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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
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Manajemen Pembelajaran di Era Digital: Strategi Meningkatkan Efektivitas Proses Belajar Mengajar Mulkan Hasibuan
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.v6i1.2105

Abstract

The rapid integration of digital technologies into education has transformed learning environments and challenged educators to develop effective instructional management strategies that enhance teaching and learning outcomes. This study examines how learning management practices in the digital era can improve the effectiveness of the teaching-learning process by addressing issues related to instructional planning, technology integration, learner engagement, and assessment. Employing a qualitative literature review approach, the study synthesizes findings from recent scholarly works on digital learning management and educational technology. The analysis reveals that effective digital learning management depends on strategic instructional design, the utilization of interactive digital platforms, data-informed assessment practices, and continuous professional development for educators. Furthermore, learner-centered approaches supported by digital tools foster greater participation, collaboration, and autonomous learning. The findings indicate that institutions capable of aligning pedagogical objectives with technological resources are more likely to achieve improved learning effectiveness and educational quality. The study concludes that successful learning management in the digital era requires a holistic framework that integrates pedagogical innovation, technological competence, and adaptive leadership to create sustainable and effective learning environments.
Analisis Kemampuan Berpikir Kritis Mahasiswa Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan Universitas Nias dalam Menyelesaikan Soal Higher Order Thinking Skills (HOTS) Sadiana Lase
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.v6i1.2126

Abstract

Critical thinking is an essential competency for prospective mathematics teachers, yet many students continue to experience difficulties in solving Higher Order Thinking Skills (HOTS) problems. This study aimed to analyze the critical thinking skills of Mathematics Education students at the Faculty of Teacher Training and Education, Universitas Nias, in solving HOTS problems. A descriptive qualitative approach was employed involving 40 fourth-semester students selected through purposive sampling. Data were collected using HOTS tests, semi-structured interviews, and observations, and analyzed using the Miles and Huberman interactive model. The findings revealed that students' critical thinking skills remained low, with an average achievement of 46.7% based on Facione's indicators. The weakest dimensions were evaluation (35.8%) and self-regulation (38.9%), while the greatest difficulty in Bloom's revised taxonomy occurred at the creating level (70.3%). Metacognitive errors (86.7%) and transformation errors (80.0%) dominated students' responses, indicating limitations in reflective thinking and mathematical modeling. The study concludes that Mathematics Education students require pedagogical interventions emphasizing metacognitive scaffolding and open-ended problem-solving to strengthen critical thinking and Higher Order Thinking Skills competencies.
Efektivitas Pembelajaran Berbasis Praktikum Menggunakan Indikator Kertas Lakmus terhadap Pemahaman Konsep Asam–Basa Siswa Putri Liya Ningsih; Puspa Pratiwi
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.v6i1.2113

Abstract

Understanding acid–base concepts through practical laboratory activities remains an essential component of elementary science education because it enables students to connect theoretical knowledge with observable chemical phenomena. This study aimed to examine the effectiveness of litmus paper–based practical activities in facilitating students’ understanding of the acidic, alkaline, and neutral properties of commonly encountered household solutions. An experimental approach grounded in hands-on science learning was employed by testing lime solution, detergent solution, toothpaste solution, sugar solution, salt solution, and water using red and blue litmus paper indicators, while the resulting color changes were analyzed descriptively according to established acid–base principles. The findings revealed that lime solution exhibited acidic characteristics by changing blue litmus paper to red, whereas detergent and toothpaste solutions demonstrated alkaline properties by turning red litmus paper blue. In contrast, sugar solution, salt solution, and water produced no color change, indicating neutral characteristics. These findings demonstrate that litmus paper-based practical activities effectively facilitate students’ conceptual understanding of acid–base properties while strengthening basic science process skills through direct observation and experimental verification.
Implementasi Fermentasi Tempe sebagai Media Pembelajaran Ilmu Pengetahuan Alam Silvi Hurmaidah; Siti Nursucia Ningsih
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.v6i1.2117

