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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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Development of Interactive Multimedia Based Learning Media for Petanque Sports Extracurricular Development Course Boby Helmi; Andi Nur Abady; Katon Cahyo Gumilang
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.v9i1.104302

Abstract

The limited availability of interactive and contextual learning media in the Petanque Sports Extracurricular Development course has hindered the optimization of student engagement and learning outcomes. This study aimed to develop, evaluate the feasibility of, and examine the effectiveness of interactive digital multimedia-based learning media to improve the quality of petanque instruction. The study employed a Research and Development (R&D) approach using the Borg and Gall model. The research subjects included subject matter experts, media experts, petanque experts, and students involved in the small group, large group, and operational field trials. Data were collected through expert validation questionnaires, student response questionnaires, and learning achievement tests, and were analyzed using qualitative descriptive analysis, quantitative descriptive analysis, and the Independent Samples t-test. The results indicated that the developed learning media was rated as good during the initial validation and improved to excellent after revision. Student responses increased from 82.53% in the small-group trial to 92.33% in the large-group trial. The t-test results revealed a significant difference between the pretest and posttest scores (p < 0.05), demonstrating that the developed media effectively improved students' learning outcomes. This study concludes that the interactive digital multimedia-based learning media is feasible and effective for use in petanque instruction. These findings have implications for the development of more contextual multimedia-based learning in sports education.
Development of a Rhythmic Gymnastics Learning Model to Improve the Motor Skills of Students with Mild Intellectual Disabilities Agung Nugroho; Andri Arif Kustiawan; Nazwa Amalia
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.v9i1.104384

Abstract

Students with mild intellectual disabilities often experience limitations in motor development, particularly in coordination, balance, flexibility, and movement control, which affect their participation in physical education learning. Existing learning practices tend to rely on conventional instructional approaches and have not optimally accommodated the characteristics and learning needs of students with intellectual disabilities. This study aimed to develop, analyze, and evaluate the effectiveness of a rhythmic gymnastics learning model in improving the motor skills of students with mild intellectual disabilities. The study employed a Research and Development (R&D) approach using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research involved 30 students with mild intellectual disabilities, while data were collected through observation, expert validation questionnaires, motor skill assessment sheets, and documentation. The developed instruments were validated by experts before implementation, and the collected quantitative and qualitative data were analyzed descriptively to evaluate the feasibility and effectiveness of the learning model. The findings indicate that the developed rhythmic gymnastics learning model is feasible, practical, and effective in enhancing students' motor skills, particularly in movement coordination, balance, flexibility, and muscle strength. These findings suggest that the developed learning model can serve as an innovative instructional alternative for adaptive physical education while supporting the improvement of motor competence among students with mild intellectual disabilities.
Development of SciSpark Learning Media in Science and Social Studies (IPAS) to Optimize Critical Thinking in Elementary Schools Yulia Maftuhah Hidayati; Sabekti Milan; Anif Sofyan
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.v9i1.104472

Abstract

The limited use of interactive learning media in Natural and Social Sciences (IPAS) instruction has resulted in low student engagement and insufficient development of critical thinking skills. Existing classroom practices remain predominantly teacher-centered and textbook-based, limiting opportunities for higher-order thinking. This study aimed to develop and evaluate the effectiveness of SciSpark, an interactive digital learning medium designed to enhance elementary school students’ critical thinking skills in IPAS learning. The study employed a Research and Development (R&D) approach using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, combined with a quasi-experimental design. The participants were elementary school students assigned to experimental and control groups. Data were collected through classroom observations, teacher interviews, expert validation sheets, critical thinking tests, and student response questionnaires. Data analysis included expert validity assessment, descriptive statistics, independent samples t-test, and N-Gain analysis to measure improvements in students’ critical thinking skills. The findings indicated that SciSpark achieved a very high level of validity based on expert evaluations, received highly positive responses from students, and significantly improved critical thinking skills compared with conventional learning. This study concludes that SciSpark is an effective digital learning medium for supporting IPAS instruction while fostering students’ critical thinking skills. The findings imply that integrating interactive digital media with Higher-Order Thinking Skills (HOTS)-based activities, contextual simulations, and engaging learning experiences can serve as an innovative strategy for improving the quality of elementary science education.
An Empirical Study of Reading Comprehension Levels among Elementary School Students Based on Barrett's Taxonomy Framework Yuliawati; Dadang Sunendar; Dinn Wahyudin; I Wayan Lasmawan; Budi Febriyanto
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.v9i1.104766

