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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 907 Documents
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Dancing on Paper: Finger Painting for Fine Motor Skill Development in Early Childhood Devina Areta Cahyaningrum; 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.v13i3.20516

Abstract

This study aims to explore the process of fine motor development in early childhood through the “Dancing on Paper” intervention, focusing on how participation in the activity supports the development of fine motor skills within an early childhood education setting. Employing a qualitative single-case study design, this research examines changes in children’s physical dexterity and coordination through a structured multi-day artistic intervention. Data were collected from five selected participants to observe key indicators of fine motor skills, including finger muscle strength, hand–eye coordination, and movement flexibility. The collected data were analyzed using qualitative thematic analysis through the stages of data reduction, data display, and conclusion drawing. The results indicate that participation in finger painting activities enhances children’s ability to control fine muscle movements and supports their readiness for subsequent academic tasks, such as writing. The findings suggest that the sensory-rich characteristics of the “Dancing on Paper” activity provide effective stimulation for early childhood fine motor development. This study contributes to early childhood education practices by highlighting creative arts activities as an effective pedagogical strategy for supporting children’s physical development.
Development of Scratch-Based POEDU Digital Media Incorporating Children’s Songs to Improve Fifth-Grade Students’ Poetry Reading Skills Shabilla Novanda; Putri Yanuarita Sutikno
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.v13i3.20564

Abstract

This study aims to develop a digital learning medium called POEDU (Poetry Education), assisted by children’s songs and developed using Scratch, and to examine its feasibility and effectiveness in improving fifth-grade students’ poetry reading skills at SDN 3 Kedu. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The research subjects were 21 fifth-grade students, with a small-group trial involving 6 students and a large-group trial involving all 21 students. Data were collected through interviews, observations, expert validation questionnaires, and pretest–posttest assessments. Data analysis was conducted using descriptive qualitative and quantitative approaches, supported by the Shapiro–Wilk normality test, paired-samples t-test, and N-Gain analysis to evaluate the effectiveness of the developed media. The results showed that the POEDU media obtained an average expert validation score of 93.33%, indicating a highly feasible category. The paired-samples t-test results revealed a significance value of p < 0.05, demonstrating a significant improvement in students’ poetry reading skills after using the media. Furthermore, the N-Gain scores were 0.5518 for the small-group trial and 0.4527 for the large-group trial, both categorized as moderate. In conclusion, Scratch-based POEDU digital media assisted by children’s songs is highly feasible and effective for improving elementary school students’ poetry reading skills. This study highlights the potential of technology integration in supporting innovative, interactive, and meaningful learning experiences in primary education.
From Problem to Practice: Thai EFL Teacher Narrative on Vocabulary Learning Challenges and Solutions Zahra Janatunnisa Fauzun; Yudhie Indra Gunawan; Aidil Syah Putra
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.v13i3.20594

Abstract

This study aims to explore the experiences of Thai EFL teacher in addressing vocabulary learning challenges within a rural primary school context.. This research employed a qualitative method with a narrative inquiry design. The participant was selected through purposive sampling. Data were collected using semi-structured interviews, classroom observations, and video recordings as research instruments. The data were analyzed using narrative analysis supported by thematic analysis to identify recurring patterns in the teacher’s experiences. The results show that students’ vocabulary learning difficulties are influenced by limited concentration, short memory span, weak foundational literacy, and minimal exposure to English outside the classroom. To address these challenges, the teacher implemented adaptive instructional strategies, including repetition, multimodal input (games, songs, and visual aids), and contextualized learning. The findings also reveal that teacher–student interaction, emotional support, and continuous reflective practice play a significant role in improving vocabulary learning. Overall, the study highlights that effective vocabulary instruction in under-resourced EFL contexts depends on teacher adaptability and contextual awareness. The findings suggest the importance of strengthening reflective and adaptive competencies in teacher education while promoting flexible curriculum support for rural schools.
Integrating Gamelan into Problem-Based Learning and Culturally Responsive Teaching-Oriented E-Learning to Enhance Students’ Problem-Solving Skills and Cultural Awareness Tri Diaz Elvana Rose; Libna Sahlatul Mufidah; Sabar Nurohman; Ismail Fikri Natadiwijaya
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.v13i3.20712

