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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 257 Documents
 22   23   24   25   26 
Eksplorasi Penggunaan Metode Pembelajaran Berbasis Proyek dalam Meningkatkan Hasil Belajar Ilmu Pengetahuan Alam Siswa Sekolah Dasar Negeri 101930 Perbaungan Sri Delima; Thessa Herdyana; 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.v6i1.2070

Abstract

Project-Based Learning has emerged as an effective instructional approach for promoting meaningful learning by actively engaging students in authentic, collaborative, and problem-oriented activities. This study investigates how the Project-Based Learning method was implemented in science instruction for fifth-grade students at Elementary School Negeri 101930 Perbaungan and examines its influence on learning outcomes and the perceptions of students and teachers regarding its application. The research employed a descriptive qualitative design involving 14 fifth-grade students as the unit of analysis. Data were collected through classroom observations during a project involving the construction of a simple periscope, semi-structured interviews with the classroom teacher and school principal, and documentation of learning activities and students' academic records. The findings demonstrate that Project-Based Learning substantially improved student learning outcomes, as reflected by an increase in classical learning mastery from 7.1% before implementation to 100% at the final stage, while the class average score improved from 56.5 to 85.7. The method also strengthened students' intrinsic motivation, collaborative learning, and critical thinking through authentic and hands-on learning experiences. The study concludes that Project-Based Learning is an effective pedagogical strategy for enhancing science learning achievement while fostering essential twenty-first-century competencies in elementary school students.
Implementasi Model Pembelajaran Inkuiri dalam Meningkatkan Pemahaman Konsep Sains pada Siswa Sekolah Dasar Negeri 101930 Perbaungan Yeshi Anggreini Hutabarat; Layil Safitri; 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.v6i1.2071

Abstract

This study was conducted in response to the need for more student-centered instructional approaches to improve elementary school students' understanding of science concepts. It investigates how the inquiry learning model was implemented in science instruction and examines its impact on fourth-grade students' conceptual understanding at SD Negeri 101930 Perbaungan. This research employed a descriptive qualitative approach involving 14 fourth-grade students as the unit of analysis. Data were collected through classroom observations supported by pre-test and post-test assessments, in-depth interviews with the classroom teacher, and documentation of learning activities and relevant written records. The findings demonstrate that the inquiry learning model was implemented effectively and significantly enhanced students' understanding of science concepts by promoting active exploration, questioning, investigation, and evidence-based reasoning. Students showed greater engagement throughout the learning process, which was reflected in the improvement of the class average score from 58.57 before the intervention to 84.71 after the implementation, with classical learning mastery increasing to 100%. These findings indicate that the inquiry learning model constitutes an effective instructional strategy for strengthening science concept understanding and fostering meaningful learning experiences among elementary school students.
Nilai Pendidikan Karakter dalam Sya’ir Tawar Sedenge Ramadan Ramadan; Hamdan Hamdan; Novita Mahbengi
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.v6i1.2073

Abstract

This study examines the character values and forms of character education embedded in Sya’ir Tawar Sedenge within the Gayo community of Central Aceh Regency. It addresses how the poem embodies moral values and how these values are transmitted through cultural practices. The research employed a descriptive qualitative method using observation, interviews, and documentation as data collection techniques. Primary data were obtained from key informants of the Majelis Adat Gayo, including the Head of the Library Division and the Deputy Head II of the Customs Division. Data were analyzed through the processes of data reduction, data display, and conclusion drawing. The findings demonstrate that Sya’ir Tawar Sedenge conveys fundamental character values, including religiosity, honesty, responsibility, and mutual cooperation, while simultaneously reinforcing cultural identity and patriotism. The study further reveals that the poem functions as a moral and cultural guideline that has been transmitted across generations and is implemented through family education, formal schooling, and traditional ceremonies. The study concludes that Sya’ir Tawar Sedenge serves not only as a medium for preserving Gayo cultural heritage but also as an effective instrument for strengthening character education and fostering social cohesion in contemporary society.
Implementasi Pembelajaran Berbasis Proyek Claymation berbantuan Artificial Intelligence untuk Meningkatkan Literasi Digital Mahasiswa Firdiawan Ekaputra
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.v6i1.2074

