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Pedagogika: Jurnal Ilmu-Ilmu Kependidikan
Published by Medan Resource Center
ISSN : -     EISSN : 28089502     DOI : 10.57251
Core Subject : Education,
Education
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan is a peer-reviewed journal published by the Medan Resource Center. The journal aims to facilitate academic articles and scholarly writings on the methods and practices of teaching, particularly as academic subjects, theoretical concepts, or in any area of education. It serves as a platform for teachers, teacher educators, or training institutions, instructors of all levels of education, as well as students and anyone interested in the field. The journal is published biannually in May and November and accepts articles in both Indonesian and English.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 196 Documents
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Integrasi Game Puzzle Budaya dan Model PBL-GBL untuk Meningkatkan Pemahaman Budaya Peserta Didik Sekolah Dasar dalam Pembelajaran IPAS Bako, Enggi Nurunnisya; Nasution, Ismail Saleh; Sagala, Friska Herawaty
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 5 No. 1 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v5i1.1685

Abstract

This classroom action research investigates how integrating a culturally responsive educational puzzle, GAPURA (Game Puzzle Keragaman Budaya), into Problem-Based Learning (PBL) and Game-Based Learning (GBL) models can enhance students’ understanding of cultural diversity. The study, conducted over two cycles with 21 fifth-grade students at UPT SDN 060858 Medan Tembung, responds to the observed lack of student engagement and low achievement in understanding cultural themes in IPAS learning. Data were obtained through student learning outcome tests, classroom observations, reflections, and documentation. Results revealed a notable improvement in students’ comprehension, with average scores rising from 55.24 in Cycle I to 80.00 in Cycle II, and mastery learning achievement reaching 90.95%. The integration of GAPURA encouraged active participation, empathy, and cooperative learning within a joyful, relevant learning environment. This study concludes that the incorporation of PBL and GBL models with localized, culturally grounded media effectively fosters both cognitive and affective dimensions of cultural literacy, contributing to more meaningful and inclusive IPAS instruction.
Penggunaan LKPD Interaktif untuk Meningkatkan Minat Belajar Siswa pada Pelajaran IPAS Kelas V di Sekolah Dasar Negeri 060858 Medan Nura, Tri Aprilianda; Nasution, Ismail Saleh; Sidabungke, Sri Siswanti M
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 5 No. 1 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v5i1.1686

Abstract

This study investigates the impact of using interactive Student Worksheets (LKPD) on the learning interest of fifth-grade students in Natural and Social Sciences (IPAS) at SDN 060858 Medan. The research addresses the issue of low student interest in the IPAS subject. Employing Classroom Action Research (CAR) over two cycles, data were collected using questionnaires that measured learning interest across four indicators: enjoyment, attraction, attention, and student involvement. The findings reveal a significant improvement in learning interest, with the average score increasing from 73.41 (moderate category) to 80.07 (high category). This result indicates that interactive LKPD, characterized by engaging and student-friendly features, effectively enhances students' enthusiasm and participation in learning activities. Therefore, the implementation of interactive LKPD is concluded to be a pedagogically sound approach to fostering higher learning interest among elementary school students in IPAS.
Penggunaan Media Konkret Bingo BAKU JAGA untuk Meningkatkan Kemampuan Membaca Kosa Kata Siswa Kelas 1 Sekolah Dasar Jannah, Miftahul; Nasution, Ismail Saleh; Khairani, Khairani
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 5 No. 1 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v5i1.1687

Abstract

This classroom action research investigates the effectiveness of Bingo BAKU JAGA, a culturally infused concrete learning medium, in enhancing vocabulary reading skills among first-grade students at SDN 060858 Medan Tembung. Designed as a game-based instructional tool, Bingo BAKU JAGA integrates local cultural elements to support the recognition and reading of syllables and words. The study was conducted in two cycles encompassing planning, implementation, observation, and reflection stages, involving a total of 21 students. The initial cycle revealed moderate improvement, while the second cycle demonstrated a significant increase in both student engagement and academic performance, with the proportion of students reaching the mastery level rising from 52% to 86%. These findings suggest that the integration of interactive, culturally contextualized media such as Bingo BAKU JAGA can substantially contribute to the development of foundational literacy skills in early primary education. The study concludes that using culturally relevant learning strategies fosters a more engaging and effective literacy learning environment for young learner.
Pemanfaatan Alat Peraga Styrofoam dan Evaluasi Interaktif Bamboozle untuk Meningkatkan Pemahaman dan Motivasi Belajar Siswa melalui Model Pembelajaran Berbasis Proyek di Kelas VI Sekolah Dasar Negeri 060875 Medan Siregar, Sunarsini; Pratiwi, Indah; Nurkartika, Nurkartika
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 5 No. 1 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v5i1.1689

