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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 242 Documents
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Strategi Kepemimpinan Kepala Sekolah dalam Meningkatkan Mutu Pembelajaran Pendidikan Agama Islam di Sekolah Menengah Atas Kartika 1-2 Medan Br Simbolon, Ismalia Putriana; Agustia, Nanda Rahayu; Harahap, Abdi Syahrial
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v6i1.2018

Abstract

This study examines the principal’s leadership strategies in improving the quality of Islamic Religious Education learning at Senior High School Kartika 1-2 Medan. The research addresses how school leadership contributes to strengthening instructional quality, teacher professionalism, learning facilities, and evaluation systems within Islamic Religious Education classes. This study employed a qualitative method with a case study approach, and data were collected through in-depth interviews with relevant informants involved in the learning process. The findings reveal that the principal implemented several strategic initiatives, including enhancing teacher professionalism through continuous guidance and supervision, improving learning facilities and infrastructure such as reference books and instructional media, encouraging interactive and student-centered learning activities, and establishing a structured evaluation system to monitor the effectiveness of Islamic Religious Education learning. The study also found that the leadership approach fostered a more conducive learning environment and strengthened student participation in religious activities. This study concludes that the principal’s leadership plays a significant role in improving the quality of Islamic Religious Education learning through adaptive management, continuous evaluation, and the integration of professional development and educational support systems.
Penerapan Metode Takrir dalam Menghafal Al-Qur’an di Sekolah Dasar Balitaku Khatam Quran Super Tanjung Sari Medan Simarmata, Januari; Panggabean, Hadi Saputra; Harahap, Muhammad Yunan
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v6i1.2019

Abstract

This study examines the implementation of the Takrir method in Qur’anic memorization among elementary school students at Balitaku Khatam Quran Super Tanjung Sari Medan and evaluates its effectiveness in improving students’ memorization consistency and retention. The research addresses how repetitive memorization guided by teachers contributes to students’ ability to memorize the Qur’an systematically and effectively at the elementary education level. This study employed a qualitative case study approach, with data collected through observation, interviews, and documentation. The findings reveal that the consistent application of the Takrir method significantly improves students’ memorization skills, strengthens concentration, and cultivates disciplined learning habits during the memorization process. The study also found that intensive repetition combined with teacher guidance creates positive interactions between teachers and students, making the learning environment more engaging and supportive. This study concludes that the Takrir method is an effective instructional strategy for Qur’anic memorization at the elementary school level because it supports gradual memorization, strengthens long-term retention, and enhances students’ learning motivation and discipline.
Implementasi Pembelajaran Sains Berbasis Inkuiri dalam Meningkatkan Keterampilan Berpikir Kritis Mahasiswa Agnes Renostini Harefa
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v6i1.2044

Abstract

The development of critical thinking skills has become a central objective in higher education, particularly in science education, where students are expected to analyze information, evaluate evidence, and make reasoned judgments. However, many university students continue to demonstrate limited critical thinking abilities during the learning process. This study aimed to examine the effectiveness of inquiry-based science learning in enhancing students’ critical thinking skills in the Scientific Learning course. The study involved 20 sixth-semester students enrolled in the Biology Education Study Program at Universitas Nias and employed a one-group pretest–posttest design. Critical thinking skills were measured using a test instrument developed based on Facione’s (1990) critical thinking indicators. The findings revealed a substantial increase in students’ average scores, rising from 54.8 in the pretest to 81.4 in the posttest. The paired-sample t-test produced a significance value of p = 0.000 (p < 0.05), indicating a statistically significant difference between pretest and posttest scores. The overall N-gain score of 0.59 was categorized as moderate, with improvements observed across all critical thinking indicators, although self-regulation showed the lowest gain. These findings demonstrate that inquiry-based science learning effectively enhances university students’ critical thinking skills while highlighting the need for further attention to self-regulation development.
Integrasi Nilai-Nilai Kearifan Lokal Nias dalam Pembelajaran Bahasa dan Sastra Indonesia pada Program Studi Pendidikan Bahasa dan Sastra Indonesia Universitas Nias Riana Riana
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v6i1.2045

