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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
 86   87   88   89   90 
Formative Evaluation of School Work Plan (RKS) Implementation in Curriculum Management: Evidence from a Vocational High School in Indonesia Tri Kardina; Ria Aprianti; 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.v13i3.19990

Abstract

This study aims to conduct a formative evaluation of the implementation of curriculum programs outlined in the School Work Plan (RKS) at SMKN 1 Martapura using the Context, Input, Process, and Product (CIPP) evaluation model. The study employed an evaluation research design with a qualitative approach. The primary informant was the Vice Principal for Curriculum Affairs, while additional data were obtained from the Principal and selected teachers for source triangulation. Data were collected through in-depth interviews, document analysis, and limited observations. The data were analyzed using the interactive analysis model of Miles, Huberman, and Saldaña, consisting of data reduction, data display, and conclusion drawing/verification, guided by the CIPP evaluation framework. The results showed that curriculum program planning was developed based on the analysis of the Education Report and the School Medium-Term Development Plan (RKJM), reflecting a data-driven planning approach. From the input perspective, teacher readiness and the availability of practical learning facilities remained important factors influencing curriculum implementation. From the process perspective, most curriculum programs included in the School Work Plan had been implemented, including teacher professional development activities, curriculum synchronization with industry needs, and teaching factory-based learning, although their implementation had not yet achieved optimal effectiveness. From the product perspective, improvements were observed in several educational indicators, including literacy, numeracy, and the alignment between school programs and industry demands. However, the quality of classroom learning still requires improvement, particularly in the implementation of innovative instructional strategies. Unlike previous CIPP-based studies that primarily focused on standalone educational programs, this study evaluates curriculum management embedded within the School Work Plan as an integrated strategic planning instrument in vocational education. These findings suggest that the effectiveness of curriculum program implementation within the School Work Plan is influenced by data-driven planning, human resource readiness, the availability of learning facilities, and the transformation of teachers’ pedagogical practices.
Developing The Super Sehat Program: A Model for Promoting Healthy Living and Balanced Nutrition in Early Childhood Education Ni Kadek Damiati; Gede Wira Bayu; Ni Ketut Desia Tristiantari
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.v13i3.19995

Abstract

This study aims to develop the SUPER SEHAT Program to improve clean and healthy living behaviors and understanding of balanced nutrition among early childhood children at Pelangi School Bali. This study employed a Research and Development (R&D) method using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The participants included 42 early childhood children aged 4–6 years and two classroom teachers. Data were collected using observation sheets, expert validation instruments, and teacher response questionnaires. The instruments were used to measure children’s clean and healthy living behaviors, balanced nutrition understanding, program validity, and practicality. Data were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test. The results showed that the SUPER SEHAT Program achieved a high validity score from experts, with a mean score of 3.79 out of 4.00, and was considered highly practical based on teacher responses, with a mean score of 3.81 out of 4.00. The effectiveness test revealed significant improvements in children’s clean and healthy living behaviors (Z = -5.656, p < .001) and balanced nutrition understanding (Z = -5.671, p < .001) after the implementation of the program. These findings indicate that the SUPER SEHAT Program is a valid, practical, and effective health education program for early childhood settings. Therefore, the program can serve as an alternative model for promoting healthy habits and supporting health-oriented learning in early childhood education.
Understanding Students' Prosocial Behavior in Educational Settings: A Pragmatist and Experiential Guidance Approach Maulida Aulia Rahman; Mamat Supriatna; Nandang Rusmana
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.v13i3.20100

Abstract

This study aims to examine students' prosocial behavior as a central construct in higher education through a philosophical and theoretical lens, using pragmatism as its philosophical foundation and experiential guidance as its conceptual framework. A qualitative conceptual and philosophical analysis was employed by synthesizing peer-reviewed journal articles retrieved from Scopus and Google Scholar, seminal philosophical works on pragmatism, and theoretical literature on prosocial behavior, experiential learning, and higher education. The data were analyzed through conceptual synthesis to identify recurring concepts, dominant themes, and theoretical gaps in the existing literature. The findings indicate that students' prosocial behavior is a dynamic capacity developed through lived experience, social interaction, and reflective processes rather than an innate trait or merely a by-product of academic achievement. Pragmatist philosophy provides a coherent framework for understanding prosocial development as emerging from action and its social consequences, while experiential guidance offers an educational approach that effectively facilitates this developmental process. This study makes a conceptual contribution by integrating pragmatism and experiential guidance into a coherent theoretical foundation for fostering students' prosocial behavior, particularly among PGSD students and pre-service elementary school teachers within the context of guidance services and character development.
Development and Feasibility of Lumio-Based Learning Media for Teaching Javanese Descriptive Texts in Junior High School Amanda Febrilia; Endang Kurniati; Nur Hanifah Insani
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.v13i3.20108