Abstract

This study investigates the effectiveness of integrating styrofoam-based teaching aids and the interactive digital evaluation tool Bamboozle to enhance students’ understanding and motivation in learning the Solar System through the Project-Based Learning (PjBL) model. Conducted as Classroom Action Research in two cycles at Grade VI of Sekolah Dasar Negeri 060875 Medan, the study aims to address low student engagement and limited conceptual comprehension in science education. Data collection included pretests, posttests, observation sheets, and documentation. The findings reveal a significant improvement in students’ academic performance, with average scores increasing from 52.43 to 85.71 and a gain score of 0.705, indicating a high level of learning progress. Additionally, students demonstrated heightened motivation, actively participating in project creation, group discussions, and digital quizzes via Bamboozle. The study concludes that combining tangible teaching aids with digital evaluation platforms within the PjBL framework not only reinforces conceptual understanding but also cultivates student enthusiasm and involvement. This approach offers a promising pedagogical strategy for improving learning outcomes in primary science education.
Pemanfaatan Aplikasi Liveworksheet dalam Peningkatan Keaktifan Belajar Siswa pada Pembelajaran Matematika di Kelas VI Sekolah Dasar Negeri 060858 Medan Tembung Hutagaol, Gian A. P.; Nasution, Ismail Saleh; Sidabungke, Sri Siswanti M
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 5 No. 1 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v5i1.1691

Abstract

This study investigates the effectiveness of integrating Liveworksheet, a web-based digital platform, in enhancing elementary school students' interest and learning outcomes in mathematics. The research was motivated by the observed decline in students' engagement during mathematics lessons and the urgent need for innovative, technology-integrated teaching approaches. Employing a classroom action research design, the study was conducted in two cycles and utilized observation, interviews, and documentation for data collection. The findings revealed a marked improvement in both student interest and academic performance, as evidenced by increased scores and active participation during the learning process. The interactive nature of Liveworksheet enabled students to engage with content more meaningfully, thereby fostering motivation and deeper understanding. These results suggest that the use of Liveworksheet can serve as an effective pedagogical strategy for addressing learning disengagement in elementary education. The study concludes by recommending the broader adoption of web-based tools like Liveworksheet and encourages further development of creative digital learning media to enhance instructional effectiveness in primary education settings.
Upaya Meningkatkan Pemahaman Konsep Materi Keberagaman Menggunakan Media Secret Box di Sekolah Dasar Negeri 066055 Medan Fitria, Husnul; Ammy, Putri Maisyarah; Simatupang, Mesli
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 5 No. 1 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v5i1.1695

Abstract

This study explores the effectiveness of using Secret Box media to enhance fourth-grade elementary school students’ understanding of diversity-related concepts. The research was motivated by the low level of student comprehension, as evidenced by initial learning evaluation results showing a mastery rate of only 33%. Employing a classroom action research (CAR) approach, the study was conducted in two cycles at UPT SDN 066055 Medan. In the first cycle, the implementation of media was suboptimal, resulting in a moderate increase in learning completeness to 67%. To address this, the second cycle involved the integration of Secret Box media with supporting instructional videos, leading to a significant improvement in student outcomes. Final assessments showed that 92% of students achieved mastery. The findings indicate that Secret Box media not only facilitates better understanding of diversity content but also fosters active engagement, enthusiasm, and curiosity among students during the learning process. This study concludes that creative and contextual learning tools like the Secret Box can effectively bridge conceptual gaps in elementary classrooms, particularly in abstract thematic subjects such as social diversity.
Meningkatkan Pemahaman Konsep pada Materi Siklus Air dengan Menggunakan Model Probem Based Learning (PBL) Berbasis Media Diorama Siklus Air di Sekolah Dasar Negeri 066055 Medan Situmorang, Rumiris; Ammy, Putri Maisyarah; Simatupang, Mesli
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 5 No. 1 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v5i1.1696