Abstract

This study aims to evaluate the effectiveness of gamelan-integrated e-learning Problem-Based Learning combined with Culturally Responsive Teaching (PBL-CRT) in improving middle school students’ problem-solving skills and cultural awareness. A quantitative pre-experimental approach using a one-group pretest–posttest design was employed, involving 33 eighth-grade students. Data were collected through problem-solving tests and cultural awareness questionnaires administered before and after the intervention. The data were analyzed using nonparametric statistical tests and effect size analysis. The results showed significant improvements in both students’ problem-solving skills and cultural awareness after the implementation of gamelan-integrated e-learning PBL-CRT. The Wilcoxon Signed-Rank Test revealed a significant difference between pretest and posttest scores (Z = −4.937, p = 0.001), while the effect size analysis indicated a very large effect (r = 0.85). Improvements were observed across all indicators of both variables. These findings indicate that gamelan-integrated e-learning PBL-CRT serves as an effective contextual learning approach for enhancing students’ problem-solving skills while fostering greater appreciation and awareness of local culture.
Development of Project Assessment Instruments Based on E-Portfolio to Measure High School Student’s Creative Thinking Skills Mona Yelly Simamora; Sarwi; Prima Lestari Situmorang
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.v13i3.20726

Abstract

This study aims to develop an e-portfolio-based project assessment instrument for economics learning that can measure high school students’ creative thinking skills. The research employed a Research and Development (R&D) method using a modified 4D development model, consisting of the Define, Design, and Develop stages, followed by field testing. The research instruments included interview guidelines, validation sheets, creative thinking skills assessment rubrics, and response questionnaires. The research subjects consisted of three expert validators and 28 tenth-grade high school students in Jayapura City. The validity of the developed instrument was analyzed using Aiken’s V coefficient, resulting in an average value of 0.83, indicating a high level of validity. The field test results showed that students’ creative thinking skills were categorized as creative and highly creative. The internal consistency analysis using Cronbach’s Alpha produced a reliability coefficient of 0.89, indicating a high reliability level. The practicality evaluation based on student and teacher responses obtained a score of 92.5%, demonstrating that the instrument was practical for implementation. Furthermore, the effectiveness analysis was conducted by comparing pretest and posttest scores using normalized gain (N-Gain) analysis, which resulted in a gain score of 0.57, categorized as moderately effective. Therefore, the developed e-portfolio-based project assessment instrument is considered valid, reliable, practical, and effective for measuring students’ creative thinking skills in high school economics learning.
Developing Immersive Augmented Reality Applications on Spatial Geometry Materials for Junior High School Slow Learners Khairina Aqilah Rilend Putri; Pamuji; Siti Masitoh
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.v13i3.20737

Abstract

This study aims to describe the development process and outcomes of an interactive mobile application called KURA AR as an assistive mathematics technology for slow learners. Adopting the systematic ADDIE development model, this study employed a quantitative descriptive design with a small-group trial involving five ninth-grade slow learners at SMPN 2 Sukodono using a One-Group Pretest–Posttest Design. The research instruments used a five-point Likert scale to evaluate the validity and practicality of the developed application. Quantitative data obtained from validation sheets were analyzed using descriptive percentage analysis based on the five-point Likert scale criteria. The expert validation results demonstrated a high level of feasibility, with scores of 80% from the material expert and 100% from the media expert. The field implementation results indicated that the application had high usability, achieving a teacher practicality score of 93% with a total score of 326 out of 350, supported by highly positive responses from students. Furthermore, the effectiveness test revealed a significant improvement in students’ learning outcomes, with the mean score increasing from 38 in the pretest to 90 in the posttest. The normalized gain (N-Gain) analysis using Hake’s formula produced an average score of 0.83, which was categorized as high effectiveness. In conclusion, the developed KURA AR mobile application is valid, practical, and effective in supporting spatial visualization and improving geometry learning outcomes among junior high school students with slow learning difficulties.
NLP-Based Quranic Verse Retrieval In Islamic Education: A Development Model And Preliminary Evaluation Of Computational Thinking Irsyad Fauzan Nurdin; Lala Septem Riza; Rani Megasari
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.v13i3.20755

Abstract

This study aims to develop a Natural Language Processing (NLP)-based Quranic verse retrieval model to support Quranic verse exploration and Computational Thinking (CT)-oriented learning in Islamic Education. The study employed the ADDIE development framework, and the model was implemented with Grade XI students and Islamic Education teachers at a private high school. Data were collected using a mixed-methods approach, including pre- and post-tests, perception questionnaires, expert validation, and teacher interviews. Quantitative data were analyzed using descriptive statistics, the Shapiro–Wilk test, the Wilcoxon signed-rank test, N-gain analysis, and descriptive percentage analysis of questionnaire responses, while qualitative data were analyzed through thematic analysis. The results demonstrated a significant improvement in students’ mean scores, increasing from 74.40 to 96.40 (*p* < 0.001), with a high average N-gain of 0.882. Student and teacher responses reached 90.19% and 77.50%, respectively, indicating positive acceptance of the proposed model. Although the one-group pretest–posttest design limits causal inference and CT was operationalized through learning-process indicators and user perceptions rather than comprehensive performance-based assessment, the findings suggest that the model has considerable potential as a technology-enhanced medium for exploratory learning in Islamic Education. Future research should focus on expanding the Quranic corpus, integrating tafsir resources, validating retrieval performance using standard information retrieval metrics, and incorporating performance-based assessments to measure Computational Thinking more comprehensively.
Exploring Social and Cultural Meanings in the Novel Tempurung by Oka Rusmini: Its Relevance to Literature Learning in Senior High School Ni Luh Candra Dewi; I Ketut Yarsama; I Made Sujaya
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.v13i3.20793

