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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 907 Documents
 85   86   87   88   89 
The Effect of STEM Integration on Scientific Literacy and Scientific Attitudes: An Empirical Study in Primary Education Reka Monika Sales; Alwen Bentri; Yanti Fitria; Abna Hidayati
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.20131

Abstract

This study aims to examine the effect of implementing the Science, Technology, Engineering, and Mathematics (STEM) approach on elementary school students’ scientific literacy and scientific attitudes. A quasi-experimental method with a one-group pretest–posttest design was employed. The participants consisted of 30 third-grade students from SD Negeri 100206 Pintu Padang, South Angkola District. Data were collected using a scientific literacy test in the form of essay questions, a scientific attitude questionnaire, and observation sheets to assess the implementation of the learning process. The data were analyzed quantitatively using the normalized gain (N-gain) to measure the level of improvement and a paired-sample t-test to determine the significance of differences between pretest and posttest scores. Prior to hypothesis testing, prerequisite tests, including tests of normality and homogeneity, were conducted. The findings indicate that the implementation of the STEM approach led to a substantial improvement in students’ scientific literacy. The mean score increased from 48.33 in the pretest to 88.33 in the posttest, with an N-gain value of 0.77, categorized as high. Similarly, students’ scientific attitudes improved significantly, with the mean score increasing from 49.50 to 89.17 and an N-gain value of 0.78, also classified as high. The paired-sample t-test yielded a significance value of 0.000 (p < 0.05), indicating statistically significant differences between pretest and posttest scores. These results suggest that the STEM approach is effective in enhancing both cognitive aspects (scientific literacy) and affective aspects (scientific attitudes). This effectiveness may be attributed to the characteristics of third-grade students, who are in the concrete operational stage of cognitive development. At this stage, students learn more effectively through direct experiences, hands-on activities, and real-life problem-solving. The STEM approach accommodates these needs by engaging students in practical investigations, collaborative tasks, and contextual learning, thereby making abstract concepts more tangible and meaningful. Therefore, the integration of STEM in science learning can be considered an effective instructional strategy to enhance students’ engagement, critical thinking, and problem-solving skills in elementary education.
Translanguaging: A Pedagogical Approach to the Teaching of English in Zimbabwean Rural Secondary Schools Precious Dube; Kufakunesu Zano
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.17643

Abstract

This study aims to explore the effectiveness of translanguaging as a pedagogical approach for enhancing the teaching of English in rural secondary schools in the Midlands Province, Zimbabwe. The study employed an exploratory, qualitative case study design with semi-structured interviews. This was selected because it enabled an in-depth examination of the effectiveness of translanguaging in teaching and learning of English. Eight teachers teaching English additional language at Forms Three and Four levels in four selected rural secondary schools were purposively selected. The translanguaging theory underpinned this study. Data was analysed using Braun and Clarke's six-phase thematic approach. Findings revealed that learners in rural secondary schools face numerous challenges when learning English, including limited exposure to the English language, inadequate learning materials, and language barriers, among others. The study highlighted that translanguaging is a means of bridging the linguistic gap between rural students and English, thereby fostering more equitable educational opportunities. The implications of this research extend beyond rural Zimbabwe, as translanguaging offers a versatile and inclusive instructional technique that can be adapted to other multilingual contexts worldwide. The study recommends integrating bilingual texts, dictionaries, and multilingual digital applications (where possible) into classrooms to assist learners in their mother tongue and in English. It also recommends designing translanguaging-based collaborative learning activities and using local cultural materials (e.g., folktales and drama), real-life examples, and local experiences in lessons to enhance students’ motivation and engagement. Teachers need to be trained in effective translanguaging pedagogies through workshops and seminars so they can teach English effectively in rural areas using translanguaging.
Analysis of Junior High School Students’ Mathematical Representation Ability Based on Self-Efficacy in Relations and Functions Yan Ayu Lintang Sagita; Petrus Fendiyanto
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.19416

