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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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Character Value Transmission through Equal Education Programs as a Strategy for Community Empowerment Hanifah Irnawati; Dadang Yunus Lutfiansyah Dadang; Cucu Sukmana; Sodikin; Didin Samsudin; Aqeel Khan
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.v9i2.116172

Abstract

Equivalency Education Programs expand educational access and support character development, yet character values remain inconsistently institutionalized and underexplored from a community empowerment perspective. This study aims to analyze the process of character value transmission within an Equal Education Program and examine the role of tutors as institutionalization agents in empowering learners through character-based non-formal education. A qualitative instrumental case study approach was employed, involving tutors, learners, administrators, and other relevant informants. Data were collected through in-depth semi-structured interviews, participant observation of learning activities, and document analysis using interview guides, observation protocols, and document-analysis checklists. Data were analyzed using an interactive model involving data condensation, data display, and conclusion drawing, with credibility strengthened through source, method, and theoretical triangulation. The findings reveal that character value transmission is implemented holistically through the integration of character education and life skills, while core values are institutionalized through curriculum integration, organizational habituation, family engagement, and community participation. Tutors function as central institutionalization agents through exemplary behavior, consistent habituation, and dialogical facilitation. Character-based Equivalency Education can serve as a sustainable community empowerment model through strengthened tutor competence, institutional governance, and nonformal education policies that support learners’ character development.
Students’ Conceptual Understanding of Mitosis through TPACK-Based Laboratory Learning Ririn Mardiana Saputri1; Kusnadi
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.v9i2.116216

Abstract

Mitosis is one of the most challenging topics in biology because chromosome behavior cannot be directly observed without laboratory activities, often leading students to develop superficial conceptual understanding. Integrating technology, pedagogy, and biological content through meaningful laboratory experiences may help students better understand this abstract concept. Therefore, this study aimed to determine the effectiveness of TPACK-based direct laboratory learning in improving students’ conceptual understanding of mitosis. A quasi-experimental study employing a one-group pretest–posttest design was conducted with 30 tenth-grade students at a senior high school in Bandung, Indonesia. Students participated in chromosome observation activities using Allium cepa root tips with a BOECO binocular microscope. Data were collected using a conceptual understanding test and analyzed using descriptive statistics, normalized gain (N-gain), and a paired-samples t-test. The findings indicated that students’ conceptual understanding improved significantly after participating in the TPACK-based laboratory learning, with a moderate level of learning gain. The integration of content knowledge, pedagogical strategies, and technological tools enabled students to connect theoretical concepts with direct scientific observation. These findings suggest that TPACK-based direct laboratory learning is an effective approach for teaching abstract biological concepts and provides practical guidance for biology teachers in designing meaningful laboratory-based instruction.
The Effectiveness of Case Method Based Reflective Micro Teaching in Enhancing the Professional Competence of Prospective Teachers I Nyoman Adi Susrawan; I Made Surya Hermawan; Ni Made Wersi Murtini; Ni Kadek Putri Swandewi; Ni Made Wina Kariasih
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.v9i2.120642

Abstract

Enhancing the professional competence of prospective teachers requires not only teaching practice but also the ability to analyze authentic problems and systematically engage in pedagogical reflection. The integration of the case method and pedagogical reflection helps prospective teachers connect theoretical knowledge with real world situations, making learning more contextual and meaningful. This study aims to analyze the effectiveness of reflective microteaching based on the case method in improving the professional competence of prospective teachers. A quantitative approach was employed using a quasi experimental design with a pretest-posttest control group design, involving 60 students, comprising 30 students in the experimental group and 30 students in the control group. Data were collected through professional competence tests, observation sheets, microteaching assessment rubrics, and student response questionnaires, and were analyzed using descriptive statistics, an independent-samples t-test, N-Gain analysis, and effect size calculation. The results showed that the experimental group achieved higher professional competence than the control group, with a significant difference (p = 0.001), moderate to high improvement (N-Gain = 0.68), and a large effect (Cohen’s d = 1.56). In conclusion, reflective microteaching based on the case method is effective in improving the professional competence of prospective teachers by systematically integrating problem analysis, teaching practice, and pedagogical reflection. The findings imply the need for teacher education to move beyond teaching skill mastery toward the systematic development of prospective teachers’ analytical, reflective, and pedagogical decision making abilities.

Page 64 of 64 | Total Record : 633

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