Jurnal Pedagogi dan Pembelajaran
JURNAL PEDAGOGI DAN PEMBELAJARAN aims at becoming the publication center of education researches in instruction, learning and teaching, curriculum development, learning environment, teacher education, educational technology, and educational development.
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<![CDATA[Unveiling the Power of Pedagogically Productive Conversations Among University Teachers ]]>
<![CDATA[Adeoye, Moses Adeleke]]>;
<![CDATA[Akinnubi, Paul Olaolu]]>;
<![CDATA[Makinde, Semiu Olawale]]>;
<![CDATA[Ibrahim Solahudeen Owoyale-Abdulganiy]]>;
<![CDATA[Abiola, Muhydeen Olaitan]]>
<![CDATA[ Jurnal Pedagogi dan Pembelajaran Vol. 7 No. 1 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jp2.v7i1.71177
<![CDATA[The significance and benefits of discussion in higher education contexts have the potential to improve teaching practices, encourage professional development, and ultimately improve student learning outcomes. This study aims to analyze the potential impact of pedagogically productive conversations among university teachers. The research method uses Systematic Literature Review (SLR). A literature search was conducted through academic databases, such as PubMed, ERIC, and Google Scholar. Through a comprehensive review of relevant literature and firsthand insights from educators, the study delves into the intricacies of pedagogically productive conversations, emphasizing their role in promoting collaboration and creating a supportive academic environment. Furthermore, the paper discusses the challenges and barriers that may impede the implementation of such conversations and proposes strategies to overcome them. Overall, this position paper serves as a valuable resource for educators, administrators, and policymakers, offering insights into the transformative power of pedagogically productive conversations and advocating for their integration into the fabric of university teaching.]]>
<![CDATA[Participatory and Inclusive Environment Improves Student Academic Achievement ]]>
<![CDATA[Waruwu, Ermina]]>;
<![CDATA[Sitanggang, Nathanael]]>;
<![CDATA[Sinaga, Osberth]]>
<![CDATA[ Jurnal Pedagogi dan Pembelajaran Vol. 7 No. 1 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jp2.v7i1.71840
<![CDATA[Good management that can integrate the concepts of participation and inclusion into educational institutions' policies, practices, and culture is sometimes not optimal. Based on this, this research aims to analyze the influence of a participatory and inclusive environment on student academic achievement. This research uses a type of comparative causal research with a quantitative approach. The population in this study was 222 students. The sampling technique is a probability sampling technique with simple random sampling. The number of samples in this research was 38 students. The methods used to collect data are questionnaires and documentation. The instrument used in this research was a questionnaire sheet. The technique used to analyze data is regression analysis. The research results show that a participatory and inclusive environment fosters a learning atmosphere that fosters high student participation. Facilities, accessibility, academic support, and free speech contribute to understanding and growth. Academic achievement, as assessed through grades, recognition, pass percentage, understanding of standardized tests, and involvement in extracurricular activities, is positively influenced. Lecturer evaluations are considered useful, and statistically, participatory and inclusive environments positively impact academic performance. Recommendations for further research include increasing student involvement, improving facilities, and strengthening academic support and student welfare. The implication of this research is that a participatory and inclusive environment that is implemented optimally will have an impact on increasing student academic achievement.]]>
<![CDATA[Improving Students' Reading Comprehension Ability and Learning Activeness Using Project-Based Learning Model Assisted by Visual Media ]]>
<![CDATA[Rahayu , Kadek Galuh Andriasih]]>;
<![CDATA[Ardana, I Made]]>;
<![CDATA[Suarni, Ni Ketut]]>
<![CDATA[ Jurnal Pedagogi dan Pembelajaran Vol. 7 No. 1 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jp2.v7i1.73888
