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Jurnal Pedagogi dan Pembelajaran
Published by Universitas Pendidikan Ganesha
ISSN : 26143909     EISSN : 26143895     DOI : http://dx.doi.org/10.23887/jp2
Core Subject : Education,
Education Other
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 585 Documents
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Integration of 4C Skills in Physical Education Learning Strategy Module Karo Karo, Alan Alfiansyah Putra; Sari, Liliana Puspa; Hendrawan, Dicky
Jurnal Pedagogi dan Pembelajaran Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v8i1.77515

Abstract

Students often experience difficulties in understanding lecture material when creative and contextual learning resources are not available. Low interest and motivation to learn are additional challenges in the lecture process. This study aims to develop and evaluate the feasibility of a module of Physical Education learning strategies integrated with 21st century skills, with a focus on 4C abilities (critical thinking, communication, collaboration, and creativity). This study used the research and development (R&D) method by involving material experts, media experts, user lecturers, and students as test subjects. Data collection was done through observation and questionnaire, while data analysis used quantitative and qualitative approaches. The results showed that the module feasibility assessment by material experts reached 72% (feasible), media experts 74% (feasible), user lecturers 78% (feasible), and student users 79% (feasible). These findings indicate that the developed learning module is considered feasible for use in the lecture process and has the potential to improve student learning outcomes. This module also contributes to improving students' critical thinking skills, communication, collaboration, and creativity in the context of Physical Education learning. Therefore, the application of this 4C-based module is recommended as an alternative strategy in improving the quality of learning in higher education, especially in the Physical Education learning strategy course.
Optimizing Digital Potential: The Impact of ICT Literacy on the Success of Undergraduate Thesis Writing in the Information Age Triyana, I Gusti Ngurah; I Made Candiasa; Dewa Gede Hendra Divayana; I Gde Wawan Sudatha
Jurnal Pedagogi dan Pembelajaran Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v8i1.82584

Abstract

Low levels of Information and Communication Technology (ICT) literacy among students hinder their ability to access, manage, and integrate digital information essential for thesis writing. This study aims to analyze the impact of ICT literacy on students' thesis writing ability. Employing a quantitative approach with an ex-post facto design, this study involved a sample of 162 alumni. Data were collected through a Likert scale questionnaire to measure ICT literacy and a thesis evaluation rubric to assess students' academic writing performance. Data analysis was conducted using Structural Equation Modeling (SEM) with LISREL 8.80 software, including normality testing, measurement model evaluation, and structural model analysis. The results indicate a significant and positive relationship between ICT literacy and students’ thesis writing ability (tvalue = 6.04 > 1.96; path coefficient = 0.53). The measurement model demonstrated valid indicators (standardized loading factor > 0.5) and reliable constructs (Composite Reliability > 0.7; Average Variance Extracted > 0.5). The technical, cognitive, and socio-emotional dimensions of digital literacy played a substantial role in enhancing students’ academic performance. The study concludes that ICT literacy is a key factor in the academic progress of final-year students, with important implications for the development of targeted digital literacy enhancement programs.
The Somatic Auditory Visual Intellectual Learning Model Assisted by Mystery Card Media to Enhance Science Knowledge Competence in Grade IV Students Ni Putu Manik Candra Dewi; Ni Wayan Suniasih; Anak Agung Ayu Dewi Sutyaningsih
Jurnal Pedagogi dan Pembelajaran Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v8i1.82624

Abstract

The critical thinking ability of students in elementary schools is still low. This is because teachers do not use learning models that can stimulate students' critical thinking skills. This study aims to analyze the effect of the Somatic auditory visual intellectual learning model assisted by mystery card media on fourth grade students. This type of research is a quasi-experimental study with a non-equivalent control group design. The population of the study was all 316 fourth grade students. The research sample of 59 people was determined using the cluster random sampling technique, 29 people in class IV B as the experimental group and 30 people in class IV B as the control group. Science knowledge competency data were collected using the test method, the usual multiple choice objective type. The research instrument used a multiple choice test. The data analysis technique used descriptive statistical analysis and inferential statistical analysis. The results of the hypothesis test showed that H0 was rejected and H1 was accepted. So it can be concluded that the somatic, auditory, visual, intellectual learning model assisted by mystery cards has a significant effect on the science knowledge competency of fourth grade students. The implications of this study are expected to be a new reference for teachers in implementing the SAVI learning model in the learning process.
Animated Video Based on Scientific Approach for Science Content: Changing Energy Forms Material for Class IV Intan Fakhriyyah; Ni Wayan Suniasih; Didith Pramunditya Ambara
Jurnal Pedagogi dan Pembelajaran Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v8i1.83089