Abstract

Digital literacy has become an essential competency for prospective teachers in response to the rapid advancement of educational technology and the integration of Artificial Intelligence (AI) into higher education. This study investigates whether AI-integrated Project-Based Learning (PBL) using claymation media significantly enhances students’ digital literacy in the Chemistry Multimedia Learning course. A quantitative approach was employed using a pre-experimental method with a One-Group Pretest–Posttest Design. The participants consisted of Chemistry Education students at Universitas Jambi enrolled in the Chemistry Multimedia Learning course during the 2025/2026 academic year. Data were collected through a digital literacy questionnaire and analyzed using the Shapiro–Wilk normality test and a paired-sample t-test. The findings revealed that the students’ mean digital literacy score increased from 71.86 in the pretest to 87.14 in the posttest. The normality test confirmed that the data were normally distributed, while the paired-sample t-test demonstrated a statistically significant improvement following the implementation of AI-integrated claymation-based PBL. These findings indicate that integrating AI into claymation-based PBL provides an effective pedagogical strategy for strengthening university students’ digital literacy and supporting technology-enhanced learning in chemistry education.
Implementasi Pembelajaran Berbasis Proyek QuizWhizzer dalam Meningkatkan Self-Efficacy Mahasiswa Firdiawan Ekaputra
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.v6i1.2075

Abstract

The increasing integration of digital technology into higher education requires prospective teachers to develop strong self-efficacy to effectively engage with technology-enhanced learning environments. This study investigates whether Project-Based Learning (PBL) using QuizWhizzer can improve students’ self-efficacy in the Gamification of Chemistry Learning course. A quantitative approach was employed using a pre-experimental method with a One-Group Pretest–Posttest Design. The participants were Chemistry Education students enrolled in the Gamification of Chemistry Learning course at Universitas Jambi. Data were collected using a self-efficacy questionnaire and analyzed through the Shapiro–Wilk normality test and a paired-sample t-test. The findings revealed that the data were normally distributed and that the paired-sample t-test yielded a significance value of 0.000, indicating a statistically significant improvement in students’ self-efficacy following the implementation of QuizWhizzer-based PBL. These findings demonstrate that integrating authentic project activities with QuizWhizzer effectively strengthens students’ confidence in utilizing educational technology, completing collaborative learning tasks, and solving instructional problems. This study argues that QuizWhizzer-based PBL represents an effective pedagogical strategy for fostering self-efficacy and supporting the development of technology-oriented competencies among prospective chemistry teachers.
Internalisasi Nilai-Nilai Tauhid dalam Menghadapi Tantangan Kecerdasan Buatan (Artificial Intelligence): Perspektif Pendidikan Islam Kontemporer Bahrum Saleh
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.v6i1.2091

Abstract

The rapid advancement of Artificial Intelligence (AI) has transformed educational practices, knowledge production, and human interaction, while simultaneously raising ethical, spiritual, and epistemological challenges for Muslim learners in the digital era. This study examines how the internalization of tawhid values can serve as a foundational framework for addressing the opportunities and risks posed by AI within the context of contemporary Islamic education. The central question investigates the role of tawhid-based education in shaping learners’ ethical awareness, spiritual resilience, and critical engagement with intelligent technologies. Employing a qualitative library research approach, this study analyzes contemporary literature on Islamic educational philosophy, AI ethics, and the concept of tawhid as a holistic worldview. The findings reveal that the internalization of tawhid values strengthens moral responsibility, cultivates critical digital literacy, reinforces human accountability before God, and prevents technological determinism that may undermine religious and ethical consciousness. Integrating tawhid into educational curricula encourages learners to utilize AI as a tool for human flourishing rather than as an autonomous authority governing human decisions. The study argues that tawhid-oriented Islamic education offers a comprehensive paradigm for balancing technological innovation with spiritual integrity, thereby preparing Muslims to navigate the complexities of the AI era responsibly and ethically.
Peningkatan Kepercayaan Diri Mahasiswa Calon Guru melalui Pembelajaran Berbasis Proyek Pengembangan Alat Peraga Edukatif Firdiawan Ekaputra
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.v6i1.2092