Abstract

This study aims to analyze students’ mathematical representation abilities in relation to their levels of self-efficacy in learning the topic of relations and functions. Employing a descriptive qualitative approach, this study involved 23 eighth-grade students from a public junior high school in East Kalimantan, Indonesia. Based on the results of a self-efficacy questionnaire, students were classified into three groups: high, moderate, and low self-efficacy. Six students were then purposively selected for further in-depth analysis using a mathematical representation ability test and semi-structured interviews. Data were analyzed through the processes of data condensation, data display, and conclusion drawing, with source triangulation applied to ensure the credibility of the findings. The results showed that students with high self-efficacy demonstrated a very high level of mathematical representation ability (87.5%) and consistently employed visual, symbolic, and verbal representations. Students with moderate self-efficacy achieved a moderate level of mathematical representation ability (58.33%), indicating sufficient conceptual understanding but inconsistencies in procedural application. Meanwhile, students with low self-efficacy exhibited a low level of mathematical representation ability (20.83%), characterized by limited confidence and difficulties in expressing mathematical ideas effectively. These findings suggest that teachers should design learning experiences that simultaneously enhance students’ self-efficacy and encourage the use of various mathematical representations, including visual, symbolic, and verbal forms. Furthermore, curriculum developers should develop instructional activities and assessment frameworks that integrate multiple representation modes while fostering students’ confidence in communicating mathematical ideas. Such efforts may contribute to deeper mathematical understanding and improved problem-solving skills.
Unpacking Physics Teachers’ Perceptions of Assessment and the Challenges of Classroom Implementation: Insights from Bengkayang District, Indonesia Demei Duti; Judyanto Sirait; Naim Sulaiman
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.19489

Abstract

This study aims to analyze physics teachers' perceptions of assessment implementation in learning and to identify the challenges they face in state senior high schools in Bengkayang Subdistrict, Bengkayang Regency, West Kalimantan Province. A qualitative approach was employed through in-depth interviews and document analysis involving four physics teachers selected using purposive sampling. The data were analyzed using thematic analysis through the stages of data condensation, data display, and conclusion drawing and verification. The findings indicate that teachers have implemented various types of assessment, including diagnostic, formative, and summative assessments, through written tests, oral tests, quizzes, and practical activities. The findings also reveal a high level of teacher awareness regarding the importance of assessment in supporting student learning, as reflected in their efforts to integrate assessment throughout the learning process. However, limited instructional time and inadequate laboratory facilities remain the primary challenges to effective assessment implementation. To address these constraints, teachers adopted adaptive strategies, such as continuing assessment activities in subsequent class sessions and utilizing alternative learning media, including PhET Simulations. These findings suggest that the effectiveness of assessment implementation largely depends on teachers' ability to adapt to resource limitations while maintaining the quality of the assessment process.
Development of a Balinese Local Wisdom–Based Digital Flipbook to Enhance Elementary Students’ Science Learning Outcomes Ni Wayan Ari Kusuma Dewi; Nyoman Dantes; I Made Ardana
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.19779

Abstract

This study aims to develop a Balinese local wisdom-based digital flipbook for ecosystem learning and to examine its validity, practicality, and effectiveness in improving fifth-grade elementary students’ science learning achievement. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of the Analysis, Design, Development, Implementation, and Evaluation stages. The participants included expert validators, fifth-grade elementary school teachers, students involved in the practicality assessment, and 60 fifth-grade students who participated in the effectiveness testing. The research instruments comprised expert validation sheets, teacher and student practicality questionnaires, and a validated science learning achievement test administered before and after the intervention. Quantitative data were analyzed using descriptive statistics and inferential statistical analyses, including the Shapiro–Wilk normality test, homogeneity test, paired-samples *t*-test, and effect size analysis. The results indicated that the digital flipbook demonstrated excellent validity, with media and content validity scores of 96.00% and 95.99%, respectively. The media also showed excellent practicality, with teacher and student practicality scores of 98.91% and 98.98%, respectively. Furthermore, the effectiveness test revealed a statistically significant improvement in students’ science learning achievement following the implementation of the digital flipbook (p < 0.05), with a large effect size. These findings indicate that the Balinese local wisdom-based digital flipbook is valid, practical, and effective for supporting elementary science learning. By integrating the principles of Tri Hita Karana and the cultural traditions of Tumpek Wariga and Tumpek Uye into ecosystem learning, the digital flipbook also contributes to strengthening students’ digital science literacy while fostering the preservation of Balinese cultural values.
Bridging Nature and Technology: The Impact of Environment-Based Augmented Reality Digital Books on Elementary Students’ Science Interest and Achievement Luh Putu Susilawati; Nyoman Dantes; I Made Ardana
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.19780