Abstract

The limited integration of local wisdom into higher education learning has reduced opportunities for students to connect academic knowledge with their cultural heritage. This study aimed to examine the effectiveness of integrating Nias local wisdom values into Indonesian Grammar instruction at Universitas Nias. The research employed a Classroom Action Research design based on the Kemmis and McTaggart model, conducted in two cycles involving 55 fourth-semester students. The integration incorporated amaedola (Nias proverbs), hoho texts, and fondrakö values as contextual learning resources. Data were collected through learning achievement tests, classroom observations, and student response questionnaires. The findings revealed a substantial improvement in learning outcomes, with the average score increasing from 58.4 in the pre-cycle stage to 84.6 in the second cycle, accompanied by a learning mastery rate of 89.1%. Student learning activities also improved from 68.5% to 86.3%, while student responses demonstrated a highly positive perception of the instructional approach, with an average score of 4.47. These findings indicate that the integration of Nias local wisdom effectively enhances students’ understanding of Indonesian grammar while simultaneously fostering cultural awareness and appreciation of local heritage. This model offers a promising approach for contextualized learning and is recommended for implementation in other higher education courses.
Efektivitas Strategi Pembelajaran Kolaboratif Berbasis Pedagogik dalam Meningkatkan Keterampilan Sosial Siswa Muhammad Rahmadani; Attari Khul Kabir; Hendra Kurniawan; M. Dwi Aulia Akbar; Muhammad Nasir
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v6i1.2050

Abstract

This study examines the effectiveness of a pedagogically grounded collaborative learning strategy in enhancing students’ social skills, addressing the growing concern over limited interpersonal competencies in contemporary classroom settings. The research seeks to answer how and to what extent collaborative pedagogical approaches contribute to the development of students’ social interaction, communication, and cooperation abilities. Employing a quasi-experimental design with a mixed-method approach, data were collected through observations, questionnaires, and structured interviews involving secondary school students. The findings indicate a significant improvement in students’ social skills, particularly in aspects of teamwork, empathy, and active participation, as evidenced by increased engagement levels and positive behavioral changes during collaborative activities. The integration of pedagogical principles within collaborative learning not only facilitates cognitive achievement but also fosters meaningful social interaction among learners. The study concludes that pedagogically driven collaborative strategies serve as an effective instructional model for cultivating students’ social competencies, suggesting their broader implementation in educational practice to support holistic student development.
Upaya Meningkatkan Hasil Belajar PKn Materi Negaraku Indonesia melalui Model Problem Based Instruction Berbantuan Audio Visual Siswa Kelas IV Sekolah Dasar Negeri 108239 Tanjung Mulia Suryaningsih; Mastari Ramadhani; Nizmi Putri
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v6i1.2052

Abstract

This study investigates the effectiveness of the Problem Based Instruction model in improving learning outcomes in Citizenship Education, particularly on the topic My Country Indonesia, among fourth-grade students at State Elementary School 108239 Tanjung Mulia. The research was motivated by the need to enhance students’ academic achievement and engagement in Citizenship Education learning. Employing a Classroom Action Research design based on the model developed by Suhardjono and Suharsimi Arikunto, the study involved 26 fourth-grade students, comprising 14 male and 12 female learners. The research was conducted through two action cycles, each consisting of planning, implementation, observation, and reflection stages. Data were collected using observation sheets and achievement tests. Findings from the first cycle revealed that only 73% of students achieved scores above the Minimum Mastery Criterion, indicating that the predetermined success criteria had not been attained. Following improvements in the implementation of the Problem Based Instruction model during the second cycle, the percentage of students achieving scores above the criterion increased substantially to 89.76%. These findings demonstrate that the Problem Based Instruction model effectively enhances students’ learning outcomes in Citizenship Education and contributes to a more active and meaningful learning process.
Implementasi Model Pembelajaran Berbasis Studi Kasus dalam Meningkatkan Pemahaman terhadap Hak dan Kewajiban Warga Negara pada Siswa Sekolah Dasar Negeri 101890 Dalu Sepuluh A Nurbaiti Saringin; Nizmi Putri; Thessa Herdyana
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v6i1.2053

