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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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Development of QR Code-Based Big Book Media to Improve the Literacy Skills of Elementary School Students in Phase A Sudarmiani; Belina Listyo Ningtyas
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.v9i1.107619

Abstract

The low literacy skills of Phase A students are a real challenge in elementary schools, supported by the limited interactive and contextual learning media. This study aims to (1) analyze the need for media development, (2) develop a prototype of QR Code-based BigBook media, and (3) test its effectiveness in improving literacy skills. The subjects of the study were 47 students and 3 teachers from three public elementary schools in Madiun City. Data were collected through expert validation sheets, literacy tests (pre-test and post-test), observations, and questionnaires. The instruments were analyzed descriptively quantitatively, followed by paired sample t-tests and N-Gain calculations. The results of expert validation of material, media, and language obtained an average percentage of 94.28% (Very Feasible category). The results of statistical tests showed a significant increase in literacy skills with a t-value of 22.94 (p < 0.05) and N-Gain of 0.76 (High category). The conclusion of the study states that the developed QR Code-based BigBook media is feasible and effective. The implication is that this media can be used as an innovative model to support enjoyable and differentiated literacy learning in elementary schools.
Fostering Critical Thinking Skills through Project-Based Learning and Learning Motivation in Local History Education Ilmiawan; Anas Mundandar; Dian Eka Mayasari Sri Wahyuni
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.v9i1.109564

Abstract

Developing students' critical thinking skills remains a major challenge in higher education history learning, particularly due to the dominance of teacher-centered instruction and limited attention to learning motivation. This condition results in superficial understanding and low levels of higher-order cognitive engagement. Therefore, this study aims to analyze and evaluate the contribution of Project-Based Learning (PjBL) and learning motivation to the enhancement of students’ critical thinking skills in local history education. The study involved 71 undergraduate students enrolled in a history education program. Data were collected through critical thinking skills tests, learning motivation questionnaires, and classroom observation sheets to examine the implementation of PjBL. All instruments were validated by experts prior to use. Data analysis was conducted using descriptive statistics and inferential analysis, including paired samples t-test, independent samples t-test, Mixed Between-Within ANOVA, and linear regression analysis. The results indicate a significant improvement in students’ critical thinking skills after the implementation of PjBL, with students in the project-based learning group demonstrating substantially higher gains than those in conventional learning settings. Furthermore, learning motivation was found to make a significant contribution to students’ critical thinking performance, confirming its complementary role in strengthening learning outcomes. In conclusion, integrating Project-Based Learning with learning motivation effectively fosters students’ critical thinking skills. These findings imply that educators should design learning environments that combine authentic projects with motivational support to promote higher-order thinking in history education.
Reconstruction of the Axiological Values of the Ngerateng Lampad Tradition for the Development of a Holistic Character Education Model I Wayan Sugihartha; I Nyoman Tika; I Wayan Suja
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.v9i1.109635

Abstract

Tradition plays an important role in shaping cultural identity and transmitting values; however, globalization and digitalization have encouraged a shift toward individualism and weakened authentic social interactions, contributing to the moral degradation of younger generations. This condition necessitates the reconstruction of character education that is contextual and rooted in local wisdom. This study aims to analyze the axiological values of character education embedded in the Ngerateng Lampad tradition as a reconstruction of local wisdom for contemporary holistic education. The study employed a descriptive qualitative method with an ethnographic approach involving traditional leaders, youth groups, community leaders, and community members who support the tradition. Data were collected through observation, in depth interviews, documentation, and questionnaires, and were analyzed using the Miles and Huberman model, with validity ensured through triangulation and member checking. The findings reveal that the Ngerateng Lampad tradition embodies religious-spiritual values, mutual cooperation, responsibility, environmental awareness, perseverance, discipline, creativity, and wisdom, which are internalized through collaborative, participatory, and holistic ritual processes. The study concludes that the Ngerateng Lampad tradition represents a local wisdom-based pedagogical model capable of fostering holistic character development through meaningful socio-cultural experiences. The findings imply that local cultural values can be systematically integrated into learning processes and curriculum development to strengthen contextual, reflective, and sustainable character education.
The Effectiveness of the Kurikulum Cinta Grounded in Social Emotional Learning in Enhancing Students’ Character in Elementary School Hindu Religious Education I Putu Widyanto; Putu Wisnu Saputra; Raisa Vienlentia; Elsa; Sugita Anayeci
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.v9i1.110142

