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I Nyoman Laba Jayanta
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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 625 Documents
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Improving High School Students’ Critical Thinking and Learning Outcomes through the Contextual Teaching and Learning (CTL) Model Dwi Ratnaningsih; Eges Triwahyuni
Jurnal Pedagogi dan Pembelajaran Vol. 8 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v8i2.99439

Abstract

This study aims to determine the effect of the Contextual Teaching and Learning (CTL) model on improving critical thinking skills and learning outcomes of 11th grade high school students. The background of this study is the low critical thinking ability and academic achievement of students due to the dominance of conventional teacher-centered learning methods. The research used a quantitative approach with a quasi-experimental nonequivalent control group design. The research sample consisted of two classes: experimental class taught with CTL model and control class taught with conventional method. The research instruments were pretest and posttest of critical thinking ability and learning outcomes, which were analyzed descriptively and inferentially through normality test, homogeneity test, and independent sample t-test. The results showed that the average posttest score of the experimental group (77.1) and N-Gain (0.51; medium category) were higher than the control group (63.7; N-Gain = 0.25; low category). Critical thinking skills also showed a significant increase in the experimental group (N-Gain between 0.25 to 0.72), while in the control group the increase was minimal and some even decreased. The t-test results showed significant differences (p < 0.05) between the two groups on both variables. The application of CTL proved effective in improving students' concept understanding and critical thinking skills by linking learning materials to real-life contexts. It is recommended that further research apply the CTL model to other subjects and combine it with digital technology to support mastery of 21st century skills.
Ms. Interactive Learning Media Based on Educational Games to Improve the Reading Skills of First-Grade Elementary School Students Gayatri, Ni Nyoman Elma Triana; I Made Suarjana; Putu Aditya Antara
Jurnal Pedagogi dan Pembelajaran Vol. 8 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v8i2.99591

Abstract

Reading is a fundamental skill for first-grade students as the foundation of early literacy, cognitive development, and academic readiness; however, many elementary students are still unable to read or recognize the alphabet. The purpose of this study is to design learning media, examine the content validity of the media, and obtain an overview of practitioners’ and students’ responses to interactive learning media based on educational games. This research is a development study that refers to the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. Data collection techniques included interviews, observations, and questionnaires. Data analysis was conducted quantitatively using validity index and achievement levels, as well as qualitatively through descriptive analysis of comments and suggestions from experts, practitioners, and students as the basis for media improvement. The results show that the interactive educational game-based reading media achieved a content validity index of 0.97, categorized as highly valid. Practitioners’ responses reached 96.5%, and students’ responses reached 97.7%, both categorized as excellent. This study demonstrates that the developed interactive game-based media can serve as an enjoyable and effective alternative solution for teaching reading at the elementary school level. The study implies that such media can be integrated into classroom practice as a pedagogical innovation to strengthen early literacy, enrich learning experiences, and enhance reading achievement among first-grade students.
Mobile-Assisted Language Learning (MALL) in EFL Classroom: Examining Its Contribution to Students’ Foreign Language Acquisition Process Sutrisna, I Putu Edi
Jurnal Pedagogi dan Pembelajaran Vol. 8 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v8i2.101960

Abstract

This study investigates the role of Mobile-Assisted Language Learning (MALL) in English as a Foreign Language (EFL) acquisition among university students in Bali. Variations in students’ language proficiency indicate the influence of mobile technology in the learning process. Using an Interpretative Phenomenological Analysis (IPA) approach, the study explores how students interact with MALL, which language skills are enhanced, and the challenges and opportunities they encounter. Findings reveal that students engaged with MALL autonomously through platforms like YouTube, TikTok, Instagram, and Duolingo, integrating English learning into their daily lives. MALL contributed most significantly to vocabulary and listening skills, with improvements in speaking, reading, and grammar emerging through incidental and repeated exposure. The study supports Nation’s vocabulary framework (Nation, 2001), Krashen’s Input Hypothesis (Krashen, 1982), and Mayer’s Cognitive Theory of Multimedia Learning (Mayer, 2024). Students appreciated MALL’s flexibility, authentic input, and low-pressure environment, which promoted motivation and self-regulated learning. The implications suggest that MALL can serve as a more flexible, contextual, and learner-centered model for language education in the digital era. Integrating MALL into formal curricula can enhance learner autonomy, foster intrinsic motivation, and expand access to authentic learning materialspromoting self-directed and technologically adaptive language learners.
The Mageburan Tradition and the Context of Social Studies Learning in Elementary School Komang Surya Adnyana
Jurnal Pedagogi dan Pembelajaran Vol. 8 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v8i2.104328

