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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 633 Documents
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Quantum vs. PQ4R: A Comparative Study of Reading Strategy Effectiveness Dwhy Dinda Sari; Fadhlur Rahman
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.v8i3.103339

Abstract

The main issue is the lack of adequate resources and training for teachers, which affects the ability of curriculum developers to design effective strategies for both teachers and students. This study aims to examine the perspectives of curriculum developers on the obstacles encountered in the implementation of differentiated learning curriculum. The research uses a phenomenological method to explore information based on the direct experiences of curriculum developers. Data collection was conducted through in-depth interviews with 6 primary school teachers from the Penggerak School program. The collected data were analyzed using thematic analysis to identify key patterns emerging from their experiences. The results show that the integration of differentiated learning curriculum can be achieved through diagnostic assessment, teaching modules, or adjustments in teaching techniques by the teachers. The study also finds that differentiated learning is currently understood as a hidden curriculum, referring to elements not included in the official curriculum but still applied in teaching practices. Changes in the curriculum include simplification and more practical approaches, as well as a shift from a teacher-centered to a student-centered approach. The conclusion of this study highlights the importance of a comprehensive evaluation of differentiated learning implementation at all education levels to improve its effectiveness.
Flash Card Palindrome (FCPM): Critical Thinking Skills Stimulation Media to Support Early Childhood Education Curriculum in the Globalization Era Sri Indriani Harianja; Winda Sherly Utami; Nyimas Muazzomi; Kasmiati
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.v8i3.103364

Abstract

Early childhood often experiences difficulties in developing critical thinking skills due to the lack of engaging, contextual learning media that meet the curriculum demands in the globalization era. The unavailability of innovative stimulation media such as Flash Card Palindrome (FCPM) results in the learning process being less able to optimize children's cognitive potential in recognizing patterns, analyzing information, and solving simple problems. This study aims to determine the effectiveness of flash card palindrome (FCPM) media in improving critical thinking skills in children aged 5–6 years. The study employed a quantitative approach, utilizing a quasi-experimental method with an equivalent time series design, involving a sample of 13 children. Data were obtained through observation and analyzed using the Wilcoxon Signed-Rank Test because the data did not meet the assumption of normal distribution. The results showed a significant difference in critical thinking skills between posttest 1 and posttest 5 after treatment using FCPM. In conclusion, the use of Flash Card Palindrome (FCPM) has been proven to provide adequate stimulation for the development of critical thinking skills in early childhood through engaging, interactive, and developmentally appropriate activities. The implications of this research suggest that the use of innovative learning media, such as FCPM, can be an effective alternative strategy for PAUD teachers to stimulate critical thinking skills in young children and encourage the creation of enjoyable and meaningful learning experiences.
Enhancing Pre Service Teachers TPACK through Reusable Learning Object-Based Blended Learning: A Comparative Study of Pre-Service Teachers with Diverse Self-Regulated Learning Sudarman; Noor Ellyawati
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.v8i3.103549

Abstract

The main issue is the lack of adequate resources and training for teachers, which affects the ability of curriculum developers to design effective strategies for both teachers and students. This study aims to examine the perspectives of curriculum developers on the obstacles encountered in the implementation of differentiated learning curriculum. The research uses a phenomenological method to explore information based on the direct experiences of curriculum developers. Data collection was conducted through in-depth interviews with 6 primary school teachers from the Penggerak School program. The collected data were analyzed using thematic analysis to identify key patterns emerging from their experiences. The results show that the integration of differentiated learning curriculum can be achieved through diagnostic assessment, teaching modules, or adjustments in teaching techniques by the teachers. The study also finds that differentiated learning is currently understood as a hidden curriculum, referring to elements not included in the official curriculum but still applied in teaching practices. Changes in the curriculum include simplification and more practical approaches, as well as a shift from a teacher-centered to a student-centered approach. The conclusion of this study highlights the importance of a comprehensive evaluation of differentiated learning implementation at all education levels to improve its effectiveness.
An Integrative Character Education Model in English Language Learning for High School Students suhrah; Muhammad Akbar; Askahar
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.v8i3.103955

Abstract

The development of character education requires teachers to be able to effectively integrate moral values and virtues into the learning process. However, implementing the right strategies in English language learning remains a challenge in many schools. This study aims to analyze teachers' strategies in integrating character values into English language learning. A qualitative approach with a case study method was used to explore in depth the teaching practices of six English teachers. Data were collected through analysis of lesson plans, classroom observations, and in-depth interviews, then analyzed using thematic analysis techniques. The results show that teachers apply character integration in a planned, contextual, and sustainable manner through problem-based learning, open discussions, role-play, community projects, and value reflection. Conceptually, this study confirms that value-based integrative strategies can strengthen language proficiency while shaping students' social and moral character. The conclusion of the study shows that the integration of character education in English language learning requires a transformation of the pedagogical paradigm from merely teaching language to shaping the values and identities of students. Implicitly, the results of this study can be used as a reference in the development of teacher training and character education policies in secondary schools.
Problem-Based Learning E-LKPD to Improve Learning Outcomes in Pancasila Education Aren Frima; Tio Gusti Satria
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.v8i3.104641