Abstract

This study aims to analyze the representation of social and cultural meanings in the novel Tempurung by Oka Rusmini and to examine its relevance as literature learning material for senior high school students. The study employed a qualitative approach using a descriptive-interpretative method. The primary data consisted of textual elements in the novel, including words, phrases, sentences, dialogues, narrative passages, characters’ actions, and significant events. Supporting data were obtained from the Merdeka Curriculum documents, particularly the Indonesian Language Learning Outcomes for Phase F, as well as qualitative responses from Indonesian language teachers and Grade XI/XII students collected through focus group discussions (FGDs), interviews, and open-ended questionnaires. The data were analyzed using descriptive-interpretative content analysis. The findings indicate that the novel represents a range of social meanings, including social stratification, gender inequality, power relations, and tensions between individual agency and collective social norms. Its cultural meanings are reflected through religious beliefs, Balinese customs and traditions, the symbolic meaning of the Tempurung (coconut shell), family honor, social obligations, and the value of harmony. The findings further suggest that Tempurung is highly relevant as literature learning material for senior high school because it promotes critical reading, literary appreciation, social empathy, cultural awareness, and the strengthening of the Pancasila Student Profile.
Understanding Instructors’ Perspectives on Differentiated Education: Insight and Practical Approaches from a Comprehensive Literature Review Vinvin Vinola; M. Riskiyadi Siregar; Eliwarti; Hadriana; Afrianto Daud
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.v13i3.20871

Abstract

This study aims to analyze teachers’ perceptions and implementation of differentiated instruction (DI) and to identify the key barriers and implications for improving DI within the Indonesian education system. The study adopted a systematic review approach based on the PRISMA 2020 guidelines. Articles were retrieved from Scopus, Google Scholar, and Semantic Scholar using Boolean search operators. Of the 151 articles initially identified, 15 empirical studies published between 2022 and 2026 met the inclusion criteria. The selected studies were analyzed using thematic analysis. The findings indicate that Indonesian teachers generally hold positive perceptions of differentiated instruction, recognizing its potential to address learner diversity, enhance student engagement, and promote inclusive learning. However, the implementation of DI remains inconsistent and largely superficial. Although content differentiation is widely implemented, process differentiation, product differentiation, and systematic diagnostic assessment receive considerably less attention. Major barriers to effective implementation include limited instructional time, large class sizes, inadequate learning resources, insufficient diagnostic assessment literacy, limited professional development opportunities, and varying levels of teacher readiness. This study contributes to the literature by synthesizing recent empirical evidence on teachers’ perceptions and implementation of differentiated instruction in Indonesia and highlighting priority areas for policy, teacher professional development, and future research.
Development of Socio-Scientific Inquiry-Based Learning Worksheets on Coordination System Material to Improve Senior High School Students’ Critical Thinking Skills Cindy Silvia; Ummi Nur Afinni Dwi Jayanti
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.v13i3.21046

Abstract

This study aims to develop and validate socio-scientific inquiry-based learning worksheets for the coordination system topic and to examine their effectiveness in enhancing senior high school students’ critical thinking skills. The study involved 25 eleventh-grade students from SMA Swasta Harapan Paya Bakung and employed a Research and Development (R&D) approach based on the 4D model, combined with a One-Group Pretest–Posttest design. The quality of the developed worksheets was assessed through expert validation, while their practicality was evaluated based on teacher and student responses. The effectiveness of the worksheets was measured using critical thinking assessments developed according to Facione’s indicators and analyzed using N-Gain scores. The results showed that the developed worksheets achieved a high level of validity, with validation scores exceeding 85%, and received positive responses from both teachers (94%) and students (90.6%). Furthermore, students demonstrated significant improvement in critical thinking skills, as indicated by an average posttest score of 90.72 and an N-Gain value of 0.85, which was categorized as high. These findings indicate that socio-scientific inquiry-based learning (SSIBL) worksheets serve as an effective learning resource for fostering critical thinking skills while promoting active, contextual, and meaningful biology learning experiences.

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