<![CDATA[The low ability of students to understand reading and the low level of student activity in the learning process is influenced by a lack of design innovation, learning processes, and a lack of strengthening literacy for students. This research aims to analyze the project-based learning model assisted by visual media on the reading comprehension ability and active learning of Indonesian language students in grade II elementary school.. This pseudo-experimental research is designed by a single factor independent group design. The population in this study was 297 students with a total of 62 students as a sample determined by random sampling technique. Data were collected by tests of reading comprehension and observation of student learning activity. Then, the data was analyzed using the MANOVA technique. The results showed that there were differences in reading comprehension and learning activity simultaneously among students who participated in the project based learning model assisted by visual media with conventional learning. This means that the project based learning model with the novelty of visual media has an effect on reading comprehension and active learning of second grade elementary school students. The research results can be used as a reference in making learning designs more innovative.]]>
<![CDATA[Leadership Supervision of Teacher Performance Management in the Learning Process in Secondary Schools ]]>
<![CDATA[Tukiyo]]>;
<![CDATA[Arianto, Sofyan]]>;
<![CDATA[Haryono, Purwo]]>;
<![CDATA[Riyadi, Iswan]]>
<![CDATA[ Jurnal Pedagogi dan Pembelajaran Vol. 7 No. 1 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jp2.v7i1.74165
<![CDATA[The principal did not carry out the task of supervising teacher teaching optimally and the supervision carried out was more bureaucratic and autocratic, emphasizing hierarchy. Another fact is that 44% of teachers do not like the supervision carried out in the classroom by both the principal and his deputy, and 5.88% of secondary school teachers do not agree with teaching observations. This is urgent to conducted research because there is a difference between theory and reality. This research aimed to analyze the effect of supervision on the teaching performance of teachers in secondary schools. Methods in quantitative research. The subjects were 33 secondary school teachers. The data collection technique uses a set of teaching and learning observation instruments that have been adapted and used by all schools to assess and manage educational programs. Analysis techniques, teacher teaching performance is measured based on Daily Learning Plans, induction tools, teaching delivery, questioning techniques, student involvement, reinforcement, student training, and assignments, checking student training and assignments, learning closure, and classroom management before and after clinical supervision. The results found in this research indicate that teachers in schools experience deficiencies in planning learning in the classroom. It was found that clinical supervision also helps teachers improve the teaching and learning process more effectively so that teaching can improve student mastery. Conclusion, Clinical supervision can be used as a guide for teachers and students in secondary schools to improve knowledge. The research implications provide a complete picture of clinical supervision in improving student preparation and knowledge.]]>
<![CDATA[Practical Instructions with Content Differentiation to Improve Elementary School Students' Science Process Skills ]]>
<![CDATA[Sari, Made Nirmala Karunika]]>;
<![CDATA[Suarjana, I Made]]>;
<![CDATA[Tegeh, I Made]]>
<![CDATA[ Jurnal Pedagogi dan Pembelajaran Vol. 7 No. 1 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jp2.v7i1.74540
<![CDATA[Science process skills are abilities that students must have in order to be able to achieve learning goals through direct experience. Science process skills are obtained from theoretical and practical science learning. However, unfortunately learning activities are still carried out using lecture and practice methods which can improve science process skills and have not been carried out optimally. Practical activities are not equipped with practical instructions. The practical instructions used in schools only use the teacher's book so they do not accommodate all students' learning styles. Based on these problems, the aim of this research is to develop practical instructions with nuanced content differentiation to facilitate practical activities. The practical instructions for nuanced content differentiation have descriptive explanations and video explanations that are scanned using a QR-Code. This development research uses a 4D development model which consists of the stages of definition, planning, development and dissemination. The subject of this research is practical instructions. The data collection method uses observation sheets. The practical instructions that have been created have been tested for validity, practicality and effectiveness before they can be used in the classroom as a medium to support practical activities. The test results show that practical instructions with nuanced content differentiation are feasible and practical to use during practice. Practical instructions are effective in improving students' science process skills. Therefore, it can be concluded that the practical instructions developed are feasible, practical and effective for use in practical activities.]]>