Abstract

This study aims to develop learning media for Javanese descriptive texts using Lumio by SMART and to evaluate its feasibility and trial outcomes. The research employed a Research and Development (R&D) method using the 4-D development model, which was limited to the product trial stage. The research subjects consisted of 23 seventh-grade students from a junior high school in Central Java, Indonesia, along with Javanese language teachers, subject matter experts, and media experts. Data were collected through interviews, questionnaires, and tests, and analyzed using qualitative and quantitative descriptive methods. The developed product was a Lumio by SMART-based learning medium for Javanese descriptive texts, designed according to the needs of students and teachers and containing learning materials, exercises, and evaluation activities. The expert validation results indicated that the developed media met the required feasibility criteria. Following revisions based on expert recommendations, the media was implemented in a trial phase, resulting in student learning outcomes of 82.6% in the very good category and 17.4% in the good category. Therefore, the Lumio by SMART-based learning media is feasible as an alternative digital learning medium for teaching Javanese descriptive texts to seventh-grade students at MTs NU Mawaqi’ul Ulum Kudus.
Neuro-Kinesthetic Stimulation: Optimizing Playdough Manipulation to Address Fine Motor Stagnation in 4–5-Year-Olds Ziyadatul Ilmiyah; Suharti; Mallevi Agustin Ningrum; Dhian Gowinda Luh Safitri; Kartika Rinakit Adhe; Budi Purwoko
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.v13i3.20109

Abstract

This study aims to evaluate the effectiveness of optimizing playdough-based activities to enhance fine motor skills in children aged 4–5 years. Employing a quasi-experimental non-equivalent control group design, the research involved 28 children divided into an experimental group (, structured playdough intervention) and a control group (, conventional paper-based media). Data were collected using structured observation scales and performance rubrics, and analyzed via descriptive statistics, N-Gain scores, and independent t-tests. Results indicate a significant disparity in motor skill acquisition between the groups (). The experimental group’s post-test score significantly increased to 82.50 (from 56.56), yielding an N-Gain of 60.33% (Moderately Effective). Conversely, the control group only achieved an N-Gain of 24.18% (Ineffective). These findings demonstrate that the tactile resistance of playdough provides superior stimulation for the hand’s intrinsic muscles compared to traditional methods. Consequently, early childhood educators should integrate structured playdough activities into the core curriculum rather than treating them as elective play. Future research should implement longitudinal tracking to determine the long-term impact of these motor gains on formal writing readiness.
Development of Flipbook Based Learning Media to Enhance Elementary Students’ Reading Interest and Learning Outcomes Novia Fitrianti; Tri Astuti
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.v13i3.20149

Abstract

This study aims to develop Flisco, a Flipbook Scan Code literacy-based learning medium themed around family and community traditions for third-grade elementary school students, and to evaluate its feasibility and effectiveness in improving students’ literacy interest and learning outcomes. This study employed a mixed-methods approach combining qualitative and quantitative methods within a Research and Development (R&D) framework consisting of eight systematic development stages, with a focus on expert validation and field testing. The study was conducted at SDN Sidomulyo 1 involving 30 students selected through saturated sampling, while 15 students from SDN Sidomulyo 3 participated in a small-scale trial selected through purposive sampling. Data were collected through pretest and posttest assessments as testing techniques, and through observations, interviews, Likert-scale questionnaires, and documentation as non-testing techniques. The validity of the test instruments was established using the Pearson correlation method on 30 items at a significance level of α = 0.05. Data analysis involved normality testing, homogeneity testing, paired-samples t-test, and N-Gain analysis. The validation results from material and media experts indicated that Flisco was categorized as “highly feasible,” with scores of 96% and 94%, respectively. The paired-samples t-test showed a correlation coefficient of 0.787 with a significance value of p < 0.001, confirming that Flisco significantly improved students’ IPAS learning outcomes. The N-Gain score of 76.15% was categorized as high. Furthermore, literacy interest measurements showed that 76.7% of students achieved the very high category, while 23.3% were categorized as high. These findings demonstrate that Flisco is a valid, feasible, and effective literacy-based learning medium that provides an innovative alternative for enhancing elementary school learning experiences.
Case Study of Students' Errors in Mathematical Modeling: Analysis Based on Solution Plan Stages in Context-Based Problems Ni Luh Ayu Gita Saraswati; Sri Andayani; Kadek Yoga Santhika
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.v13i3.20257

Abstract

This study aims to analyze students’ errors in solving context-based systems of two-variable linear equations (STLVE) based on the stages of the mathematical modeling solution process. This study employed a qualitative approach with a descriptive case study design. The research subjects consisted of 28 ninth-grade students from one class at a junior high school in Denpasar, Indonesia, from which eight students were selected as interview participants. The primary data consisted of students’ answer sheets from the first summative assessment on the systems of two-variable linear equations topic, as well as interview data obtained from students and mathematics teachers. Data were analyzed qualitatively through the stages of data condensation, data display, and conclusion drawing. Students’ errors were classified and interpreted based on the four stages of the mathematical modeling solution process. The results showed that students’ errors in solving context-based systems of two-variable linear equation problems occurred at all stages of the solution process, with the highest frequency of errors appearing in the advanced stages of mathematical modeling. These errors were influenced by several factors, including limited understanding of contextual information, insufficient practice, weak mastery of solution methods, the tendency to solve problems hastily without verification, and difficulties in relating calculation results back to the given context. The findings indicate that the mathematical modeling solution process can serve as a systematic framework for identifying and understanding students’ errors comprehensively, as well as providing a foundation for developing more meaningful and targeted mathematics learning strategies.
User-Centered Design in the AIRAF Interface: Reducing Cognitive Load and Supporting Self-Regulated Learning Nissa Arrumaisha; Rizki Hikmawan; Dinda Alya Maghfira; Rochman Bambang Eko Saputro
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.v13i3.20278