Abstract

Fifth-grade elementary students still show suboptimal reading comprehension, particularly in understanding informative texts that are essential for academic success. This descriptive quantitative study aims to analyze the reading comprehension of 30 fifth-grade students using Barrett’s Taxonomy Framework and cluster random sampling. Data were collected using a standardized comprehension test covering all five levels of Barrett’s taxonomy; literal, reorganization, inferential, evaluative, and appreciative and analyzed descriptively using SPSS 25. Findings revealed 40% of students were “less competent.” Evaluative comprehension showed the highest proficiency (76.9%), while reorganization was weakest (66.3%). Overall, most students (63.3%) fell into low and medium categories by Azwar’s classification, indicating significant difficulties in higher-order comprehension skills like inference and information restructuring. These results align with theoretical frameworks such as Vygotsky’s Zone of Proximal Development and Bandura’s Social Cognitive Theory, underscoring the crucial role of scaffolding and self-efficacy in reading development. This study concludes that fifth-grade students’ comprehension of informative texts remains suboptimal, particularly in higher-order thinking skills. The findings imply that teachers should apply explicit comprehension instruction, guided questioning, and summarization techniques, while schools and curriculum developers should support literacy-rich environments and adaptive literacy pedagogy training. Future studies should explore causal relationships by considering psychological and instructional variables.
Optimization of the Belajar.id Account to Enhance 21st-Century Teacher Competence Ely Novianti; Erna Yayuk; Ichsan Anshory AM
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.v9i1.104953

Abstract

The transformation of 21st century education requires teachers to possess adaptive pedagogical, professional, social, and technological competencies; however, the utilization of learning technology by teachers is still not optimal. This study aims to analyze the optimization of the Belajar.id account in improving teacher competence through independent self-development, technology integration, and the use of digital platforms connected to educational services. This research employs a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation. Data analysis was conducted through coding, categorization, and theme identification, and its validity was tested through source triangulation. The findings show that the Belajar.id account contributes to improving teacher competence, particularly in accessing independent training, developing innovative teaching materials using Canva for Education, and utilizing the Ruang GTK/PMM platform for reflection and professional development. However, its optimization is still constrained by limited digital literacy, infrastructure, and teachers’ time management. This study concludes that optimizing the Belajar.id account requires school leadership support, habitual use of technology in professional activities, and strengthening sustainable learning communities. The implications of this study indicate that the Belajar.id account has the potential to become a sustainable technology integration model in teacher professional development and serves as a basis for strengthening digital literacy policies and educational transformation in the future era of education.
Google Docs Utilization in Collaborative Academic Text Writing: Student Perceptions of Ease of Use, Barriers, and Continuity of Use Mariyadi; Amriani Amir
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.v9i1.105358

Abstract

Technological developments have brought about online based collaborative learning through Google Docs, which needs to be analyzed and evaluated regarding the effectiveness of its use in academic text writing. This study aims to analyze, evaluate, and explore students’ interpretations of the use of Google Docs in collaborative writing activities using a qualitative approach and a phenomenological perspective. Data were collected from 13 students through semi structured interviews and then analyzed thematically to construct meanings from their experiences of using the technology. The analysis resulted in four main themes of students’ perceptions of Google Docs. The first, Perceived Ease of Use, includes ease of use, free access, and flexibility. The second, Perceived Usefulness, covers collaborative writing support, learning to write, editing, and accelerating the writing process. The third, Perceived Barriers, includes unfamiliar group members, low responsiveness among members, and limitations when using smartphones. The fourth, Perceived Continuance, involves use for collaboration, independent writing, and recommendations to others.Overall, the conclusion shows that Google Docs functions not only as a collaborative writing tool but also shapes students’ working patterns in academic writing in higher education. It encourages more structured task division, direct interaction during text development, and more active and purposeful use of technology in writing activities. In conclusion, Google Docs is considered effective for collaborative academic writing, although improvements are still needed in users’ digital literacy and technical skills. The findings imply that collaborative technology can support more interactive writing learning and provide a basis for developing systematic training and teaching strategies in higher education.
The Effectiveness of an Ethno Project-Based Teaching Module Integrated with Technology in Basic Culinary Learning to Improve Vocational High School Students’ Learning Interest I Gusti Ayu Agung Sinta Diarini; Ida Bagus Neo Kurnia Amadea; IGusti Ayu Ika Monika Prasthayandari
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.v9i1.105504

