cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Arief Rizka
Contact Email
m.ariefrizka@ikipmataram.ac.id
Phone
+6281803688544
Journal Mail Official
jurnalfip@ikipmataram.ac.id
Editorial Address
Fakultas Ilmu Pendidikan dan Psikologi Universitas Pendidikan Mandalika (UNDIKMA) Jl. Pemuda No. 59 A Mataram - NTB
Location
Kota mataram,
Nusa tenggara barat
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
 87   88   89   90   91 
Development of Augmented Reality-Based Learning Media Using Assemblr EDU for Introducing Indonesian Traditional Musical Instruments in Junior High School Music Education Yanti Nur Aprianti; Uus Karwati; Sandie Gunara
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.v13i3.21190

Abstract

This study aims to develop and validate an Augmented Reality (AR)-based learning medium using Assemblr EDU for introducing Indonesian traditional musical instruments in Grade VIII music education. This study employed a Research and Development (R&D) method based on the 4D model, which consists of four stages: Define, Design, Develop, and Disseminate. The research was conducted at SMP Negeri 6 Banjar, West Java, involving 20 eighth-grade students. Data were collected through interviews, expert validation instruments, questionnaires, and post-tests, and analyzed using descriptive percentage analysis techniques. The developed product integrates 3D visualization, annotations, audio narration, and AR features that can be accessed through mobile devices. The validation results showed that the learning media achieved a score of 98.75% from media experts and 100% from subject matter experts, indicating a highly valid category. The implementation results demonstrated that the media was feasible for classroom use and facilitated interactive learning about traditional musical instruments from various regions of Indonesia. These findings indicate that AR technology has the potential to transform traditional music learning by enabling students to interact directly with virtual representations of musical instruments. Consequently, AR-based learning media can provide a more immersive, accessible, and meaningful learning experience while supporting efforts to preserve Indonesia’s traditional musical heritage.
From Social Media to Learning Media: Developing Valid and Practical TikTok-Based Educational Videos for Stage Makeup Education Aura Fauziah; Indra Saputra
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.v13i3.21372

Abstract

This study aims to develop TikTok-based educational video content for stage makeup learning that is valid and practical for vocational high school students majoring in Beauty and Cosmetology. The study employed a Research and Development (R&D) approach using the Four-D (4D) model, which consists of the Define, Design, Develop, and Disseminate stages. The participants included two material experts, two media experts, one language expert, and 39 students who participated in the practicality evaluation. Data were collected using validity and practicality questionnaires based on a five-point Likert scale and were analyzed descriptively. The results indicated that the developed learning media demonstrated high validity, with validity coefficients of 0.955 and 0.833 from the material experts, 0.877 and 0.777 from the media experts, and 0.900 from the language expert, representing valid to highly valid categories. In addition, the practicality evaluation yielded a score of 0.892 (89.16%), indicating that the media was highly practical. These findings demonstrate that the TikTok-based educational video content is valid, practical, and suitable for supporting stage makeup instruction in vocational high schools. The study further suggests that TikTok-based educational videos have considerable potential as digital learning media in vocational education by providing flexible access to practical learning materials, promoting self-directed learning, and accommodating the learning preferences of Generation Z. Accordingly, integrating social media into vocational education can enhance the delivery of practical instruction in the digital learning environment.
Development of an Engineering Design Process-Based Digital IPAS Module to Enhance Students' Creative Thinking Novia Fitriani; Astri Sutisnawati; Din Azwar Uswatun
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.v13i3.21375

Abstract

This study aims to develop an integrated IPAS digital module based on the Engineering Design Process (EDP) for the topic of light and to evaluate its feasibility and effectiveness in improving the creative thinking skills of fifth-grade elementary school students. This research employed a Research and Development (R&D) approach using the ADDIE development model. The module was developed using Canva Edu and transformed into an interactive flipbook through the Heyzine platform. The feasibility of the developed module was assessed through evaluations by practitioners, media experts, and subject matter experts using a 4-point Likert scale. The validation results indicated that the module obtained an overall average score of 92%, which was categorized as “highly feasible.” To examine its effectiveness, the creative thinking skills of the experimental group (n = 22) were compared with those of the control group (n = 33). The pretest and posttest data were analyzed using the nonparametric Mann–Whitney U test, resulting in an asymptotic significance value (2-tailed) of 0.006 (p < 0.05). This finding indicates a statistically significant difference in creative thinking skills between the two groups. The experimental group that received the EDP-based IPAS digital module achieved a higher mean score (35.25) than the control group (23.17). Therefore, the EDP-based IPAS digital module is considered highly feasible for classroom implementation and has been statistically proven to enhance fifth-grade students’ creative thinking skills in learning the concept of light.
Development of Augmented Reality-Based Learning Media to Enhance Students' Understanding of Diversity Values in Civic Education Anugerah Hisam; Herpratiwi; Dina Martha Fitri
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.v13i3.21406