Abstract

Science learning that lacks student involvement can become boring. Engaging media is needed to boost interest and make the process more interactive. This study aims to prove the effectiveness of animated video learning media based on a scientific approach to the content of science subjects on changing energy forms for grade IV students. The type of research conducted is development research using the ADDIE development model (Analyze, Design, Development, Implementation, Evaluation). The subjects of the study were 32 grade IV students. The data collection method used questionnaires, tests, and the instruments used were questionnaire sheets and multiple-choice tests. The data analysis technique used quantitative descriptive analysis and inferential statistical analysis. The results of the effectiveness test obtained tcount = 5.79 for a significance level of 5% = 0.05. This means that tcount> ttable, which means H0 is rejected and H1 is accepted. This means that there is a significant difference (5%) after using the product. The increase in the average student score can be seen based on the students' answers when answering the test questions given. Most students. It can be concluded that, animated videos based on scientific approaches are effectively applied to the content of science subjects on changing energy forms for grade IV. The implications of this study are expected to be an example for teachers in conducting learning using learning video media. Thus, the innovation of animated videos based on scientific approaches can prevent students from getting bored in learning.
Group Dynamics in Mathematics Education: Homogeneous Vs. Heterogeneous Group Effects on Problem-Solving Skills Trisna Jayantika, I Gusti Agung Ngurah; I Putu Ade Andre Payadnya; I Putu Pasek Suryawan
Jurnal Pedagogi dan Pembelajaran Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v8i1.83498

Abstract

Research on heterogeneous group design in mathematics education and empirical evidence comparing the effectiveness of homogeneous and heterogeneous groups on students' problem-solving abilities (PSA) is still limited. However, PSA is an important competency in mathematics, yet the application of effective group design to develop it remains a challenge. This study addresses this gap by investigating the impact of homogeneous group designs on PSA among high school students in Denpasar. Utilizing a quasi-experimental one-group pretest-posttest design, the research involved 120 students who participated in a series of six instructional sessions with homogeneous grouping. Pretest and post-test data were analyzed using paired sam-ple t-tests to assess changes in PSA, focusing on problem understanding, planning, implementation, and reflection. The results of the data analysis test produced a t-value of -18,839 with p-value of 0.000, which was less than 0.05. The findings revealed a significant improvement in PSA scores with homogeneous groups, suggesting that grouping students by similar ability levels enhances peer interactions and instructional support more effectively than heterogeneous group designs. Teacher and student interviews corroborated these results, highlighting more equitable participation and tailored learning experiences in homogene-ous settings. While this study underscores the benefits of homogeneous grouping in improving problem-solving abilities (PSA), it also identifies the need for integrating diverse instructional media. Future research should examine the impact of various educational technologies and broader contexts to refine group design strategies in mathematics education.
Problem-Oriented Learning Family Models on Decision-Making Skills in Indonesia Umalihayati; Fajari, Laksmi Evasufi Widi; Hidayah, Ratna; Rahmadani, Kurniati; Sari, Novita
Jurnal Pedagogi dan Pembelajaran Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v8i1.84229

Abstract

Decision-making skills are an essential competency in education but remain challenging to develop effectively through problem-based learning models in Indonesia. This study aims to analyze the significant influence of problem-based learning models on decision-making skills in Indonesia using a meta-analytic approach. The research method employed is quantitative meta-analysis. The eligibility criteria include: (1) relevant topics; (2) empirical research results; (3) availability of (r), (t), or (F) values; (4) sample size N ≥ 20; (5) use of internationally recognized language; (6) indexed in Scopus, Web of Science, or SINTA; and (7) accessible through national and international journal databases. Data analysis techniques involved statistical methods to test heterogeneity, calculate effect size, and assess publication bias using JASP software version 18.3.0. The results showed: (1) significant heterogeneity in the heterogeneity test; (2) the summary effect size test revealed an intercept value of 0.814, categorized as a very strong effect; (3) no potential publication bias was detected. This study concludes that problem-based learning family models have a strong influence on decision-making skills in Indonesia. The findings of this study imply the importance of integrating problem-based learning models into the national curriculum and strengthening teacher training to effectively enhance students’ decision-making skills in Indonesia.
Mediation Effect of Teaching Factory Implementation on Student Work Readiness with Individual Readiness to Change Anggitan, Titis; Gunadi
Jurnal Pedagogi dan Pembelajaran Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v8i1.84534

Abstract

The work readiness of vocational high school (SMK) students is a key indicator of the success of vocational education in meeting the demands of the labor market. However, many SMK students are not yet fully prepared to enter the workforce, both in terms of technical and non-technical skills. The implementation of the teaching factory (TEFA) is expected to enhance students' competencies by providing learning experiences that closely resemble real-world work environments. This study aims to analyze: (1) the effect of TEFA implementation on individual readiness to change, (2) the effect of TEFA implementation on students' work readiness, (3) the effect of individual readiness to change on students' work readiness, and (4) the mediating role of individual readiness to change in the relationship between TEFA implementation and students' work readiness. A quantitative approach with an ex-post facto design was used. Data were collected through questionnaires that had been tested for validity and reliability, and then analyzed using path analysis. The results show that TEFA implementation has a positive and significant effect on both individual readiness to change and students' work readiness. Furthermore, individual readiness to change also has a positive and significant effect on students' work readiness and mediates the relationship between TEFA implementation and work readiness. However, the direct effect of TEFA on work readiness is greater than its indirect effect through individual readiness to change. This study highlights the importance of optimizing TEFA to improve the work readiness of SMK students.
Micro-Video Problem-Based Learning in English Subjects for Grade II Elementary School Mirayanti, Ni Made; I Komang Sudarma; I Kadek Suartama
Jurnal Pedagogi dan Pembelajaran Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v8i1.85691

