposive sampling and semi-structured interviews with 15 selected participants from the same cohort at Universitas Sembilanbelas November Kolaka. The questionnaire data were analyzed using descriptive statistics, while interview data were examined through thematic analysis. The findings reveal that most students prioritize native-like accents, especially British English, as the primary indicator of speaking proficiency, even when fluency and grammatical accuracy are weak. This preference contributes to social favoritism in academic contexts and leads to internalized insecurity among fluent speakers with Indonesian-accented English. The study highlights how accent ideology influences peer judgment and learner identity, reinforcing native-speakerism within EFL classrooms. It concludes by advocating an intelligibility-oriented approach to English teaching and the inclusion of diverse English varieties to promote more equitable and inclusive language practices.
Development of Scrapbook-Based Visual Learning Media Using the Picture and Picture Model to Enhance Elementary Students’ Poetry Writing Skills Cahyani, Yuni Nur; Sismulyasih SB, Nugraheti
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.v13i2.19699

Abstract

This study aims to develop scrapbook-based learning media grounded in the Picture and Picture model and to determine its feasibility and effectiveness in improving fourth-grade students’ poetry writing skills. The study employed a Research and Development (R&D) approach based on Sugiyono’s model, which includes stages such as problem identification, product design, expert validation, field testing, revision, and implementation. Data were collected through test instruments (pretest and posttest) and non-test techniques, including observations, interviews, and questionnaires. Data analysis involved normality testing, paired-samples t-tests, and normalized gain (N-gain) analysis. The feasibility results indicate that the product was rated highly feasible, with scores of 95% from media experts and 88% from material experts, yielding an average of 91.5%. The t-test results (p < 0.05) demonstrate a statistically significant improvement in students’ poetry writing skills following the intervention. Furthermore, the N-gain scores were 0.5617 (small-scale trial) and 0.720 (large-scale trial), both categorized as moderate. These findings suggest that scrapbook-based media integrated with the Picture and Picture model is both feasible and effective in enhancing students’ poetry writing skills. The integration of visual instructional models with tactile, multimodal media such as scrapbooks helps bridge the gap between abstract ideas and written expression. This study offers practical implications for educators in fostering creative literacy through structured visual stimuli.
Development and Psychometric Properties of Self-Harm Intention Scale in Indonesian Students Putri, Audrey Nabila Firmansyah; Fitriani, Arifia; Ferissa, Rahma Shafa; Rahmawati, Putri; Ziaulhaq, Jihan; Sari, Novita
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.v13i2.19715

Abstract

This study aims to develop and evaluate the validity and reliability of the Self-Harm Intention Scale based on Ajzen’s Theory of Planned Behavior, comprising two components: attitude toward the behavior and subjective norm. A quantitative approach was employed involving 206 school and university students in Bandung, with data collected through an online survey. Item analysis using item–rest correlation identified five items with discrimination indices below 0.30, while the remaining items demonstrated acceptable discriminatory power. Content validity, assessed using Aiken’s V, yielded a value of 1.00 for 27 items, indicating excellent agreement among experts. Confirmatory Factor Analysis (CFA) indicated an adequate model fit, and the scale demonstrated very high internal consistency, with reliability coefficients ranging from 0.962 to 0.978. Overall, the findings suggest that the scale has strong potential as an early screening tool for self-harm intention. These results underscore the importance of educational settings in identifying early signs of self-harm intention and suggest that schools and higher education institutions can play a more active role in early detection and prevention when supported by a valid and reliable measurement instrument. Future studies are recommended to examine the external validity of the scale and to involve more diverse samples.
Creativity-Based Music Education for Kindergarten: Integrating Musical Literacy and Emotional Intelligence at PPPK Petra Karthika, Guido Denta Christian; Sekti, Retnayu Prasetyanti; Juwariyah, Anik
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.v13i2.19740

Abstract

This study aims to analyze the creative application of music education through the integration of musical literacy—encompassing media use and teaching strategies—into activities that foster emotional intelligence among kindergarten children at PPPK Petra. The research employed a descriptive qualitative approach. Data were collected in the form of verbal data and visual documentation through direct classroom observations of children during music learning activities, interviews with music teachers and homeroom teachers, and interviews with parents. The data were analyzed through three stages: data reduction, data display, and conclusion drawing and verification. The findings indicate that music education integrating two paradigms—education about music and education through music—can create interactive and meaningful learning experiences. Children not only acquire a basic understanding of rhythm, pitch, and musical symbols, but also apply this understanding in activities that foster self-motivation, empathy, and collaborative skills. These findings confirm that the integration of musical literacy with emotional development is effective, as children learn through direct, contextual, and collaborative experiences. In conclusion, creative and comprehensive music education contributes not only to students’ cognitive development but also to the formation of positive behaviors and character, serving as essential preparation for their future lives.

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