Abstract

Character education in Hindu Religious Education at elementary schools still faces challenges in systematically integrating character development and social-emotional competencies because learning focuses more on cognitive aspects than meaningful affective and behavioral dimension. This study aimed to evaluate the effectiveness and analyze the acceptance of the Kurikulum Cinta grounded in Social Emotional Learning (SEL) in enhancing students’ character in Hindu Religious Education. The study employed a mixed-methods design involving one Hindu Religious Education teacher and 32 elementary school students. Data were collected through classroom observations, interviews, document analysis, and character assessment instruments that had met content and construct validity requirements, with a reliability coefficient of 0.769. Quantitative data were analyzed descriptively, while qualitative data were interpreted thematically. The Technology Acceptance Model (TAM) was also employed to examine teacher acceptance of the learning model. The findings revealed improvements in students’ learning engagement, emotional awareness, reflective abilities, and respectful attitudes. In addition, the model demonstrated high levels of perceived ease of use (90%), perceived usefulness (88.6%), and acceptance (85%). The study concludes that the Kurikulum Cinta grounded in Social Emotional Learning is effective in strengthening students’ character and provides an applicable instructional framework for integrating character education and social-emotional competencies in elementary Hindu Religious Education.
The Activeness and Learning Motivation of MTs Ibnu Sina Students in Ecoprint Learning Using Project-Based Learning Modules Sugiyem Sugiyem; Salmaa; Evy Halimah
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.v9i1.111083

Abstract

Skill-based learning often faces challenges related to low student motivation and limited engagement in the learning process. This study aims to analyze students’ learning activity and learning motivation in ecoprint learning using a Project-Based Learning (PBL)-based module, as well as to explore factors that support student engagement during the learning process. The study employed a quantitative descriptive approach involving 25 eighth-grade students selected through purposive sampling. Data were collected using a learning activity self-assessment instrument, a learning motivation questionnaire, an open-ended questionnaire, and documentation. Instrument validity was tested using Pearson’s Correlation, while reliability was examined using Cronbach’s Alpha. Data were analyzed using descriptive statistics with high, moderate, and low categories. The findings revealed that most students demonstrated high and moderate levels of learning activity, while learning motivation was predominantly categorized as high. No students were classified in the low category for either aspect. Qualitative findings indicated that affective factors, hands-on activities, and creative-artistic elements were the primary drivers of student engagement. The study suggests that the implementation of a PBL-based ecoprint module is associated with high levels of student motivation and learning activity and has the potential to serve as an alternative approach to skill-based learning that is more meaningful, participatory, and student-centered. These findings imply that integrating authentic projects and creative activities can support the development of engaging learning experiences and encourage active student participation.
The The Role of Scaffolding in Optimizing Problem-Based Learning to Develop Students' Critical Thinking Skills Nasha Aqilatuz Zahroh; Ali Shodikin
Jurnal Pedagogi dan Pembelajaran Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v8i3.100405

Abstract

In the 2015 TIMSS, Indonesian students scored 397, ranking 44th out of 49 countries. This data suggests that Indonesian students consistently lack critical thinking skills in mathematics. The purpose of this study was to investigate the role of scaffolding within a Problem-Based Learning (PBL) framework in enhancing the critical thinking skills of junior high school students. This study employed a quantitative approach with a quasi-experimental design, which involved one experimental group. For this study, a random sample of 27 eighth-grade students was selected. Data were collected using a critical thinking test evaluated through an essay test created based on criteria established by Facione. Data analysis was carried out descriptively and inferentially. The data normality test, using the Shapiro Wilk test, showed that most of the data were not normally distributed; therefore, the inferential analysis was continued with the nonparametric Wilcoxon Signed Ranks Test. Data processing was conducted using SPSS software version 30.0. The primary instrument employed in this study was a critical thinking test in the form of an essay, developed based on Facione's theoretical framework.  The findings indicate that the integration of scaffolding into Problem-Based Learning (PBL) significantly enhances students’ critical thinking skills. Scaffolding optimizes the effectiveness of PBL, whereas PBL without scaffolding tends to be less effective in developing students’ potential evenly. These results suggest that mathematics teachers should implement scaffolding in a systematic and gradual manner to foster more reflective, structured, and higher-order thinking–oriented learning.
Need Assessment of Deep Learning to Improve Critical-Innovative Thinking Abilities from the Perspective of Master Program Students Ali Muhtadi; Haryanto; Christina Ismaniati; Rama Faiz Pangestu
Jurnal Pedagogi dan Pembelajaran Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v8i3.100475