<![CDATA[The Role of System Quality and Self-Efficacy in E-Learning Users: Exploring the Determinants of Academic Achievement ]]>
<![CDATA[Widyaningrum, Tutut]]>;
<![CDATA[Sholihah, Qomariyatus]]>;
<![CDATA[Haryono, Bambang Santoso]]>
<![CDATA[ Jurnal Pedagogi dan Pembelajaran Vol. 7 No. 1 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jp2.v7i1.75381
<![CDATA[An e-learning conceptual model is a framework for evaluating the quality of learning systems and outcomes. The results of the BAN-PT assessment show that the values for academic and non-academic achievement indicators are still low, this indicates that there are challenges that need to be overcome in implementing e-learning. This study aims to analyze the role of system quality and self-efficacy on e-learning use and user satisfaction that affect academic performance by developing the D&M IS Success Model. The study was an explanatory quantitative survey design model with 40 structured questionnaire items sent online. 66 respondents were sampled, taken using purposive sampling method with the Taro Yamane formula at a significance level of 10% of the population of undergraduate psychology students of 197 students. PLS-SEM method was used in analyzing the connection of exogenous and endogenous variables simultaneously. The research findings show that the overall q square value of the contribution of exogenous variables to academic performance through use and user satisfaction is 95.4% and exogenous variables affect academic performance by 75%. Self-efficacy has a positive and significant effect on use and user satisfaction with t-statistic values of 3.761; 2.422 and p-values of 0.000; 0.016, respectively. User satisfaction has a positive effect on academic performance with a path coefficient value of 0.588. E-learning evaluation allows measuring the success of implementing e-learning in achieving increased academic achievement.]]>
<![CDATA[How School Principals’ Managerial Skills Influences Teacher Self-Efficacy ]]>
<![CDATA[Riswandi]]>;
<![CDATA[Azizah, Alif Luthvi]]>;
<![CDATA[Siagian, Nursalamah]]>;
<![CDATA[Anwar, Sumarsih]]>;
<![CDATA[Utami, Nur Ridha]]>
<![CDATA[ Jurnal Pedagogi dan Pembelajaran Vol. 7 No. 1 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jp2.v7i1.75474
<![CDATA[Teacher self-efficacy is an individual teacher's belief in his ability to manage, design and plan the activities needed to achieve educational goals. Teachers with high self-efficacy will provide many new ideas in their teaching. This study aimed to analyze the influences of school principals’ managerial skills on teacher self-efficacy, based on a quantitative research with the type of research ex-post facto. Data were collected using questionnaires with a Likert scale from 354 teachers in public elementary schools. The validity and reliability of the instrument were assessed, and the Pearson product moment correlation was used to examine the data. By first verifying normality, heteroscedasticity, multicollinearity, and linearity, the data collected was analyzed to find the direct correlation among variables. The study’s results showed that there was a positive and significant influence between the school principals’ managerial skills on teacher self-efficacy. The findings may be useful for developing countries seeking to improve teacher self-efficacy and the quality of their education. As suggested by the current research, ensuring teacher self-efficacy in teaching is crucial because of its positive impact on those with lower qualifications, ranks, and experience. The practical implication of this research is that the managerial skills of school principals can be improved continuously because it has been proven to increase teacher self-efficacy.]]>
<![CDATA[Modernizing Education: Empowering the Potential of E-Comic Media for Improved Learning Interest and Learning Outcomes ]]>
<![CDATA[Bukian, I Gusti Ayu Made Winda Pradnyasari]]>;
<![CDATA[Gading, I Ketut]]>;
<![CDATA[Bayu, Gede Wira]]>
<![CDATA[ Jurnal Pedagogi dan Pembelajaran Vol. 7 No. 1 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jp2.v7i1.75823