Abstract

The key to successful learning lies in the availability of appropriate teaching materials, systematically arranged, and functioning as a guide in the learning process to achieve learning objectives. This study aims to describe the results of teacher and student needs analysis, and to test the validity, practicality, and effectiveness of problem-based learning (PBL) in improving learning outcomes of Pancasila Education in fifth-grade elementary school students. This study employs a Research and Development (R&D) approach, utilizing the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The research subjects consisted of 40 fifth-grade elementary school students selected through purposive sampling techniques. Data collection techniques included interviews, observations, and learning outcome tests. Data were analyzed quantitatively using descriptive statistics and inferential tests, and supported by qualitative analysis. The results of the study indicate that the Problem-Based Learning-based E-LKPD developed is declared valid, feasible, and effective in improving learning outcomes of Pancasila Education. Media validity is assessed by experts as high to very high on average. Media practicality is assessed by teachers and students as having very practical results. All assessment results indicate that the E-LKPD is highly suitable for use. Effectiveness tests demonstrated a significant improvement in learning outcomes following the use of the E-LKPD. Therefore, the Problem-Based Learning-based E-LKPD is effective in improving learning outcomes in Pancasila Education for fifth-grade elementary school students. The integration of technologies such as Canva Pro and Kvisoft Flipbook Maker represents a learning innovation that can enhance meaningful, enjoyable, and mindful learning experiences.
The Use of Kahoot Learning Media to Improve PPKN Students’ Critical Thinking Skills Zulkifli Alamsah Sutanto; Ade Sopyan Hadi; Hendri Irawan; Sukmawati; Shofia Nurun Alanur; Windy Makmur
Jurnal Pedagogi dan Pembelajaran Vol. 9 No. 2 (2026): July-INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v9i2.112586

Abstract

The need for educators as a supporting effort in the world of education is crucial. One way is by striving to improve the teaching system in learning. This study aims to analyze the use of the Kahoot quiz application to improve students critical thinking skills in the political and civic education course in semester of 2025/2026. This study uses a qualitative with the Kahoot application as a benchmark for student knowledge. The type of research is a case study. The target of this study was 32 studentof the PPKn study program class A, the trial of this study was through a questionnaire with google form. Data collection techniques in this study used observation, interviews, and documentation. Data validity used triangulation. Data analysis Miles, Huberman, and Saldana, namely data condensation, data display, and data verification. The results of study showed that students were very enthusiastic about using the Kahoot and provided a stimulus to improve critical thinking. In addition, students after learning using Kahoot were more interesting, interactive and made classroom atmosphere more enjoyable, increased learning motivation, the class was more lively and not boring. The conclusions and recommendations indicate that Kahoot can be implemented effectively to improve students’ learning motivation and critical thinking through careful reasoning before answering questions; educators are therefore advised to select interactive learning media suited to learners’ characteristics to enhance their abilities.
Interactive Genially Web-Based Media Incorporating Balinese Local Wisdom to Stimulate Emotional Awareness and Early Reading Skills in Group B Children Ni Wayan Sukerni; Putu Aditya Antara; Gede Wira Bayu
Jurnal Pedagogi dan Pembelajaran Vol. 9 No. 2 (2026): July-INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v9i2.113449

Abstract

Low emotional awareness and early reading skills among young children remain a challenge in creating meaningful, engaging, and developmentally appropriate learning experiences. This study aimed to develop an interactive Web Genially-based learning medium integrated with Balinese local wisdom and to examine its validity, practicality, and effectiveness in stimulating emotional awareness and early reading skills among Group B children. This study employed a research and development approach using the ADDIE model, which consists of the Analysis, Design, Development, Implementation, and Evaluation stages. The research participants consisted of 260 children aged 5–6 years in Group B, divided into experimental and control groups, as well as teachers involved in the implementation of the media. Data were collected through observation, questionnaires, interviews, documentation, and early reading tests. The research instruments included material and media expert validation sheets, child engagement observation sheets, teacher response questionnaires, interview guidelines, and instruments for assessing early reading skills and emotional awareness. Data were analyzed using descriptive quantitative analysis to determine the validity and practicality of the media, while its effectiveness was analyzed using an independent samples t-test and MANOVA. The results indicated that the developed media demonstrated a very high level of validity, was practical for classroom use, and effectively improved children's emotional awareness and early reading skills. The findings imply that interactive learning media based on Balinese local wisdom can serve as an alternative instructional medium that supports the integrated development of children's early reading skills and emotional awareness.
Real-Time Gamification-Based Interactive Short Videos to Improve Students’s Mastery of Digital Ethics in Islamic Religious Education Ina Mutmainah Mutmainah; Dr. Ani Nur Aeni, M.Pd. Nur Aeni; Dety Amelia Karlina, S.S., M.Pd. Amelia Karlina
Jurnal Pedagogi dan Pembelajaran Vol. 9 No. 2 (2026): July-INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v9i2.113601