Abstract

This study aims to develop an Augmented Reality (AR)-based learning media for Civic Education and evaluate its effectiveness in improving seventh-grade students’ understanding of diversity within the context of Bhinneka Tunggal Ika (Unity in Diversity). The study employed a Research and Development (R&D) approach based on the Borg and Gall model, implemented up to the seventh stage (Operational Product Revision). Data were collected through learning achievement tests, questionnaires, and classroom observations. Qualitative data were analyzed descriptively, while quantitative data were analyzed using descriptive statistics, validity and reliability testing, a paired-samples t-test, and normalized gain (N-gain) analysis. The findings indicate that the development of the AR-based learning media was motivated by the abstract nature of diversity-related learning, which resulted in approximately 70% of students failing to achieve the minimum learning mastery standard. The developed media incorporates marker-based AR features, three-dimensional (3D) representations of Indonesia’s cultural diversity, interactive quizzes, and a glossary. The effectiveness evaluation demonstrated a substantial improvement in students’ learning achievement, with the mean score increasing from 35.19 on the pretest to 94.21 on the posttest. The paired-samples t-test further confirmed that the improvement was statistically significant (p < 0.001). In addition, students rated the media positively, with an overall acceptance score of 70.5%, indicating good usability and attractiveness. These findings suggest that the AR-based learning media is valid, practical, and effective in enhancing students’ understanding of diversity while supporting Civic Education learning grounded in the values of Bhinneka Tunggal Ika.
Fostering Naturalistic Intelligence in Early Childhood: An Exploratory Study of Learning Strategies, Practices, and Developmental Outcomes Deswati; M. Havis; Hamdan sakirin; Muhibatul Jum'ah; Umar; M. Iriyansyah
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.v13i3.21553

Abstract

This study aims to describe the development of naturalist intelligence among early childhood learners at KB Titian Sejahtera, Muaro Jambi Regency, by examining learning implementation, instructional strategies, learning activities, supporting and inhibiting factors, and developmental outcomes. The study employed a qualitative descriptive approach. The participants consisted of the school principal, two teachers, and 26 children. Data were collected through classroom observations, semi-structured interviews, and document analysis. Data credibility was ensured through source, method, and time triangulation, while data were analyzed using data reduction, data display, and conclusion drawing and verification. The findings indicate that naturalist intelligence was systematically developed through nature-based learning by utilizing the school environment as a primary learning resource. Teachers implemented outdoor learning, environmental exploration, play-based learning, and the use of natural materials such as leaves, flowers, stones, and seeds. Supporting factors included a conducive school environment, teacher creativity, institutional support, and children’s enthusiasm, whereas limited learning materials, weather conditions, time constraints, and insufficient parental involvement were identified as major challenges. The findings further demonstrate that this approach not only enhances children’s ability to recognize and classify natural objects but also fosters environmental awareness and responsibility. Moreover, the effective use of the school environment as a learning resource highlights the potential of place-based education and ecopedagogy as meaningful approaches to early childhood education, particularly in rural settings with limited access to digital technologies and modern educational facilities.
Communication Barriers and Digital Technology Readiness in Inclusive Elementary Schools: A Thematic Analysis of Stakeholder Perspectives on Teacher-Parent Interaction for Children with Special Needs Arief Yuliansyah; Nandang Rusmana; Rama Wijaya Abdul Rozak
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.v13i3.21626

Abstract

This study aims to investigate the communication barriers and digital technology readiness of classroom teachers, special education companion teachers (GPKs), and parents of children with special needs (ABK) at SD Laboratorium UPI Cibiru, Bandung Regency. A qualitative approach was employed using semi-structured, in-depth interviews with 60 participants, comprising 18 classroom teachers, 19 special education companion teachers (GPKs), and 23 parents. The data were analyzed thematically using NVivo 15 software. The findings revealed six interconnected themes: (1) current communication practices dominated by WhatsApp; (2) multidimensional communication barriers encompassing structural, technical, and relational factors; (3) unmet needs for structured digital communication features; (4) stakeholders' perceptions of and readiness for website-based platforms; (5) concerns regarding the security and privacy of ABK students' data; and (6) the critical importance of long-term developmental documentation. The findings indicate that, although WhatsApp is universally used, it fails to support the structured, secure, and longitudinal communication required for effective inclusive education. Stakeholders across all participant groups demonstrated moderate-to-high levels of digital readiness, providing a strong foundation for the adoption of purpose-built digital communication platforms. These findings have important implications for the design of educational technologies and the development of inclusive education policies in Indonesia.
Blended Learning in Health Professions Education: A Systematic Review of Pedagogical Approaches, Digital Innovations, Learning Outcomes, and Implementation Challenges Mira Istiana; Eveline Siregar; Tuti Iriani; Imam Fitri Rahmadi
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.v13i3.20181

