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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 856 Documents
 82   83   84   85   86 
Exploring the Integration of ChatGPT in Catholic Religious Education and Character Development: Students’ Experience and Use Patterns Saraswati, Chris Cerly Rika; Wahyono, Sugeng Bayu
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.v13i2.19746

Abstract

This study aims to explore the integration of ChatGPT in Catholic Religious Education and Character Development, focusing on students’ learning experiences, usage patterns, levels of awareness, and reasons for adopting the tool as a learning support. A qualitative phenomenological approach was employed to capture students’ lived experiences in using generative artificial intelligence in learning activities. The participants consisted of six junior high school students from Grades VII, VIII, and IX who were purposively selected based on their experience using ChatGPT in academic contexts. Data were collected through in-depth interviews, classroom observations, documentation, supplementary questionnaires, and field notes. Data credibility was ensured through method and source triangulation, as well as member checking. The data were analyzed thematically through the stages of data reduction, data display, and conclusion drawing and verification. The findings indicate that students use ChatGPT to deepen their understanding of learning materials and to support the completion of academic tasks. Two main patterns of use emerged, namely reflective and pragmatic, which shape how students engage with the technology. The integration of ChatGPT appears to contribute more strongly to the development of integrity-related values than relational values, underscoring the importance of sustained pedagogical guidance from teachers. These findings suggest that the purposeful integration of generative artificial intelligence, supported by reflective educational guidance, can promote both academic understanding and character formation. This approach also offers a transferable framework for the responsible integration of AI in faith-based educational institutions.
Development of Articulate Storyline-Based IPAS Multimedia to Improve Learning Outcomes among Thrid-Grade Elementary Students Utami, Apriliana Prili; Isdaryanti, Barokah
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.v13i2.19817

Abstract

This study aims to develop and evaluate Articulate Storyline-based multimedia to improve learning outcomes in Natural and Social Sciences (IPAS), specifically on the topic of “Diversity of Landforms in Indonesia” for third-grade students at Bringin 01 Public Elementary School, Semarang. 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. Data were collected through interviews, questionnaires, and learning outcome tests. The data analysis techniques included normality testing, paired-sample t-tests, and normalized gain (N-gain) analysis. The multimedia product was developed using Articulate Storyline software and subsequently validated by media experts and subject matter experts, yielding scores of 93.33% and 90.78%, respectively, which were categorized as highly feasible. Teacher responses reached 95%, while student responses were 89.13%, both of which fell into the very feasible category. The effectiveness test results indicated a significant improvement between pre-test and post-test scores in both small- and large-scale trials (sig. = 0.000 < 0.05). Furthermore, the N-gain analysis showed a high improvement in the small-scale trial (0.7337) and a moderate improvement in the large-scale trial (0.6415). In conclusion, the Articulate Storyline-based IPAS multimedia is valid, practical, and effective in improving students’ learning outcomes in elementary school IPAS subjects.
Development of Storytelling-Based Hand Puppet Media to Enhance Narrative Text Comprehension among Third-Grade Elementary Students Cahyani, Bella; 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.v13i2.19842

Abstract

This study aims to develop storytelling-based hand puppets to improve the reading comprehension skills of third-grade elementary school students. The research employed a Research and Development (R&D) method involving third-grade students at SD Negeri 2 Kuwu as the research participants. The study also involved teachers, students, and expert validators in media and learning materials. Data were collected through observations, interviews, tests, and questionnaires, and were analyzed using both descriptive qualitative and quantitative methods. The effectiveness of the developed media was evaluated by comparing students’ pre-test and post-test scores using N-gain analysis. The validation results indicated a very high level of feasibility, with scores of 94% from media experts and 90.90% from material experts. Student responses reached 91.11%, while teacher responses were 100%, all of which were categorized as very good. The t-test results showed a significance value of < 0.001, indicating a statistically significant difference between pre-test and post-test scores. Furthermore, the N-gain analysis revealed an increase in the average scores from 70.24 to 89.63, with an N-gain value of 0.65, which falls into the moderate category. In conclusion, the storytelling-based hand puppets are valid, practical, and effective for use in learning. The developed media have been proven to positively influence the narrative text comprehension skills of third-grade students at SD Negeri 2 Kuwu.
Development of Augmented Reality-Based "KARINA" Media to Improve Learning Outcomes in Traditional Clothing Content for Grade III Students Irsyanda; Sigit
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.v13i2.19865