Abstract

Today's elementary school students grow up as digital natives who are vulnerable to negative content exposure and digital ethics degradation. Conventional Islamic Religious Education (PAI) instruction has been considered insufficient in facilitating deep student understanding of digital ethics concepts, therefore innovative learning media relevant to the characteristics of the digital generation are needed. This study aims to analyze the improvement of student learning outcomes in Digital Ethics PAI material after using NEODIK, a learning media integrating interactive short video and real-time leaderboard. This research is quantitative with a pre-experimental One Group Pretest-Posttest Design approach. The subjects were 23 sixth-grade elementary school students selected through purposive sampling. Data were collected through learning achievement tests using a 25-item multiple-choice instrument covering cognitive domains C1–C4 based on Revised Bloom's Taxonomy. Data analysis employed descriptive statistics, Shapiro-Wilk normality test, Wilcoxon Signed-Rank test, N-Gain score calculation, and Cohen's d effect size. The results showed a statistically significant improvement in learning outcomes with a large effect size category, where most students experienced increased learning mastery and better understanding of digital ethics concepts after using NEODIK. It is concluded that the integration of interactive short video and real-time leaderboard gamification effectively improves the mastery of Digital Ethics material in PAI learning. The implication of this study indicates that micro-learning and gamification-based approaches can be effective strategies for teaching religious values in the digital era while extending the application of Self-Determination Theory to character education contexts.
Instructional Discipline and Students’ Learning Motivation in Elementary Education: An Educational Management Perspective Heryon Bernard Mbuik; Yulsy Marselina Nitte; Maria Beatrice Sogen; Maria M. Bani
Jurnal Pedagogi dan Pembelajaran Vol. 9 No. 2 (2026): July-INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v9i2.115382

Abstract

Learning discipline is important for effective primary education because it supports classroom stability, student engagement, and motivation, yet empirical evidence on its influence on motivation from an educational management perspective remains limited. This study aimed to analyze the influence of instructional discipline on students’ learning motivation and examine its contribution to students’ motivational engagement during learning activities. The study employed a quantitative approach with an ex post facto research design involving fifth-grade elementary school students selected through saturated sampling. Data were collected using validated Likert-scale questionnaires measuring instructional discipline and students’ learning motivation. The data were analyzed using descriptive statistics and simple linear regression with statistical software. The findings demonstrated that instructional discipline had a positive and statistically significant influence on students’ learning motivation. The regression analysis further indicated that stronger instructional discipline was associated with greater motivational engagement during learning activities, while the coefficient of determination showed that instructional discipline accounted for a substantial proportion of the variance in students’ learning motivation. The findings show that instructional consistency, classroom organization, and pedagogical stability support student motivation, indicating that learning discipline should be viewed as a psychopedagogical mechanism rather than mere administrative compliance, with implications for strengthening supervision, pedagogical accountability, and classroom management to improve motivation and learning quality in primary schools.
The The Relationship between Smart TV Utilization and Learning Motivation with the Critical Thinking Skills of Grade XI Senior High School Craft Students Sri Wahyuningsih1; Nurul Zuriah; Beti Istanti Swandayani
Jurnal Pedagogi dan Pembelajaran Vol. 9 No. 2 (2026): July-INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v9i2.115735

Abstract

This study aimed to examine the relationship between Smart TV utilization and learning motivation and students’ critical thinking skills in the Crafts (Prakarya) subject among eleventh-grade students at SMA Negeri 1 Mentaya Hilir Selatan. The study employed a quantitative approach using a descriptive correlational research design. The study population comprised 70 students, while the research sample consisted of 60 students selected through proportional random sampling. Data were collected using observation, questionnaires, and documentation. The research instrument employed a four-point Likert scale, which had been tested for validity and reliability. Data were analyzed using SPSS through normality, multicollinearity, Pearson Product-Moment correlation, and multiple linear regression analyses.The findings indicated that Smart TV utilization was categorized as high, with a mean score of 63.3. Similarly, students’ learning motivation was classified as high, with a mean score of 56.4, while students’ critical thinking skills were also categorized as high, with a mean score of 63.2. The correlation analysis revealed that Smart TV utilization had a positive but non-significant relationship with students’ critical thinking skills (p = 0.100 > 0.05). In contrast, learning motivation demonstrated a positive and statistically significant relationship with students’ critical thinking skills (p = 0.000 < 0.05). Furthermore, the simultaneous analysis indicated that Smart TV utilization and learning motivation jointly exhibited a positive and statistically significant relationship with students’ critical thinking skills. These findings suggest that learning motivation constitutes a more influential factor than the use of digital instructional media in enhancing students’ critical thinking skills.

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