Abstract

The demands of 21st-century education require university students to possess strong critical and innovative thinking skills. However, theoretical learning in higher education remains predominantly conventional, resulting in limited opportunities for students to construct knowledge deeply. This study aims to analyze and evaluate the effectiveness of a deep learning approach in enhancing critical and innovative thinking skills among master's level students. The research employed a convergent parallel mixed-methods design, involving 46 graduate students as research participants. Data were collected using a mixed-form questionnaire consisting of closed-ended and open-ended items, supported by documentation. Quantitative data were analyzed descriptively using percentages, while qualitative responses were interpreted thematically. The results indicate that theoretical learning still lacks variation and consistency, yet 93.5% of students reported that deep learning fosters critical thinking and 87% agreed that it encourages innovative thinking, although only 45.7% frequently apply both during coursework. Students also expect more collaborative, project-based, case-based, and exploratory learning supported by digital media. The study concludes that deep learning is a relevant and potential approach to strengthen critical-innovative thinking skills, addressing existing instructional limitations. This research implies the need for a structured deep learning model to optimize theoretical courses and create more reflective and student-centered learning.
The Jogja Library Center Tour: Literacy-Based Inquiry Model to Improve Historical Thinking Skill Roro Wilis; Dyah Kumalasari
Jurnal Pedagogi dan Pembelajaran Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v8i3.100800

Abstract

A pedagogical approach dominated by a single narrative often neglects the analysis of sources, context, and causal relationships in history. This weakens students' historical literacy skills, thereby affecting their ability to develop practical historical thinking skills. The purpose of this study is to analyze the implementation of the Jogja Library Center Tour inquiry model in history learning, which utilizes old daily newspapers to improve historical Literacy and its implications for improving historical thinking skills. This study used a qualitative method with a case study approach. The subjects were the Deputy Head of the Library Center. The school curriculum field consisted of one person, a history teacher, and three representatives from class XII students. Data were collected through observation, interviews, and document analysis, utilizing the Miles and Huberman interactive model analysis technique. Data were analyzed using Miles and Huberman's interactive analysis model, which includes the stages of data reduction, data presentation, and conclusion. The primary instruments utilized included in-depth interview guidelines, participatory observation guides, and document analysis protocols. The findings show that the Jogja Library Center Tour model significantly enhances students’ historical literacy and historical thinking skills. This inquiry-based literacy model effectively utilizes authentic sources and contextual learning environments and has strong potential for replication to support the Merdeka Curriculum and the School Literacy Movement.
Building Imaginative Character through Musical Storytelling Methods to Enhance Elementary School Students’ Creativity Muh. Ferisyal Pratama; Nisa Sri Maulani; Maulida Diah A; Faisal Rahmat Permana
Jurnal Pedagogi dan Pembelajaran Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v8i3.100952

Abstract

Learning in elementary schools still tends to use teacher-centered learning methods with an approach that emphasizes memorization and reproduction of information. This can hinder the development of students' creativity and imagination. This study aims to analyze the effectiveness of the musical storytelling method in enhancing the imaginative character and creativity of elementary school students. The research method used is a quasi-experiment with a static group pretest-posttest design. The sample was selected using purposive sampling. The experimental class and control class each consisted of 15 students. Data collection instruments used tests. Data analysis techniques used quantitative and qualitative analysis. The results of the t-test analysis showed that there was a significant difference between the experimental class and the control class. The average post-test score of the experimental class after the treatment was 85, while the average post-test score of the control class was 80. This proves that the musical storytelling method can improve the imaginative character and creativity of elementary school students. The results of this study indicate that learning using musical storytelling has higher learning outcomes compared to learning using non-musical storytelling. The implication of this study is that learning using musical storytelling can be used to enhance creativity, imagination, and learning outcomes.
Students’ Thought Process in Solving Inverse Proportion Problem in Terms of Cognitive Style and Gender Based on Information Processing Theory Rusmin R. M. Saleh; Tasanif Nurlaila H.; Triyono Ageng
Jurnal Pedagogi dan Pembelajaran Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v8i3.101444

Abstract

Students’ ability to solve inverse proportion problems remains low due to difficulties in understanding variable relationships, indicating differences in thinking processes related to cognitive styles and gender. This study aimed to analyze, compare, and evaluate students’ thinking processes in solving inverse proportion problems based on cognitive style and gender using an information-processing theoretical framework. This research employed a qualitative approach with a descriptive-exploratory design. The research subjects consisted of eight eighth-grade students selected purposively, representing Field Independent (FI) and Field Dependent (FD) cognitive styles as well as male and female students. Data were collected through written mathematical problem-solving tests and in-depth interviews as the main research instruments. The data were analyzed using interactive qualitative data analysis. The findings revealed that differences in students’ thinking processes were more strongly influenced by cognitive style than by gender, in line with the primary objective of the study. FI students tended to apply systematic and analytical strategies, were able to filter relevant information, and independently verify their answers, whereas FD students relied more on intuitive strategies, required more time to understand the problems, and were more dependent on external context. Overall, this study concludes that cognitive style is a key factor in determining the quality of students’ mathematical thinking processes. The implications of this study highlight the importance of early identification of students’ cognitive styles and the development of adaptive instructional models.    

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