Abstract

This study aims to examine the implementation patterns, technology integration, learning outcomes, student engagement, and sustainability factors of blended learning (BL) in health professions education (HPE) between 2020 and 2024 across diverse pedagogical and educational contexts. Despite the increasing adoption of BL in HPE, the existing literature lacks a comprehensive, theory-informed synthesis of implementation patterns, technology integration, the relationship between student engagement and learning outcomes, and sustainability factors across disciplines and educational settings. This study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. The review was conducted using the Scopus database and included studies published between January 2020 and December 2024. A total of 41 peer-reviewed empirical studies were selected from an initial pool of 65 records through rigorous title and abstract screening, followed by full-text eligibility assessment. Data were synthesised narratively, and the findings were organised thematically according to five research questions using an integrated theoretical framework encompassing constructivism, cognitive load theory, multimedia learning theory, and self-regulated learning theory. The findings revealed that 58.5% of the included studies implemented general BL approaches, whereas 41.5% adopted established pedagogical frameworks. Technology integration primarily involved multimedia resources (53.7%), digital assessment platforms (43.9%), and video conferencing tools (43.9%). Overall, BL demonstrated high effectiveness, with 86% of the reported learning outcome measures indicating positive results. Structured active engagement exhibited the strongest positive association with learning outcomes (r ≈ 0.55–0.75). The main challenges included substantial resource requirements and difficulties in student self-regulation, whereas instructional design support emerged as the most important facilitating factor. These findings suggest that although BL is highly effective in HPE, its long-term sustainability depends on transitioning from ad hoc implementation to institutionally supported, theory-driven instructional design. Accordingly, educators and higher education institutions should prioritise intentional pedagogical design and sustained institutional support to ensure the effective and sustainable implementation of blended learning in health professions education.

Page 91 of 91 | Total Record : 907

 87   88   89   90   91 

Filter by Year

2014 2026


Reset
Filter By Issues
All Issue Vol. 13 No. 3 (2026): July Vol. 13 No. 2 (2026): April Vol. 13 No. 1 (2026): January Vol 12, No 1 (2025): Jurnal Paedagogy (January 2025) Vol. 12 No. 4 (2025): October Vol 12, No 3 (2025): July : IN PROGRESS Vol. 12 No. 3 (2025): July Vol. 12 No. 2 (2025): April Vol. 12 No. 1 (2025): January Vol 11, No 4 (2024): Jurnal Paedagogy (October 2024) Vol 11, No 3 (2024): Jurnal Paedagogy (July 2024) Vol. 11 No. 4 (2024): October Vol. 11 No. 3 (2024): July Vol 11, No 2: Jurnal Paedagogy (April 2024) Vol. 11 No. 2 (2024): April Vol 11, No 1: Jurnal Paedagogy (January 2024) Vol. 11 No. 1 (2024): January Vol 10, No 4: Jurnal Paedagogy (October 2023) Vol. 10 No. 4: Jurnal Paedagogy (October 2023) Vol 10, No 3: Jurnal Paedagogy (July 2023) Vol 10, No 2: Jurnal Paedagogy (April 2023) Vol 10, No 1: Jurnal Paedagogy (January 2023) Vol 9, No 4: Jurnal Paedagogy (October 2022) Vol 9, No 3: Jurnal Paedagogy (July 2022) Vol 9, No 2: Jurnal Paedagogy (April 2022) Vol 9, No 1: Jurnal Paedagogy (January 2022) Vol 8, No 4 (2021): Jurnal Paedagogy (October 2021) Vol 8, No 3 (2021): Jurnal Paedagogy (July 2021) Vol 8, No 2 (2021): Jurnal Paedagogy (April 2021) Vol 8, No 1 (2021): Jurnal Paedagogy (January 2021) Vol 7, No 4 (2020): Jurnal Paedagogy (October 2020) Vol 7, No 3 (2020): Jurnal Paedagogy (July 2020) Vol 7, No 2 (2020): Jurnal Paedagogy (April 2020) Vol 7, No 1 (2020): Jurnal Paedagogy (January 2020) Vol 6, No 2 (2019): JURNAL PAEDAGOGY (October 2019) Vol 6, No 1 (2019): JURNAL PAEDAGOGY (April 2019) Vol 5, No 2 (2018): JURNAL PAEDAGOGY (October 2018) Vol 5, No 1 (2018): JURNAL PAEDAGOGY (April 2018) Vol 4, No 2: Oktober 2017 Vol 4, No 1: April 2017 Vol 3, No 2: Oktober 2016 Vol 3, No 1: April 2016 Vol 2, No 2: Oktober 2015 Vol 2, No 1: April 2015 Vol 1, No 1 (2014) More Issue