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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 227 Documents
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Strategi Penguatan dan Pengembangan Pendidikan Karakter Siswa Sekolah Menengah Atas Negeri 15 Takengon Binaan Negeri Antara Ramadan Ramadan; Hamdan Hamdan
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v5i2.1901

Abstract

Character education remains a critical challenge in secondary education, particularly in efforts to develop human resources with strong moral integrity and civic responsibility. This study examines strategies for strengthening and developing character education at State Senior High School 15 Takengon under the guidance of Negeri Antara. Employing an applied research orientation, this field-based study adopts a qualitative approach to investigate real conditions and social phenomena related to character education as they naturally occur within the school environment. Data were collected through direct engagement with key educational stakeholders to explore strategic implementation, institutional roles, and practical challenges. The findings indicate that character education is systematically reinforced through the implementation of eighteen core character values embedded in the school’s vision and mission, which guide its educational goals and functions. Responsibility for character development involves collaborative efforts among the principal, vice principals, teachers of Islamic Religious Education and Civic Education, all subject teachers, and the Intra-School Student Organization. The study further reveals that no significant obstacles impede implementation, as existing challenges are constructively addressed through reflective and spiritual practices such as muhasabah and zikir. Overall, the study argues that a collaborative, value-based, and reflective institutional culture constitutes an effective strategy for strengthening character education in secondary education.
Pembelajaran Berbasis Kearifan Lokal sebagai Media untuk Membentuk Karakter Siswa Sekolah Menengah Pertama melalui Dongeng dan Fabel Junifer Siregar; Rahayu Pristiwati; Agus Nuryatim
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v5i2.1902

Abstract

This study examines the role of local wisdom-based learning as a pedagogical medium for shaping student character through fairy tales and fables. The research is grounded in concerns regarding the diminishing integration of moral and cultural values in formal education and addresses how narrative-based local wisdom can contribute to character education. Using a qualitative approach with a literature review (library research), the study analyzes fairy tales sourced from the Solopos Daily and fables developed in the form of digital comics, complemented by direct classroom observations of storytelling practices. Data were collected through documentation, observation, and systematic review of relevant literature. The findings demonstrate that fairy tales and fables grounded in local wisdom are effective media for character formation, as they convey moral values in an engaging and contextually meaningful manner. The narratives examined embody key character values such as discipline, perseverance, tolerance, religiosity, mutual cooperation, honesty toward parents, humility, and childlike sincerity. The study argues that integrating local wisdom-based narratives into learning activities not only supports character education but also contributes to the preservation of cultural heritage. Therefore, fairy tales and fables represent a culturally relevant and pedagogically effective medium for fostering students’ moral and personal development in contemporary education.
Conscious Knowledge, Unconscious Practice: Rethinking Teacher Awareness in Phonological Instruction Wildan Sani Rasyid
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v5i2.1903

Abstract

This study seeks to reconceptualize teacher awareness by critically examining the discrepancy between teachers’ stated beliefs about the International Phonetic Alphabet and their actual classroom practices in English as a Foreign Language context. The study is grounded in the problem that teacher awareness is often narrowly defined as declarative knowledge, without sufficient attention to how such knowledge is enacted pedagogically. Employing a qualitative case study design, the research involved three Indonesian English as a Foreign Language teachers at UIN Ar-Raniry and utilized questionnaires, semi-structured interviews, and direct classroom observations to triangulate data on declarative knowledge and procedural practice. The findings reveal a clear paradox: although all participants demonstrated strong conscious endorsement of the importance of the International Phonetic Alphabet for phonological instruction, none explicitly applied it in classroom practice, instead relying on intuitive and implicit instructional strategies. This disjunction indicates that theoretical knowledge alone does not ensure pedagogical enactment. The study argues that teacher awareness should be understood as a multi-layered construct integrating both conscious knowledge and proceduralized practice. Consequently, teacher education programs must move beyond theory transmission toward the systematic development of practical, embodied instructional skills.
Penerapan Media Pembelajaran Teka-Teki Silang berbasis Aplikasi Eclipse Crossword untuk Meningkatkan Motivasi Belajar Siswa Kelas X E.6 Sekolah Menengah Atas Negeri Satu Kota Jambi Setiawati Ningsih; Juliana Octaviani Manullang; Budi Purnomo; Lisa Rukmana; Muhammad Adi Saputra
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v5i2.1905