Abstract

Learning in culinary vocational education at vocational high schools is still predominantly characterized by conventional teacher-centered methods, resulting in suboptimal student engagement in the learning process. In addition, the limited use of educational technology and the lack of integration of local culinary cultural contexts contribute to students' low learning interest in Basic Culinary subjects, as indicated by low enthusiasm, participation, and learning independence. This study aimed to analyze the effectiveness of an Ethno Project-Based Teaching Module integrated with technology in improving students' learning interest in Basic Culinary subjects at vocational high schools. The study employed a pre-experimental design with a pretest-posttest control group, involving 33 students divided into two groups: an experimental group that used a technology-integrated ethno-culinary project-based module and a control group that received conventional learning instruction. The results showed a significant improvement in students’ learning interest in the experimental group after the implementation of the module, as indicated by a significant difference between pretest and posttest scores (t = 145.157; sig. = 0.000). The study concluded that the technology-integrated Ethno Project-Based Teaching Module was effective in improving students’ learning interest in Basic Culinary subjects. The findings imply that this module can serve as an innovative learning alternative based on local culture and technology to enhance student engagement in vocational education.
Innovative Gamification in the Digital Age: Improving Reading Comprehension Elementary School Students Sri Wulan Anggraeni; Depi Prihamdani; Yayan Alpian; Anggy Giri Prawiyogi; Peni Indriyani Putri
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.v9i1.105712

Abstract

In the digital era, elementary school students continue to face challenges in reading comprehension due to low learning motivation and the predominance of conventional instructional approaches that provide limited opportunities for interactive learning. These conditions highlight the need for innovative instructional strategies capable of enhancing students' engagement in reading activities. This study aims to analyze the effectiveness of gamification in improving elementary school students' reading comprehension skills. A quantitative approach employing a One-Group Pretest–Posttest experimental design was adopted, involving 38 fifth-grade students as the research participants. Data were collected using a validated and reliable multiple-choice reading comprehension test and analyzed through descriptive and inferential statistics, including the paired-samples t-test using SPSS. The findings revealed that the implementation of gamification significantly improved students' reading comprehension skills. The integration of game elements, such as points, levels, and challenges, enhanced students' engagement, motivation, and active participation, making the reading process more meaningful and enjoyable. The study concludes that gamification is an effective instructional strategy for improving elementary school students' reading comprehension skills. The findings imply that gamification can serve as a technology-enhanced learning approach to strengthen reading literacy, foster learning motivation, and create more interactive, student-centered learning experiences in elementary education.
Analysis of the Influence of Socioeconomic Status on Smartphone Use Restrictions in Early Childhood: A Digital Parenting Survey Study Desni Yuniarni
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.v9i1.105881

Abstract

Parents’ socioeconomic status (SES) is a key factor influencing how they regulate and supervise young children’s smartphone use. This study aimed to analyze differences in parental restriction methods based on SES. Using a quantitative cross-sectional design, data were collected from 115 parents of children aged 3–6 years enrolled in kindergartens and early childhood education centers (TK/PAUD) through purposive sampling. Inclusion criteria required that the child had used a smartphone for at least six months. Data were gathered online via Google Forms and analyzed using the Chi-square test to examine associations between SES categories and restriction methods. The results showed that conventional restriction methods were more commonly applied than digital ones across all education and occupation groups. Chi-square analysis indicated significant differences between SES and the restriction methods employed. Parents with higher SES tended to use digital features such as parental control and screen time monitoring, whereas those with lower SES relied on direct communication and physical supervision. These findings highlight that SES significantly shapes parental strategies for regulating children’s smartphone use and emphasize the importance of inclusive digital literacy programs to support effective and adaptive digital parenting practices.
Parenting Styles of Single Parents and the Foundation of Social and Emotional Development in Early Childhood I Wayan Karta; Aulia Dwi Amalina Wahab; Ni Luh Putu Nina Sriwarthini
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.v9i1.106882

Abstract

The increasing number of single parent families highlights the need to understand how parenting within such family structures influences the development of early childhood social competence and emotional stability. This study aims to analyze and explore the impact of single parent caregiving on children’s social competence and emotional stability across different cultural contexts. A qualitative approach with a phenomenological design was employed to examine the influence of single parent parenting on early childhood social competence and emotional stability in various cultural backgrounds. The study involved 12 children aged 5-8 years raised in single parent families. Data were collected through participant observation, in-depth interviews, and focus group discussions using semi structured interview guides and observation protocols. Data were analyzed using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing and verification. The findings show that children in single parent families exhibit variations in social competence and emotional stability despite the application of democratic parenting, influenced by caregiver roles, family structure, experiences of loss, cultural norms, and social support. Extended family and social environment support can enhance children’s emotional security, whereas inconsistent parenting and trauma may hinder social emotional development. This study concludes that culturally responsive parenting interventions are needed to support early childhood social competence, emotional stability, and resilience. The implication is that parents, educators, and policymakers should strengthen social support and develop culture-based parenting programs for single-parent families.

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