Abstract

Self-confidence is a fundamental affective competence that supports prospective teachers in communicating ideas, delivering presentations, and demonstrating professional capabilities during the learning process. However, many students in the Chemistry Education Program at the University of Jambi exhibit limited self-confidence, which may hinder their academic engagement and professional development. This study aimed to examine whether project-based learning centered on the development of educational aids could enhance the self-confidence of students enrolled in the Chemistry Education Workshop course. A quantitative approach employing a pre-experimental one-group pretest-posttest design was adopted. Data were collected from Chemistry Education students using a self-confidence questionnaire and analyzed through the Shapiro-Wilk normality test and a paired-samples t-test. The findings revealed a statistically significant improvement in students’ self-confidence following the implementation of project-based learning. Engaging students in designing and presenting educational aids fostered active participation, creativity, collaborative learning, and authentic problem-solving experiences that strengthened both their affective development and professional competencies. These findings suggest that project-based learning constitutes an effective pedagogical approach for enhancing self-confidence while simultaneously preparing prospective chemistry teachers for future instructional practice.
Pengaruh Media Visual Berbantuan Canva dan Assemblr Edu terhadap Hasil Belajar Ilmu Pengetahuan Alam pada Siswa Kelas III Sekolah Dasar Negeri 106156 Klumpang Kebun Yulia Yulia; Layil Safitri; Emy Hariati
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.v6i1.2093

Abstract

This study examined the effect of Canva and Assemblr Edu-assisted visual media on the Science learning outcomes of third-grade students at Public Elementary School 106156 Klumpang Kebun, Indonesia. The research was conducted in response to students' low Science achievement, which was associated with the limited use of innovative instructional media, resulting in difficulties in understanding abstract scientific concepts. A quantitative approach employing a quasi-experimental method with a Nonequivalent Control Group Design was adopted. The study involved 40 students divided into an experimental group and a control group selected through purposive sampling. Data were collected using pretests and posttests and analyzed through tests of normality, homogeneity, and the Independent Samples t-test. The findings revealed that the experimental group achieved a substantial improvement in learning outcomes, with the mean score increasing from 66.00 on the pretest to 77.00 on the posttest, outperforming the control group that received conventional instruction. Furthermore, hypothesis testing produced a significance value (Sig. 2-tailed) of 0.002, which was lower than the 0.05 significance level, indicating a statistically significant difference between the two groups. These findings demonstrate that integrating Canva and Assemblr Edu-assisted visual media into Science instruction significantly enhances students' learning outcomes and offers an effective approach for facilitating conceptual understanding at the elementary school level.
Analisis Keterbatasan Teori Behaviorisme sebagai Pendekatan Pedagogis dalam Proses Belajar Andrew Neiman pada Film Whiplash Firman Ade Rizqi Prasetyo
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.v6i1.2102

Abstract

This study examines the representation of pressure-based pedagogy in the film Whiplash through the theoretical perspectives of Operant Conditioning, power relations, and critical pedagogy. The research is grounded in the ongoing debate surrounding pressure-oriented instructional practices, which are often regarded as effective in enhancing performance while simultaneously posing substantial psychological risks to learners. The study addresses how pressure-based pedagogy is represented in the learning process and evaluates its pedagogical implications through a qualitative documentary research approach. Data were collected through systematic observation of scenes, dialogues, and character interactions portrayed in the film. The findings reveal that Fletcher effectively employed reinforcement, punishment, and behavioral shaping to improve Andrew Neiman's musical performance; however, these strategies also generated psychological distress, social isolation, and emotional exhaustion that undermined the learner's well-being. The analysis demonstrates that Whiplash offers a critical reflection on the limitations of behaviorist pedagogical practices when implemented through coercive and authoritarian approaches. The study concludes that educational success should not be measured solely by performance outcomes but should also prioritize learners' psychological well-being, autonomy, and humanistic development as essential components of meaningful education.
Advance Organizer dalam Pembelajaran Sosiologi Bermakna Abdurrachim Setiawan; Atik Catur Budiati
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.v6i1.2104

Abstract

This study examines the implementation of the advance organizer strategy in fostering meaningful learning in sociology and identifies the challenges encountered by teachers during its implementation. The research was motivated by the need to strengthen students' conceptual understanding by connecting prior knowledge with newly acquired concepts through structured instructional strategies. A descriptive qualitative approach employing a case study design was adopted. The participants comprised sociology teachers and students from Classes X.E1 and X.E11 at State Senior High School 3 Surakarta during the 2025/2026 academic year. Data were collected through non-participant observation, in-depth interviews, and documentation of lesson planning and classroom activities. The findings indicate that the advance organizer strategy was implemented through four principal practices: structured introductory activities grounded in authentic social phenomena, flexible use of instructional media such as videos, images, and news articles, integration of prior and new knowledge through pop quizzes and guided questioning, and reinforcement of key concepts during lesson closure. Nevertheless, its implementation was constrained by limited student participation, heterogeneous prior knowledge, less conducive classroom conditions, and inadequate supporting facilities. The study concludes that advance organizer strategies can effectively promote meaningful sociology learning when complemented by initial diagnostic assessment and instructional scaffolding that align with students' cognitive structures.

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