Abstract

This study aims to enhance students’ learning motivation in history courses through the implementation of a crossword-puzzle learning medium developed using the Eclipse Crossword application. The research employed a Classroom Action Research design conducted in Grade Ten, Phase E.6 of Sekolah Menengah Atas Negeri Satu Kota Jambi during the second semester of the 2023/2024 academic year, involving 35 students as research subjects. The study was carried out across two cycles, each consisting of two actions and following the stages of planning, implementation, observation, and reflection. Data were collected through classroom observations and student motivation questionnaires, and analyzed using both quantitative and qualitative descriptive techniques. The findings reveal a consistent increase in learning motivation across cycles, rising from 71% in Cycle I to 76% in Cycle II, and ultimately reaching 81% at the end of the intervention. The use of Eclipse Crossword proved effective in fostering enjoyable, interactive, and engaging history learning experiences that promoted greater student participation. These results indicate that application-based crossword media can be recommended as an innovative instructional strategy to improve learning motivation, particularly in history education at the secondary school level.
Penerapan Alat Peraga Torso untuk Meningkatkan Hasil Belajar Siswa pada Pembelajaran Organ Tubuh Manusia di Kelas V Sekolah Dasar Negeri 105386 Tanjung Siporkis Shafira Aulia Rahmah; Layil Safitri; Astria Ayu Ramadianti
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v5i2.1906

Abstract

This study was conducted in response to the limited use of instructional teaching aids in elementary science classrooms, which has contributed to low student engagement and unsatisfactory learning outcomes in the topic of human body organs. The study aimed to investigate whether the application of torso teaching aids could improve students’ learning outcomes in learning human organ systems. Employing a classroom action research design, data were collected through classroom observations, learning achievement tests, and documentation. The research was implemented in two instructional cycles involving fifth-grade students at Sekolah Dasar Negeri 105386 Tanjung Siporkis. Data were analyzed using descriptive quantitative techniques to examine changes in students’ learning achievement across cycles. The findings revealed a substantial improvement in students’ learning outcomes, with classical mastery increasing from 33.33% in the pre-cycle stage to 86.67% by the end of the second cycle following the use of torso teaching aids. These results demonstrate that torso-based instructional media effectively enhance students’ conceptual understanding and learning performance in human body organ lessons. The study concludes that the integration of concrete teaching aids is a pedagogically effective strategy for improving science learning outcomes at the elementary school level.
Penggunaan Lagu dalam Meningkatkan Kemampuan Menghafal pada Pembelajaran Matematika Siswa Kelas II Sekolah Dasar Islam Terpadu Al Azhar Galang Nurrahma Dewi; Astria Ayu Ramadianti; Syarifah Ainun Harahap
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v5i2.1912

Abstract

This study investigates the use of children’s songs as an instructional medium to enhance memorization skills in learning mathematical place value concepts among second-grade students at Al Azhar Galang Integrated Islamic Elementary School during the 2024/2025 academic year. The research is motivated by students’ persistent difficulties in memorizing basic mathematical concepts, the limited use of engaging learning strategies, and the lack of innovative models integrating music into mathematics instruction. Grounded in educational and cognitive learning theories, songs are assumed to facilitate learning by increasing motivation, creating an enjoyable classroom atmosphere, and reinforcing memory through structured melody and rhythm. Employing a qualitative research design, this study explores students’ and teachers’ experiences in implementing song-based learning, as well as identifying contextual and pedagogical factors that influence its effectiveness. Data were collected through classroom observations, in-depth interviews, and document analysis, and were analyzed thematically. The findings indicate that the use of songs contributes positively to students’ memorization abilities, engagement, and conceptual understanding of place value. The study concludes that song-based learning represents a viable and innovative pedagogical approach in elementary mathematics instruction, offering both theoretical contributions to learning theory and practical implications for teachers and educational institutions.
Implementation of the Flipped Classroom to Promote Junior High School Students’ Reading Comprehension: Students’ Perceptions Sukristiningsih Sukristiningsih
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v5i2.1913