Abstract

Mageburan's local traditions and practices are not merely cultural or spiritual, they are deeply rooted in the community's history and identity. They can be viewed from a pedagogical perspective and contribute to the internalization of learning values, particularly in social studies education at the elementary school level. The purpose of this study is to analyze and provide an explanation of the nature of the mageburan tradition’s implementation, while also interpreting the values, social character, and social science learning dimensions that can be actualized in the pedagogical practice of elementary school level. The research method applied in this study is qualitative, within the framework of a single case study. Data collection methods were carried out through observation and interviews. Data analysis techniques used qualitative descriptive analysis. The research findings indicate that the mageburan tradition in social studies learning in elementary schools contributes to social recognition and balance. Furthermore, social wisdom tools (ethics of wisdom) can be utilized. These cultural practices can serve as a social arena for internalizing the values of gender equality in social studies learning in elementary schools. The mageburan tradition, as a subject of study in social studies learning at the elementary school level, contributes cognitively, affectively, psychomotorically, and non-disruptively to student development.
Pancasila Education Learning Model Based on Cultural and Civic Literacy for Students’ Critical Literacy and Metacognitive Skills in Pancasila Education Nirmayani, L. Heny; I Kadek Edi Yudiana
Jurnal Pedagogi dan Pembelajaran Vol. 8 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v8i2.104329

Abstract

Reading is a fundamental skill for first-grade students as the foundation of early literacy, cognitive development, and academic readiness; however, many elementary students are still unable to read or recognize the alphabet. This study aims to analyze a Pancasila education learning model based on cultural and civic literacy that is oriented towards critical literacy and students' cognitive abilities. The research uses the ADDIE development model with testing on aspects of validity, practicality, and effectiveness. The research subjects included subject matter experts, language experts, learning design experts, teachers, and 182 elementary school students. Data were collected through questionnaires, tests, and non-tests, then analyzed qualitatively through validator assessments and teacher responses, and quantitatively through validity tests, practicality tests, and effectiveness tests using MANOVA. The results showed that the developed model consisted of six main phases, namely stimulation, creative idea exploration, elaboration, presentation of results, confirmation, and appreciation, with the support of a model book and teaching modules. The validity test produced CVR and CVI values of 1, indicating a very high level of validity, while the practicality test obtained a score of 81.80, which is classified as very practical. Meanwhile, the effectiveness test with an N-Gain Percent of 49.58 indicates moderate effectiveness. The study concludes that the culture and citizenship literacy-based learning model is valid, practical, and effective in fostering global diversity character and improving Pancasila Education learning outcomes. Through this approach, students not only master academic content but also develop critical thinking, empathy, and the ability to apply tolerance values in real life.
Contextual Learning-Oriented Animated Cartoons on Student Learning Outcomes in Mathematics Subjects Ni Ketut Wiswandewi; I Gusti Ayu Tri Agustiana; Putu Ari Dharmayanti
Jurnal Pedagogi dan Pembelajaran Vol. 9 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v9i1.92819

Abstract

Mathematics is a fundamental subject that plays an important role in developing elementary school students' critical thinking, creativity, and problem-solving skills. Students' perceptions of mathematics as a difficult, boring, and uninteresting subject remain a challenge, resulting in low learning motivation and achievement. This study aimed to develop and analyze the validity, practicality, and effectiveness of a 2D Animated Cartoon learning media based on Contextual Learning for the topic of whole number operations among second-grade elementary school students. This study employed a Research and Development (R&D) approach using the ADDIE model (Analyze, Design, Development, Implementation, and Evaluation) and involved 30 second grade students as the trial participants. Data were collected through questionnaires and tests using rating scale assessment sheets and pretest–posttest instruments, and were analyzed using qualitative descriptive and quantitative descriptive techniques. The findings indicated that the 2D Animated Cartoon learning media based on Contextual Learning met the criteria of validity, practicality, and effectiveness, thereby improving students' mathematics learning outcomes. The study concludes that the developed media is feasible to be used as an alternative instructional medium for mathematics learning in elementary schools. The findings also imply that the 2D Animated Cartoon learning media based on Contextual Learning can support more engaging, meaningful, and student centered learning while serving as a reference for teachers in developing technology based instructional media.
The Effectiveness of Canva-Based Animated Video Media in Pancasila Education Learning: The Bhinneka Tunggal Ika Element fot Grade V Elementary School Students Reinita; Mira Maulidya Fajar
Jurnal Pedagogi dan Pembelajaran Vol. 9 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v9i1.103193

Abstract

The limited use of innovative instructional media in Pancasila Education has reduced students’ learning engagement and hindered their understanding of the values of Bhinneka Tunggal Ika. Conventional teacher-centered learning practices often fail to provide meaningful and interactive learning experiences, resulting in less optimal learning outcomes in elementary schools. This study aimed to examine the effectiveness of Canva-based animated video media in improving students’ learning outcomes in the Bhinneka Tunggal Ika element of Pancasila Education. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of the analysis, design, development, implementation, and evaluation stages. The research involved 68 fifth-grade elementary school students, who participated in limited trials, implementation, and dissemination stages. Data were collected through pretest and posttest learning achievement tests and analyzed using the normalized gain (N-Gain) method to evaluate learning improvement after the implementation of the developed media. The findings indicate that the Canva-based animated video media produced a moderate and sufficiently effective improvement in students’ learning outcomes across all stages of implementation. The interactive visual presentation, animation, and contextual learning content also enhanced students’ engagement and participation throughout the learning process. These findings suggest that Canva-based animated video media represents an effective instructional innovation for strengthening students’ understanding of Pancasila values while promoting more engaging, meaningful, and student-centered learning in elementary education.
SAMRATED: A Conceptual Integration of SAMR and SDT to Evaluate Digital Transformation in Higher Education Learning Ajeng Ayu Milanti; Cahaya Juniarti; Hilman Gufron
Jurnal Pedagogi dan Pembelajaran Vol. 9 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v9i1.103474