Abstract

This study aims to develop a digital book design equipped with environment-based Augmented Reality (AR) features and to examine its validity, practicality, and effectiveness in improving students’ interest and achievement in science learning. This study employed the ADDIE model, consisting of five stages: Analyze, Design, Development, Implementation, and Evaluation. The research was conducted with fifth-grade students at SD No. 3 Kedonganan, Bali Province. The effectiveness test involved 54 students from two classes, consisting of 27 students in the experimental class and 27 students in the control class. The practicality test involved five teachers and 25 fifth-grade students selected for the product trial. Data were collected through validated questionnaires and multiple-choice tests. The validity of the digital book was assessed using a modified Learning Object Review Instrument (LORI) and BSNP assessment instruments. The developed digital book integrates 3D visualization and AR features. The validity test results showed that the digital book achieved an average score of 0.92, indicating a very valid category. The practicality results showed that teacher responses reached an average score of 95.16%, while student responses reached 92.53%, both categorized as very practical. The hypothesis testing results using one-way MANOVA showed a significance value of p < 0.001, indicating a statistically significant effect of implementing the environment-based AR digital book on students’ interest and achievement in science learning. These findings indicate that the developed digital book with environment-based AR features is a valid, practical, and effective learning medium for enhancing science learning outcomes and interest among fifth-grade elementary school students.
Digitalizing Local Wisdom: The Development of Tri Hita Karana-Integrated Hypermedia for Pancasila Education Dina Fitri Rahayu; I Nengah Suastika; Desak Putu Parmiti
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.19781

Abstract

This study aims to design and develop a Tri Hita Karana-based hypermedia learning resource for sixth-grade elementary school students and to evaluate its validity, practicality, and effectiveness in improving learning achievement in Pancasila Education. This research employed a Research and Development (R&D) approach using the ADDIE model, which consists of the Analysis, Design, Development, Implementation, and Evaluation stages. The validity of the developed product was assessed using the Learning Object Review Instrument (LORI) by media and subject matter experts. Practicality was evaluated through the User Experience Questionnaire (UEQ), while effectiveness was examined using a pre-experimental one-group pretest–posttest design. Data on students’ learning achievement in Pancasila Education were collected through achievement tests and analyzed using a one-tailed t-test. The developed hypermedia consists of a cover page, user instructions, learning objectives, developer profile, learning materials, interactive quizzes, student reflection activities, and references. The content integrates the core concepts of Tri Hita Karana—Parhyangan, Pawongan, and Palemahan—through various multimedia elements, including text, images, audio, videos, animations, and interactive Wordwall-based quizzes connected through hyperlinks. The validation results indicated a mean score of 4.60, demonstrating that the product was highly valid. The practicality assessment yielded mean scores of 2.73 from teachers and 2.76 from students, both categorized as very practical. The effectiveness test showed a t-value of 83.467, which exceeded the critical t-value of 1.703, indicating a significant improvement in students’ learning achievement after using the Tri Hita Karana-based hypermedia. These findings suggest that the developed hypermedia is valid, practical, and effective for supporting Pancasila Education learning. The study contributes to the integration of Tri Hita Karana values into interactive digital learning media, making Pancasila Education more contextual, meaningful, and relevant to character-based learning in elementary education.
Digital Comic-Supported SQ4R Method: An Innovative Approach to Improving Reading Comprehension Skills in Primary Education Intan Nur Aini; Nugraheti Sismulyasih SB
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.19845

