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Try Wahyu Purnomo
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Faculty of Education, Universitas Negeri Medan 72 Building 2nd Floor, Jl. Willem Iskandar / Pasar V, Medan, North Sumatera –Indonesia, 20221
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Paedagogi: Jurnal Kajian Ilmu Pendidikan (e-journal)
Published by Universitas Negeri Medan
ISSN : 20859880     EISSN : 24077445     DOI : https://doi.org/10.24114/paedagogi.v8i2
Core Subject : Education,
Education Other
Paedagogi: Jurnal Kajian Ilmu Pendidikan (e-journal) current issues and issues about study of educational science, development of learning models, digital technologies in education, innovative learning environments, adaptive learning, gamified leaning, and results of research in the field of educational science.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 197 Documents
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Internalizing Local Wisdom Through Live-In Program and History Learning Levia Chessiagi; Leli Yulifar
Paedagogi: Jurnal Kajian Ilmu Pendidikan (e-journal) Vol. 12 No. 1 (2026): JUNE: 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paedagogi.v12i1.73968

Abstract

This study examines the internalization of local wisdom values through a live-in program and the reinforcement of these values through history learning. The study was motivated by concerns that globalization has increasingly displaced locally grounded value systems among younger generations. This study uses a qualitative approach with ethnographic methods, the research involved 10th grade students of SMA Santo Aloysius Bandung who participated in a live-in program in Cigugur, Kuningan, West Jawa, Indonesia. Data were collected through participant observation, interviews, reflective journals, and field notes, and analyzed using Wolcott’s stages of ethnographic analysis: description, analysis, and interpretation, with Kolb’s Experiential Learning Theory serving as the interpretive framework. The findings indicate that direct immersion in the Cigugur Community enabled students to experience tolerance and gotong royong (mutual cooperation) as lived social practices. Post live-in history learning further strengthened the internalization process by connecting students’ experiences with the historical and cultural context of the community. The integration of community immersion and reflective history learning offers a meaningful approach to strengthening local wisdom values among younger generations in the era of globalization..
Implementation of the Asmaul Husana Song as a Mnemonic Strategy in Early Childhood Islamic Education Learning Evie Destiana; Eko Raharjo; Udi Utomo
Paedagogi: Jurnal Kajian Ilmu Pendidikan (e-journal) Vol. 12 No. 1 (2026): JUNE: 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paedagogi.v11i2.74057

Abstract

This study aims to explore the meaning, values, and lived experience of teachers and parents in using Asmaul Husna songs as a mnemonic strategy for memorizing the 99 Names of Allah at TK ABA I Candi Sidoarjo. Employing Moustakas's transcendental phenomenological approach, data were collected through in-depth semi-structured interviews, classroom observations, and document analysis with 7 participants (3 teachers, 4 parents). Analysis through epoché, horizonalization, clustering, and composite description yielded five major themes: (1) songs as carriers of living theological meaning; (2) psycho-musical effectiveness as a mnemonic tool; (3) embedded religious, social, and pedagogical values; (4) determinants of effective song quality; and (5) the dynamics of parental reinforcement at home. The findings propose a Psycho-Musical Mnemonic Framework for Islamic Early Childhood Education (PMMF-IECE) integrating song quality, teacher competence, children's psycho-musical engagement, and parental reinforcement as dynamically interacting components. This study enriches Islamic early childhood education literature with a phenomenological perspective that has been rarely examined.
Analysis of Teacher Readiness, Science Process Skills (SPS), and Implementation of Process-Oriented Guided Inquiry Learning (POGIL) Model in Elementary Schools Siti Aisah; Willa Putri; Safrizal
Paedagogi: Jurnal Kajian Ilmu Pendidikan (e-journal) Vol. 12 No. 1 (2026): JUNE: 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paedagogi.v12i1.74092

Abstract

Low scientific literacy among Indonesian primary school students highlights an urgent need for instructional transformation. While previous research separate these elements, this study addresses a significant empirical gap by simultaneously examining multidimensional teacher readiness, conceptual knowledge of scientific process skills, and the actual implementation of the process-oriented guided inquiry learning model at the primary education level.  Using a quantitative descriptive and correlational design, data were collected via questionnaires and tests from 121 primary school science teachers across 14 sub-districts in Bogor Regency. The results showed that while average teacher readiness reached the good category, teachers' conceptual mastery of scientific process skills remained deficient, with over 33% scoring in the low and very low categories. Regression analysis revealed that teacher readiness contributes a positive but low 7.1% to their skills knowledge, whereas teaching experience yields no significant impact. Furthermore, model implementation drops drastically from 73.6%  at the initial orientation stage to only 17.4%  during the core application phase. The primary barriers preventing full implementation are limited science learning media and a lack of practical hands-on training for process-oriented instruction. This study concludes that high affective and behavioral readiness does not automatically guarantee conceptual mastery of scientific inquiry. Consequently, content-specific inquiry skills must be treated as a distinct, mandatory dimension within teacher readiness frameworks, supported by strategic institutional allocation of concrete instructional aids and targeted professional workshops.
LKPD Digital Berbasis HOTS sebagai Inovasi Pembelajaran Pendidikan Pancasila untuk Meningkatkan Motivasi dan Kemampuan Berpikir Kritis Siswa Sekolah Dasar Juwita Tindaon; Rizki Maulida; Eti Muliani
Paedagogi: Jurnal Kajian Ilmu Pendidikan (e-journal) Vol. 12 No. 1 (2026): JUNE: 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paedagogi.v12i1.74141