Abstract

The integration of digital technology in higher education continues to expand; however, its implementation is often limited to the digitization of learning materials, resulting in suboptimal improvements in students’ motivation and learning outcomes. This study aims to analyze the effectiveness of e-module utilization in enhancing students’ learning outcomes and intrinsic motivation through the integration of the Substitution, Augmentation, Modification, Redefinition (SAMR) framework and Self-Determination Theory (SDT). A mixed-methods approach with a quasi-experimental design was employed, involving 247 undergraduate students divided into an experimental group (e-module) and a control group (e-book). Data were collected through learning achievement tests, SAMR–SDT-based motivation questionnaires, and classroom observations, and were analyzed using nonparametric statistical tests and Partial Least Squares Structural Equation Modeling (PLS-SEM). The results revealed that students who used the e-module demonstrated greater improvements in learning outcomes than those who used the e-book. Structural model analysis further indicated that the redefinition dimension was the most influential factor in supporting students’ autonomy, competence, and relatedness, which subsequently contributed to intrinsic motivation. This study concludes that the integration of SAMR and SDT through the SAMRATED framework has the potential to serve as an effective approach for evaluating and designing more transformative digital learning environments. The findings imply that e-module development should prioritize collaborative and meaningful learning activities that fulfill students’ psychological needs in order to enhance the quality of learning in higher education.
International School Teacher Pedagogy in Managing the Behavior of Students from Different Cultures Oktosiyanti MT. Abdullah; Mukhtar Yusuf
Jurnal Pedagogi dan Pembelajaran Vol. 9 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v9i1.104000

Abstract

The low ability of teachers to manage student behavior impacts the effectiveness of learning. The urgency of improving teachers' pedagogical competence in behavior management creates a conducive and inclusive learning atmosphere. The aim is to analyze the level of knowledge and skills of teachers in managing student behavior based on gender, age, and race variables. The quantitative approach method with a survey design of 160 teachers internationally. Data were collected through a Likert scale questionnaire (1–5) and analyzed using descriptive statistics, t-tests, and One-Way ANOVA with the help of SPSS 29.0. The results show a high level of teacher knowledge (average 4.71 out of 5), with significant differences based on gender (t = 2.621; p = 0.011), but not significant based on age (F = 0.563; p = 0.802) or race (F = 3.356; p = 0.190). The findings highlight the importance of ongoing training in positive behavior management. Conclusion: Improving teacher competence through training and strengthening learning modules is key to the effectiveness of student behavior management. Implications: Schools need to develop behavior management training policies based on inclusive practices.
Needs Analysis for Developing a STEM Based E-LKPD Integrated with PjBL to Enhance Students’ Cognitive Learning Outcomes in Elementary Mathematics Melisa; Agusdianita Neza; Susanta Agus; Ade Gusti Ningsih
Jurnal Pedagogi dan Pembelajaran Vol. 9 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v9i1.104222

Abstract

Socioeconomic changes and advances in information technology in the era of globalization require elementary school graduates to master 21st-century skills (7C). The Merdeka Curriculum encourages conceptual and contextual mathematics learning, including number patterns in Phase B. However, a gap remains between curriculum demands, digital media availability, and teachers’ pedagogical readiness. This study aims to analyze the needs for developing STEM based E-LKPD integrated with Project Based Learning (PjBL) to improve learning quality. This research uses a mixed method approach with a descriptive design. The research subjects consist of three mathematics teachers as interview informants and 33 teachers as survey respondents, with teaching module documents as supporting data sources. Data were collected through semi structured interviews, questionnaires, and document analysis, then analyzed using thematic analysis and descriptive statistics. The results show that learning is still dominated by conventional methods, with limited application of STEM and limited development of digital teaching materials. In addition, the learning modules are still weak in prerequisite competencies, integration of the Pancasila Student Profile, and differentiation strategies. The survey results show that most PjBL aspects fall into the moderate category, except for project scheduling, which is classified as strong. This study concludes that STEM PjBL based E-LKPD is needed to strengthen students’ conceptual, exploratory, and reflective skills as well as to support the implementation of the Pancasila Student Profile in mathematics learning. The implications of this study emphasize the importance of strengthening structured, contextual, and teacher needs based digital instructional design.

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