Abstract

This study aims to analyze the effect of the SQ4R (Survey, Question, Read, Reflect, Recite, and Review) method assisted by digital comic media on improving the reading comprehension skills of third-grade students and to describe the improvement of students’ learning activities during the instructional process. This research employed a quantitative approach using a quasi-experimental design with a Nonequivalent Control Group Design. The sample consisted of 25 students in the experimental class and 25 students in the control class. Data were collected through test techniques (pretest and posttest) and non-test techniques in the form of observations of students’ learning activities. Data analysis involved normality and homogeneity tests, the Independent Samples t-test, and N-Gain analysis. The results showed that the SQ4R method assisted by digital comic media had a significant effect on students’ reading comprehension skills, as indicated by the t-value of 2.763, which was higher than the t-table value of 2.011 at the 5% significance level (Sig. = 0.008 < 0.05). The mean posttest score of the experimental class was 80.2, which was higher than that of the control class (72). Furthermore, the N-Gain score in the experimental class was 45.01% (moderate category), while the control class obtained 27.21% (low category). Students’ learning activities in the experimental class reached an average score of 89.38% (very good category), which was higher than that of the control class (56.25%). Therefore, the SQ4R method assisted by digital comic media is effective in improving third-grade students’ reading comprehension skills and learning activities. This method can be considered an alternative instructional strategy for enhancing reading comprehension learning in elementary schools.
Accountability Practices in Performance-Based Education Planning: A Case Study of Sabilal Muhtadin Islamic High School, Banjarmasin Wafa Nur Azizah; Sisca Lyana; Suhaimi; Sulistiyana
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.19937

Abstract

This study aims to analyze the implementation of performance-based educational planning accountability and its role in strengthening school governance at SMA Islam Sabilal Muhtadin Banjarmasin. This research employed a qualitative approach using a case study design. Data were collected through in-depth interviews, observations, and document analysis involving the school principal, teachers, school management team, and school committee members. Informants were selected purposively based on their direct involvement in school planning and evaluation processes, while data credibility was ensured through source and method triangulation. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing. The results showed that performance-based educational planning accountability in schools is implemented through four main mechanisms: strategic planning based on performance indicators, integration of program planning with school budgeting, data-driven monitoring and evaluation, and transparent reporting to stakeholders. This study highlights the importance of strengthening organizational capacity and promoting data-driven decision-making to enhance the effectiveness of accountability practices in school management.
Development of E-Booklet Learning Media on Classification of Living Organisms to Improve Scientific Literacy in High School Students Rahmad; Eka Ariyati; Reni Marlina
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.19940

Abstract

This study aims to develop and validate an e-booklet-based learning medium on the classification of living organisms to enhance scientific literacy among high school students. The study employed a Research and Development (R&D) method using a modified Borg and Gall development model consisting of five stages: (1) identifying potentials and problems, (2) data collection, (3) product design, (4) design validation, and (5) design revision. The developed e-booklet was validated by a panel of five experts, including subject matter experts, digital media specialists, and biology practitioners, using a structured Likert-scale instrument. Data were collected through surveys, interviews, and validation questionnaires. The data were analyzed using the Content Validity Ratio (CVR) and Content Validity Index (CVI). The validation results showed that the e-booklet achieved an average CVI value of 1.00, exceeding the critical CVR value of 0.99 from the five validators, indicating strong content validity. The e-booklet integrates various multimedia elements, including relevant texts, images, and videos, to enhance students’ engagement and understanding of biological concepts. The high validity score indicates that the developed e-booklet is feasible for use as a biology learning medium, particularly for teaching the classification of living organisms. These findings demonstrate that the developed digital learning medium is highly feasible and suitable for supporting classroom instruction and independent student learning, aligning with the demands of 21st-century science education.

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