Abstract

This study aims to determine the effectiveness of Higher Order Thinking Skills (HOTS)-based digital worksheets on students’ learning motivation and critical thinking skills in Civic Education (PKn) subjects at SD Negeri 040444 Kabanjahe. This study employed a quantitative approach with a quasi-experimental design using the Nonequivalent Control Group Design. The population of this study consisted of all fifth-grade students of SD Negeri 040444 Kabanjahe in the 2026/2027 academic year. The research sample consisted of two classes, namely class V-A as the experimental class and class V-B as the control class, with 25 students in each class. The data collection techniques used were observation, questionnaires, tests, and documentation. The research instruments included a learning motivation questionnaire and HOTS-based essay questions to measure students’ critical thinking skills. Data analysis was conducted using descriptive statistics, normality tests, homogeneity tests, Independent Sample t-tests, N-Gain tests, and MANOVA tests. The results showed that the use of HOTS-based digital worksheets effectively improved students’ learning motivation.
Penguatan Karakter Siswa dalam Perspektif Kecerdasan Spiritual dan Kecerdasan Emosional di Madrasah Aliyah Negeri 2 Bogor Ria Rizki Agustini; Maemunah Sa’diyah; Adian Husaini
Paedagogi: Jurnal Kajian Ilmu Pendidikan (e-journal) Vol. 12 No. 1 (2026): JUNE: 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paedagogi.v12i1.74276

Abstract

Education not only aims to educate students, but also to build character according to the mandate of Law Number 20 of 2003. However, various problems such as bullying, fights, and low respect for teachers show the need to strengthen character through spiritual and emotional intelligence. This study aims to analyze the character of students, the level of spiritual and emotional intelligence, the relationship between the two and the character, and the magnitude of the influence given to MAN 2 Bogor students. The study uses a quantitative approach with a correlational method through the distribution of questionnaires. The results of the study showed that students' character was in the category of quite good, emotional intelligence was in the category of quite good, and spiritual intelligence was in the good category. In addition, spiritual and emotional intelligence has a strong relationship with the character of students and has an influence of 48% on the formation of the character of MAN 2 Bogor students.
Kepemimpinan Transformasional dan Budaya Sekolah dalam Meningkatkan Kinerja Guru: Peran Mediasi Motivasi Kerja Suharjo; Budi Valianto; Darwin; Eka Daryanto; Aman Simare-Mare; Mesnan; Haidir
Paedagogi: Jurnal Kajian Ilmu Pendidikan (e-journal) Vol. 12 No. 1 (2026): JUNE: 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paedagogi.v12i1.74396

Abstract

This study aims to analyze the influence of transformational leadership of school principals and school culture on teacher performance through teacher work motivation in high schools in Medan City. The research uses a quantitative approach with a survey method. The research population was 180 teachers with a sample of 124 respondents. The research instrument used a Likert scale questionnaire. Data analysis uses path analysis. The results of the study show that transformational leadership and school culture have a positive effect on teachers' work motivation and teacher performance. Work motivation has been shown to mediate the relationship between transformational leadership and school culture on teacher performance. The findings of the study confirm that improving teacher performance requires strong transformational leadership of the principal, a positive school culture, and high teacher work motivation.
Web-Based Metacognitive Reflection to Develop Students’ Critical Thinking Skill: A Literature Review Silvia Mariah Handayani; Sani Susanti; Nurlaila Nurlaila
Paedagogi: Jurnal Kajian Ilmu Pendidikan (e-journal) Vol. 12 No. 1 (2026): JUNE: 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paedagogi.v12i1.74400

Abstract

This study examines the contribution of web-based metacognitive reflection to the development of students’ critical thinking skills and the achievement of learning outcomes in higher education. A systematic literature review was conducted on 35 peer-reviewed studies published between 2015 and 2025 and retrieved from Scopus, Web of Science, ERIC, and Google Scholar. The review followed a structured process of identification, screening, eligibility assessment, and thematic synthesis. The findings indicate that web-based metacognitive reflection enhances critical thinking by promoting self-monitoring, self-evaluation, and reflective inquiry. Digital tools such as online journals, discussion forums, and e-portfolios provide opportunities for continuous reflection and feedback, leading to greater learner engagement and self-regulated learning. The reviewed studies consistently report positive effects on academic performance, conceptual understanding, and learner autonomy. Furthermore, students who participated in structured online reflective activities demonstrated stronger critical thinking abilities and improved achievement of learning outcomes compared with those in conventional learning environments. The review concludes that web-based metacognitive reflection is an effective pedagogical approach for fostering critical thinking and supporting learning achievement in higher education, particularly within technology-enhanced learning environments

Page 20 of 20 | Total Record : 197

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