Abstract

Foreign languages are important communication tools in the era of globalization. One that gets special attention is English, especially for students in Elementary Schools so that they can start early. However, the reality in the field shows that second grade elementary school students tend to feel bored and confused due to the lack of use of interesting media in their learning process. This study aims to analyze the design of micro video development in English subjects. This research is a development research and uses the ADDIE development model. The subjects involved in this study were three experts and second grade students Elementary School. Data collection in the study was carried out using observation, interviews, document recording, and questionnaires. The data analysis used was quantitative descriptive and qualitative descriptive analysis techniques. The study showed that micro videos were consistently rated as very good by content experts (88.45%), media experts (94.54%), design experts (95.81%), individual tests (93.66%), small group tests (91.78%), and field tests (95.38%). Based on these results, it can be concluded that micro video innovation is effective to be developed and taught to grade II elementary school students, especially to improve students' communication skills and English learning outcomes. This study has implications in the field of education because it can improve students' understanding and involvement, as well as develop critical thinking skills from an early age.
Interactive Multimedia Based on Problem-Based Learning for Pancasila Content in Grade IV Elementary School Students Syebi Ertha Ariani; I Gde Wawan Sudatha; Adrianus I Wayan Ilia Yuda Sukmana
Jurnal Pedagogi dan Pembelajaran Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v8i1.85782

Abstract

This research is motivated by the less than optimal utilization of digital media, which affects student learning outcomes. This study aims to (1) Analyze the design of interactive multimedia development on Pancasila content for grade IV. (2) Analyze the validity of expert tests on learning content, learning design experts, learning media experts, individual trials, and small group trials on interactive multimedia products on Pancasila content for grade IV Elementary Schools, and (3) Analyze the effectiveness of interactive multimedia on Pancasila content for grade IV Elementary Schools after being used in learning. This research is classified as a type of development research using the ADDIE model. The subjects involved in this study were 3 experts and grade 4 Elementary School students. Data were collected using interview methods, observation, questionnaires and multiple-choice objective tests. Data analysis techniques were qualitative descriptive analysis, quantitative descriptive analysis and inferential statistical analysis (t-test). The study showed very good validation results: subject experts (95.5%), instructional media experts (94%), individual trials (92.44%), and small group trials (94.81%), while instructional design experts rated it good (88.75%). The effectiveness results showed that there was a difference in student learning outcomes after implementing interactive multimedia based on problem based learning on Pancasila content. It was concluded that interactive multimedia based on problem based learning is feasible and effective to be applied to Pancasila content for grade IV Elementary Schools. The innovation of interactive multimedia based on problem based learning has significant implications for the learning process.
Development of Authentic Inquiry Approach Module: A Solution to Improve Senior High School Students' Problem Solving Skills Mahayani, Luh Riska; Sudiarta, I Gusti Putu; Suharta, I Gusti Putu
Jurnal Pedagogi dan Pembelajaran Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v8i1.85870

Abstract

The facts in the field show the low problem-solving ability of students. This study aims to develop a learning module with an Authentic Inquiry approach for Mathematics subjects, especially Statistics material for class X of high school to improve students' problem-solving abilities. This study is a design study with the Plomp research procedure, which consists of preliminary research, prototyping, and assessment phases. The subjects in this study were instrument validity experts, teachers who assessed the level of practicality of the module and class X high school students. Data collection instruments included validity and practicality sheets, as well as essay tests (pretest and posttest) to assess module effectiveness. Data were analyzed using paired t-tests and N-gain scores. The results of this study indicate that the tested module meets the criteria for valid, practical and effective, including validity reaching very valid criteria with a score of 3.84 out of a maximum score of 4.00, practicality reaching practical criteria with a score of 4.08 out of a maximum score of 5.00, effectiveness reaching N Gain 0.703 with high effectiveness criteria. The developed module contains inquiry activities that include: Listening to Facts, Formulating Problems and Hypotheses, Designing Solutions, Finding Data, Drawing Conclusions, and Summaries and Self-Evaluations, which are arranged to facilitate understanding of each learning indicator. It can be concluded that, the Development of the Authentic Inquiry Approach Module is effective in improving students' problem-solving abilities. The innovation of the authentic inquiry approach module has implications for improving students' abilities in solving statistical problems.

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