<![CDATA[Low student interest in learning has impact on low learning outcomes due to the lack of use of electronic learning media. This study aims to develop e-comic media that passes acceptability test and effective to increase learning interest and learning outcomes of science and social studies in fifth grade elementary school. This research develops e-comic learning media on the topic of Indonesiaku Kaya Hayatinya using the ADDIE model. The population in this study were eight schools. Sample selection using random sampling technique so as to obtain one control group and one experimental group. The subjects of this study are students from the sample schools. Research data in the form of science and social sciences learning outcomes were obtained through tests in the form of assignments and the acceptability of e-comic media and student interest in learning were obtained through questionnaires. The results of the e-comic media development acceptance test were declared feasible based on reviews by learning material experts, learning media experts, and two expert learning practitioners. The student response test obtained an average product of 4,8 with very good practicality qualifications. The results of the effectiveness test of e-comic media development to increase learning interest and learning outcomes are significant differences between groups of students who use e-comic media and groups of students who do not use e-comic media. This study has implications for e-comics that able to increase students' interest in reading with attractive graphic elements, enrich experience through the presentation of visual information, and help understanding concepts.]]>
<![CDATA[Teaching Style, Digital Literacy, and Self-Efficacy on Early Childhood Education Teacher Capabilities ]]>
<![CDATA[Sya’dullah, Achmad]]>;
<![CDATA[Setyosari, Punaji]]>;
<![CDATA[Ulfa, Saida]]>;
<![CDATA[Praherdhiono, Henry]]>;
<![CDATA[Saroinsong, Wulan Patria]]>
<![CDATA[ Jurnal Pedagogi dan Pembelajaran Vol. 7 No. 1 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jp2.v7i1.75851
<![CDATA[Problems experienced by PAUD teachers during online learning are viewed from educational background, length of teaching and self-efficacy. The purpose of the study was to analyze the relationship between digital literacy (LD), teaching style (GM) and self-efficacy (ED) on the capabilities of PAUD teachers (KG) during the Covid 19 pandemic. This research is quantitative using the expost facto model to determine the causal relationship between events and conditions. The sample used proportional stratified random sampling of 355 teacher respondents with more than three years of teaching experience and a diverse educational background. The instrument used was a questionnaire with descriptive statistical analysis techniques and Structural Equation Modelling (SEM). We collected data through digital literacy questionnaire, teaching style scale, self-efficacy instrument and ECD teachers' capabilities. The study found that: 1) there is a relationship between LD and GM; 2) there is no relationship between LD and ECD KG; 3) there is a relationship between LD and ECD teachers' ED; 4) there is a relationship between GM and teachers' ED; 5) there is a relationship between GM and KG; 6) there is a relationship between ED and KG; 7) there is a relationship between LD and KG through ED; 8) there is no relationship between GM and KG through ED.]]>
<![CDATA[Junior High School Student’s Computational Thinking Ability in Solving Mathematical Problems ]]>
<![CDATA[Hartawan, I Gusti Nyoman Yudi]]>;
<![CDATA[Putri, Luh Hanny Arsana]]>;
<![CDATA[Mahayukti, Gusti Ayu]]>
<![CDATA[ Jurnal Pedagogi dan Pembelajaran Vol. 7 No. 1 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jp2.v7i1.78001
<![CDATA[The low ability of students to solve mathematical problems through key aspects such as decomposition, pattern recognition, abstraction, and algorithmic thinking occurs due to a lack of creative strategies in learning. This study aims to provide an in-depth understanding of these obstacles and propose more effective learning strategies. This research is qualitative descriptive research. The subjects of this study were 40 students of grade VII junior high school. Research subjects with low computational thinking skills or obtained the lowest total score of 5 students. The data collection method used in this study was by computational thinking skills test and in-depth interview. The computational thinking ability test was carried out using questions adapted from the Bebras Task questions that had been tested for validity and reliability. The results of this study are (1) the computational thinking ability of grade VII junior high school students is classified as medium with the percentage of each component of computational thinking ability is 47.25% (decomposition), 35.25% (pattern recognition and generalization), 50.38% (abstraction), and 29.88% (thinking algorithms); (2) Obstacles faced by students in solving mathematical problems that cause students who have computational thinking skills, categories including students who are not accustomed to sorting information as activities in the components of abstraction skills and the core of computational thinking skills. The implications of these findings suggest that research subjects in the lower category computational thinking skills have a tendency to struggle in mastering the abstraction skill component.]]>