Abstract

Understanding citizens’ rights and responsibilities is a fundamental objective of citizenship education at the elementary school level. However, many students experience difficulties in comprehending and applying these concepts meaningfully due to the predominance of teacher-centered instructional approaches. This study aimed to examine the implementation of a case study-based learning model in improving students’ understanding of citizens’ rights and responsibilities at State Elementary School 101890 Dalu Sepuluh A. The research employed a Classroom Action Research design involving 26 elementary school students and was conducted through two action cycles consisting of planning, implementation, observation, and reflection stages. Data were collected through observation sheets and learning outcome assessments to evaluate students’ conceptual understanding. The findings indicated a substantial improvement in students’ mastery of the learning material following the implementation of the case study-based learning model. Students demonstrated greater engagement in classroom discussions, improved analytical skills in examining real-life civic issues, and a deeper understanding of the relationship between rights and responsibilities as citizens. The study concludes that the case study-based learning model is an effective instructional approach for enhancing students’ civic understanding by promoting active participation, critical thinking, and contextual learning experiences.
Analisis Kemampuan Gerak Motorik Anak dalam Permainan Tradisional Bola Kasti di Kelas V Sekolah Dasar Negeri 105283 Klambir V Kampung Dewi Anggraini; Layil Safitri; Syarifah Ainun Harahap
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v6i1.2055

Abstract

Motor skill development constitutes a fundamental aspect of children's physical growth and plays a crucial role in supporting their participation in various physical activities. This study aimed to analyze the motor skill abilities of fifth-grade students through their participation in the traditional game of kasti at State Elementary School 105283 Klambir Lima Kampung during the 2024/2025 academic year. A qualitative research design employing a case study approach was utilized to explore students’ motor performance in a natural learning context. Data were collected through direct observations of students’ movements during gameplay and interviews with teachers and students to obtain complementary information regarding motor development. The findings revealed variations in students’ motor abilities, particularly in running, throwing, catching, and hitting the ball. Several students demonstrated well-developed coordination, balance, agility, and movement control, whereas others encountered difficulties in hand–eye coordination and maintaining balance during dynamic activities. Age, previous physical activity experiences, and environmental stimulation emerged as influential factors affecting students’ motor performance. The study concludes that the traditional game of kasti serves as an effective, engaging, and contextually relevant medium for fostering children’s gross motor development and can be integrated into elementary physical education practices to enhance students’ motor competencies.
Pengaruh Media Diorama terhadap Motivasi Belajar Siswa pada Tema Ekosistem Kelas IV di Sekolah Dasar Negeri 105336 Rantau Panjang Anggrayni Wibowo Pohan; Nizmi Putri; Layil Safitri
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v6i1.2058

Abstract

This study was motivated by the need for concrete instructional media to facilitate elementary students' understanding of abstract concepts related to ecosystem learning, particularly food chains. It investigates how the use of diorama media influences students' learning motivation and examines the differences in motivation before and after its implementation. The study employed a descriptive qualitative approach by exploring students' and teachers' experiences through classroom observations, semi-structured interviews, and learning achievement tests as supporting data. The findings indicate that diorama media substantially enhanced students' learning motivation, with 80% of students demonstrating high levels of enthusiasm, active participation, and greater willingness to ask questions during the learning process. These qualitative findings were reinforced by quantitative evidence, including an increase in the average learning score from 54.5 to 83.5, an N-Gain score of 0.64 (moderate category), and 100% learning mastery. The study concludes that diorama media serves as an effective concrete instructional tool for strengthening students' learning motivation while fostering a deeper conceptual understanding of ecosystem topics in elementary education.
Analisis Tingkat Autisme pada Anak Berkebutuhan Khusus Menggunakan Childhood Autism Rating Scale (CARS) di Sekolah Luar Biasa Taman Pendidikan Islam Medan Sri Bunga Syafitri; Rahmatrisilvia; Nabila Azzahra; Nopenri Lubis; Arhe Aan Yesa Purba
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v6i1.2066

Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by persistent impairments in communication, social interaction, and behavioral functioning, requiring accurate assessment to inform appropriate educational and therapeutic interventions. This study investigates the severity of autism among children with special needs at Taman Pendidikan Islam Special School Medan using the Childhood Autism Rating Scale (CARS). The study employed a descriptive quantitative design with a total sampling technique involving 32 children aged 5–18 years diagnosed with Autism Spectrum Disorder. Data were collected through structured observations and CARS assessments administered by trained special education teachers. The findings revealed that 9.4% of participants were classified as non-autistic, 50.0% as having mild-to-moderate autism, and 40.6% as having severe autism. The highest mean scores were identified in the CARS domains of imitation (M = 2.91), adaptation to change (M = 2.84), and visual response (M = 2.78), indicating substantial developmental challenges in these areas. The study concludes that most students require intensive, individualized, and structured educational and therapeutic interventions, highlighting the importance of CARS as a reliable assessment tool for designing adaptive intervention programs that address students' specific developmental needs.

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