Abstract

This study aims to evaluate the usability, user experience, and cognitive load of the AIRAF interface using a User-Centered Design (UCD) approach through two iterative evaluation phases. In the first evaluation phase (UE1), eight undergraduate students completed a series of structured interaction tasks using Maze and subsequently responded to the System Usability Scale (SUS), User Experience Questionnaire (UEQ), and External Cognitive Load (ECL) questionnaire. The data were analyzed descriptively by calculating task performance indicators, mean questionnaire scores, and comparative changes between UE1 and UE2. The results of UE1 showed a marginal SUS score of 62, a UEQ mean score of 1.45, and an ECL mean score of 7.28, indicating usability issues related to typography, navigation, visual clarity, and feature recognition. Following the interface redesign, a second evaluation phase (UE2) involving ten participants demonstrated substantial improvements. The SUS score increased to 80, the UEQ mean score improved to 1.97, and the ECL mean score increased to 8.75, with improvements observed across all UEQ dimensions. These findings suggest that the UCD approach effectively simplifies complex AI-supported learning interfaces by enhancing visual hierarchy, interaction clarity, and feedback presentation, thereby reducing students' confusion and unnecessary cognitive effort during interaction.
Design of a New TPACK-SAMR Pedagogical Training Model Based on MOODLE to Develop 21st-Century Learning Design Skills Pityarini Nurwidayati; Sophia Tri Satyawati; Mawardi
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.v13i3.20310

Abstract

This study aims to develop and validate a new MOODLE-based TPACK-SAMR pedagogical training model to enhance teachers' competence in designing learning scenarios that foster 21st-century skills. This research and development study adopted the Borg and Gall model and was conducted at Satya Wacana Christian High School using a mixed-methods approach. The participants consisted of 12 teachers and one principal. Qualitative data were collected through interviews, document analysis, observations, questionnaires, and focus group discussions (FGDs), while quantitative data were obtained through questionnaires and pretest-posttest assessments. Qualitative data were analyzed using thematic analysis involving data reduction, data display, and conclusion verification. Quantitative data were analyzed using descriptive statistics, including scoring, percentages, and categorization, while the effectiveness of the training model was evaluated using inferential statistical analysis. The study resulted in a validated MOODLE-based TPACK-SAMR pedagogical training model designed to strengthen teachers' capacity to develop 21st-century learning scenarios. The model achieved an average validation score of 95.02% (Excellent) from two instructional design experts and 84.98% (Good) from one e-learning expert. In addition, participants' evaluation of the training model reached 95.21% (Excellent). The post-test results showed a statistically significant improvement in teachers' competencies (Sig. = 0.000, p < 0.05), indicating that the proposed MOODLE-based TPACK-SAMR pedagogical training model effectively enhances teachers' ability to design 21st-century learning scenarios. This model contributes to teachers' professional transformation from technology users to digital learning designers capable of developing students' Higher-Order Thinking Skills (HOTS) and 21st-century 4C competencies. Consequently, it provides an innovative pedagogical framework for strengthening teachers' digital pedagogical competence and addressing the evolving demands of education in the era of digital transformation.
Reconstructing a Model for the Internalization of Islamic Educational Philosophy Values in Islamic Elementary Schools Siti Mardliyah; Fenia Marliana; Yulida Fauziyah; Andewi Suhartini
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.v13i3.20323

Abstract

This study investigates the internalization of Islamic educational philosophy values into the daily behavior of students in Islamic elementary schools, focusing on the gap between formal teaching and reflective internalization. Employing an interpretive phenomenological approach, this qualitative inquiry explores the lived experiences of school principals, educators, students, and parents across selected institutions in Bandung, Indonesia. Data were gathered through in-depth, semi-structured interviews and prolonged field observations, and subsequently analyzed using Interpretative Phenomenological Analysis (IPA) to uncover emerging themes and shared meanings. The results indicate that although values such as monotheism, adab (manners), and amanah (trustworthiness) have been integrated into the curriculum, their internalization often stalls at a superficial level. To address this, this study proposes an operational framework that emphasizes reflective pedagogy, authentic role models, and ecosystem synergy between school and family environments. These empirical insights offer a strategic, localized contribution to refining the implementation and sustainability of national values-based character education policies in developing countries.

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