Abstract

This study examines junior high school students’ perceptions of the flipped classroom as an instructional approach to enhancing reading comprehension in an English as a Foreign Language context. The research is grounded in concerns regarding students’ limited engagement and comprehension in conventional reading instruction, prompting an exploration of alternative pedagogical models. Employing a quantitative descriptive research design, data were collected from 30 students using a ten-item questionnaire measuring perceptions related to difficulty, motivation, accessibility, learning support, and perceived learning outcomes. The instrument was subjected to validity and reliability testing and analyzed using descriptive statistics. The findings indicate that students generally expressed positive perceptions of the flipped classroom, particularly in terms of increased learning motivation, confidence, and support for reading comprehension, despite experiencing initial adaptation challenges. The analysis further revealed that seven questionnaire items met validity criteria and the instrument demonstrated acceptable reliability for exploratory research purposes. The study argues that the flipped classroom constitutes a pedagogically viable approach for improving reading comprehension, provided that sufficient instructional guidance and technological support are systematically integrated into the learning process.
Pengaruh dan Faktor Penentu Peningkatan Kualitas Proyek dalam Perspektif Manajemen Proyek Modern Dinda Putri Rezeki; Habibi Habibi; Zuhair Mubarrak Hazaa; Amiruddin Siahaan
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v5i2.1914

Abstract

This study examines the influence of Project Management Competence, Agile Methodology, and Digital Technology on Project Quality within the framework of modern project management. The research is motivated by the growing organizational demand to enhance project success through strengthened human resource competencies, adaptive working methodologies, and effective digital transformation. Employing a quantitative approach, the study utilizes Structural Equation Modeling to analyze the relationships among the proposed variables. The goodness-of-fit indices indicate that the structural model meets acceptable criteria, as reflected by Chi-square/df = 2.347, RMSEA = 0.073, GFI = 0.918, AGFI = 0.902, CFI = 0.935, and TLI = 0.928. The findings reveal that all independent variables exert positive and statistically significant effects on project quality. Project Management Competence demonstrates the strongest influence (? = 0.412), followed by Agile Methodology (? = 0.367) and Digital Technology (? = 0.289). These variables collectively enhance project quality by improving planning effectiveness, execution flexibility, and efficiency in control and monitoring processes. The study argues that the integration of managerial competence, Agile practices, and digital technologies constitutes a critical determinant of high-quality project outcomes, offering strategic implications for organizations seeking to strengthen modern project management performance.
Pengembangan Media Pembelajaran Komik Digital Berbantuan Aplikasi Canva pada Materi Cahaya dan Sifatnya di Kelas V Sekolah Dasar Negeri 108306 Tanjung Garbus Rini Nanda Hanifa; Nuri Ramadhan; Layil Safitri
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v5i2.1918

Abstract

This study addresses the limited availability of digital learning media and students’ difficulties in comprehending the abstract concept of light by developing a digital comic–based learning medium assisted by the Canva application for fifth-grade students at State Elementary School 108306 Tanjung Garbus. The research aims to examine the feasibility and effectiveness of the developed digital comic in supporting science learning on the topic of light and its properties. Employing a Research and Development approach, the study adopted the ADDIE model, encompassing the stages of analysis, design, development, implementation, and evaluation. The developed media integrates conceptual explanations, character-based dialogues, narration audio, and visually engaging illustrations to enhance students’ conceptual understanding. The research subjects consisted of twenty-five students and two expert validators. Data were collected through expert validation questionnaires and a One Group Pretest–Posttest design to measure learning effectiveness. The findings reveal a very high level of feasibility, with validation scores of one hundred percent from media experts, ninety-eight percent from material experts and teachers, and eighty-seven percent from students. Overall, the digital comic learning media is proven to be pedagogically effective and appropriate for classroom implementation, contributing to improved understanding of scientific concepts and supporting innovative digital instruction in elementary education.
Gamifying Higher Education: A Phenomenological Study of Wayground™ Integration on Pedagogy and Student Engagement Patur Rahman; Fatmawati Akhmad; Nurwahida Nurwahida
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v5i2.1919

Abstract

This study examines the integration of Wayground™, a gamified online quiz platform, in higher education by exploring its pedagogical implications and its influence on student engagement. The study addresses how Wayground™ reshapes lecturers’ pedagogical practices and how students perceive and respond to gamified learning environments. Adopting a mixed-methods approach, the research draws on qualitative data from semi-structured interviews with a lecturer to capture lived pedagogical experiences, complemented by quantitative data from student questionnaires measuring academic motivation, engagement, and perceived learning effectiveness. The qualitative analysis identified six central themes, including gamification-based classroom management, assessment practices, technical challenges, pedagogical benefits, perceived drawbacks, and comparisons with conventional paper-based assessments. Quantitative findings indicate that students generally report heightened engagement, increased interest, and stronger academic motivation when Wayground™ is incorporated into classroom activities. The study argues that Wayground™ functions as an effective pedagogical tool that fosters interactive learning and enhances instructional effectiveness in higher education, while also requiring careful consideration of technical and contextual constraints to ensure sustainable and meaningful implementation.

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