Abstract

This study investigates the effectiveness of Water Cycle Diorama media integrated with the Problem-Based Learning (PBL) model in enhancing fourth-grade elementary students’ conceptual understanding of the water cycle. The research was motivated by the students' difficulty in visualizing and comprehending the dynamic processes within the water cycle. Utilizing classroom action research across two cycles—comprising planning, action, observation, and reflection—this study was conducted at SD Negeri 066055 Medan. Data collection involved conceptual understanding tests and observation of student participation. The findings revealed a notable improvement in learning outcomes, with the percentage of concept mastery rising to 67% in the first cycle and reaching 100% in the second cycle. The implementation of the Water Cycle Diorama media significantly fostered active engagement and increased enthusiasm among students. Furthermore, the PBL approach supported deeper and more concrete comprehension of abstract scientific processes. These results emphasize the importance of integrating innovative, learner-centered strategies into science instruction at the primary level to promote meaningful learning and long-term conceptual retention.
Analisis Pesan Moral dalam Film Ngeri-Ngeri Sedap Melalui Pendekatan Semiotika Roland Barthes Br Sianturi, Norima; Siburian, Panigoran; Br. Ginting, Sri Dinanta
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 5 No. 1 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v5i1.1701

Abstract

This study examines the moral messages embedded in the Indonesian film Ngeri-Ngeri Sedap through the lens of Roland Barthes’ semiotic theory. As a culturally significant cinematic work, the film reflects the familial tensions and sociocultural dynamics of the Batak community. The research addresses the central question: how are moral values constructed and communicated via signs, codes, and myths within the film’s narrative and visual elements? Employing qualitative content analysis and Barthes’ two-level signification model—denotation and connotation—the study analyzes selected scenes, dialogues, and character interactions. The findings indicate that moral themes such as parental expectations, communication gaps, cultural identity, and reconciliation are conveyed through symbolic representations, traditional practices, and dramatic conflicts. These semiotic expressions function within a broader ideological discourse, reinforcing the importance of empathy, mutual respect, and intergenerational understanding. The study concludes that Ngeri-Ngeri Sedap utilizes a multilayered semiotic structure to deliver implicit moral commentary, offering critical insights into Indonesian familial and cultural narratives. This research contributes to the field of media studies by demonstrating the efficacy of semiotic analysis in uncovering deeper ideological meanings in contemporary film.
Pendekatan Keterampilan Proses dalam Pembelajaran Ilmu Pengetahuan Alam (IPA) bagi Mahasiswa Program Studi Pendidikan Guru Sekolah Dasar (PGSD) Pratiwi, Indah; Sitanggang, Raysyah Putri
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 5 No. 1 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v5i1.1705

Abstract

Teaching is a dynamic and creative process, requiring educators to plan and deliver instruction that not only avoids monotony but also actively engages students in learning. In the context of science education for prospective elementary school teachers, varied instructional approaches—particularly the process skills approach—are essential. This study aims to examine the ability of Primary School Teacher Education (PGSD) students to implement the process skills approach during classroom teaching simulations in science subjects. Employing a descriptive qualitative method, data were obtained through assessments of students’ lesson plans and their simulation performances. The subject matter focused on energy topics for fourth-grade elementary students. The findings reveal that 70% of the lesson plans met the 'good' criteria and 30% were rated 'sufficient', with an average score of 80.40. In terms of simulation performance, 39% of students demonstrated an 'excellent' application of the process skills approach, 31% were categorized as 'good', 23% as 'sufficient', and 8% as 'poor', yielding an overall average score of 80.71. These results indicate a generally strong ability among PGSD students to design and simulate science instruction using the process skills approach, though a small proportion still requires significant improvement.
Meningkatkan Keterampilan Siswa pada Mata Pelajaran IPAS melalui Model Student Facilitator and Explaining di Sekolah Dasar Sitanggang, Raysyah Putri; Pratiwi, Indah
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 5 No. 1 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v5i1.1706

Abstract

This study aims to examine the enhancement of student skills in science learning through the application of the Student Facilitator and Explaining model in elementary education. Employing a classroom action research approach, the study was conducted in two cycles, each comprising stages of planning, implementation, observation, and reflection. If the targeted learning outcomes in the first cycle were not achieved, adjustments were made and continued into the second cycle. The results indicate that the implementation of this interactive learning model significantly improved students’ abilities, particularly in constructing diagrams or concept maps related to the photosynthesis process. Prior to the intervention, only 30% of students demonstrated sufficient competency. Following the first cycle, the average student performance increased to 80%, and in the second cycle, it further improved to 80.95%, reaching the "skilled" category. These findings suggest that the Student Facilitator and Explaining model effectively enhances student engagement and conceptual understanding in science education at the elementary level. Consequently, this approach can be considered a viable strategy for improving learning outcomes and fostering active participation among young learners.

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