Abstract

This study aims to develop KARINA (National Interactive Card) learning media based on Augmented Reality (AR) to improve students’ learning outcomes on the topic of traditional clothing for third-grade students. The study employed a Research and Development (R&D) method adapted from the four-dimensional (4D) development model, comprising the stages of define, design, develop, and disseminate. The research involved six students in a small group test and 23 students in a large group test. Data were collected using both testing and non-testing instruments. Testing instruments included pre-tests and post-tests, while non-testing instruments consisted of interviews, questionnaires, and documentation studies. Data analysis was performed using Shapiro–Wilk tests for normality, paired-sample t-tests, and N-Gain calculations with SPSS 31. Validation results indicated that the learning media is in the very feasible category, with scores of 88% from material experts and 93% from media experts. The effectiveness of the media was demonstrated by significant improvements in learning outcomes: in the small group test, the average score increased from 57.5 to 85 (N-Gain = 0.62), while in the large group test, it increased from 67.3 to 89 (N-Gain = 0.57). Both results are categorized as quite effective. These findings indicate that AR-based Interactive Cards are effective in improving students’ conceptual understanding and learning outcomes in Pancasila Education.
Practicality of Project-Based Learning-Based Electronic Student Worksheets for Teaching Biotechnology to Senior High School Students Prasetyo, Farid Agung; Hajar, Ibnu; Hidayati, Nurkhairo
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.v13i2.19889

Abstract

This study aims to describe the level of practicality of a Project-Based Learning (PjBL)–based electronic student worksheet (e-LKPD) on biotechnology material for tenth-grade senior high school students. The study employed a Research and Development (R&D) approach adapted from the Plomp model, with a focus on the assessment phase, particularly the practicality evaluation. The research was conducted in two schools, namely SMA Negeri 1 Tambang and SMA Negeri 2 Kampar Kiri Tengah, in Riau Province, Indonesia. Data were collected from 49 students, two biology teachers, and two observers using practicality questionnaires, learning implementation observation sheets, interview guidelines, and documentation. The data were analyzed using both quantitative and qualitative descriptive techniques. The results indicate that the practicality level of the e-LKPD, as assessed by students, reached an average score of 83%, categorized as very practical, while teachers’ assessments reached 86%, also categorized as very practical. The implementation of learning using the e-LKPD achieved 100% (very good category) based on student responses and 95% (very good category) based on teacher responses. Observers reported an average implementation score of 94%, categorized as very good. These findings suggest that the PjBL-based e-LKPD is practical for use in biotechnology learning at the senior high school level. Furthermore, it supports the development of 21st-century skills, including critical thinking, creativity, and collaboration, through project-based learning activities.
Development of Interactive Multimedia Narrative Text (Medtenar) and Its Effectiveness in Enhancing Elementary Students’ Reading Comprehension Ardipratiwi, Lintang; Cahyaningtyas, Andarini Permata
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.v13i2.19903

Abstract

This study aims to describe the development of an interactive multimedia narrative text (Medtenar) for teaching narrative text reading comprehension to fourth-grade elementary students and to evaluate its feasibility and effectiveness. The research employed a Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Participants included seven fourth-grade students in a one-on-one pilot test at SDN Podorejo 01 and 25 fourth-grade students in a field test at SDN Bringin 01. Data were collected through expert validation sheets for media and material/language content, student and teacher response questionnaires, and reading comprehension tests administered as pretests and posttests. Data analysis included: (1) feasibility assessment using Aiken’s V to determine expert validity, (2) practicality assessment through descriptive percentage scores from student and teacher questionnaires, and (3) effectiveness assessment using the Shapiro–Wilk normality test, paired-samples t-tests for pretest–posttest differences, and normalized gain (N-gain) to measure learning improvement. Validation results indicated that Medtenar is highly feasible, with Aiken’s V values of 0.977 (media experts) and 0.952 (material and language experts). Effectiveness testing showed improvements in reading comprehension, with N-gain scores of 0.6164 (pilot test) and 0.5997 (field test), both categorized as moderate. These findings suggest that Medtenar is a feasible and moderately effective learning medium for enhancing narrative text reading comprehension and is recommended to support Grade 4 learning under the Merdeka Curriculum and deep learning framework.

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