Abstract

Fermentation is one of the fundamental biotechnology topics in elementary science education, yet it is often taught theoretically with limited opportunities for hands-on investigation. This study aimed to examine the tempeh fermentation process using Glycine max inoculated with Rhizopus oligosporus and to analyze the role of aeration in supporting fungal growth as a basis for developing contextual science learning activities. The study employed a simple experimental design with a descriptive qualitative approach. Fermentation was observed for 48 hours by documenting changes in soybean texture, mycelial development, aroma, and physical characteristics in perforated plastic containers. The results showed that fine white hyphae emerged within the first 24 hours, indicating the initial growth of Rhizopus oligosporus, while after 48 hours the soybeans had developed into compact tempeh with uniform white mycelial coverage and a characteristic fermented aroma. Adequate aeration provided by the perforated containers supported consistent fungal growth throughout the fermentation process. These findings demonstrate that tempeh fermentation is not only an effective medium for illustrating microbial activity and fermentation concepts but also a contextual, ethnoscience-based learning resource that can enrich elementary science instruction through simple experimental activities.
Pengaruh Perbedaan Jenis Larutan terhadap Hasil Praktikum Osmosis pada Kentang (Solanum tuberosum L.) dalam Pembelajaran Biologi Yunisa Nadya Utami; Siti Khadijah; Vivin Alfiana
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.v6i1.2118

Abstract

Understanding osmosis through practical activities is essential for strengthening students' comprehension of membrane transport concepts in biology learning. This study aimed to examine the osmosis process in potatoes (Solanum tuberosum L.) by immersing potato samples in mineral water, salt solution, and sugar solution to determine how different solution concentrations influence water movement across cell membranes. A qualitative descriptive approach was employed through experimental activities and documentation. Potato samples were immersed in each solution for the same duration, and observations focused on changes in texture and physical condition following immersion. The results showed that potatoes immersed in mineral water became firmer due to water absorption, whereas samples immersed in salt and sugar solutions gradually lost firmness and exhibited shrinkage as water diffused out of the cells under hypertonic conditions. These findings demonstrate that differences in solution concentration directly influence osmotic water movement and provide practical evidence that supports the teaching of osmosis concepts in biology education.
Pengaruh Media Monopoli terhadap Hasil Belajar Siswa Kelas V Tema tentang Keberagaman Budaya Bangsaku di Sekolah Dasar Negeri 105273 Helvetia Eva Septiany Damanik; Leni Malinda; 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.v6i1.2142

Abstract

Learning outcomes in elementary education are strongly influenced by the selection of instructional media capable of fostering students' engagement and participation during classroom activities. This study investigates the effect of Monopoly game-based learning media on the learning outcomes of fifth-grade students in the My Nation's Cultural Diversity thematic unit at State Elementary School Number 105273 Helvetia. Employing a quantitative approach with a quasi-experimental design, the research compared students' learning outcomes before and after the implementation of Monopoly-based instructional media. Data were collected through achievement tests and analyzed using appropriate statistical techniques to determine the significance of the observed differences. The findings reveal that the use of Monopoly learning media significantly improved students' learning outcomes by creating a more interactive, enjoyable, and student-centered learning environment while enhancing motivation, collaboration, and conceptual understanding of Indonesia's cultural diversity. These results demonstrate that integrating educational game-based media into thematic instruction contributes positively to students' academic achievement and classroom engagement. The study concludes that Monopoly learning media represents an effective instructional strategy for improving learning outcomes in elementary education, particularly in thematic learning that emphasizes students' active participation and meaningful learning experiences.
Analisis Faktor-Faktor yang Memengaruhi Kesulitan Belajar Ilmu Pengetahuan Alam pada Siswa Noviza Rizkia; Dwi Febriani
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.v6i1.2163

Abstract

Learning difficulties remain a major challenge that hinders students' academic achievement, particularly in science education, where conceptual understanding requires higher-order cognitive skills. This study aimed to identify the internal and external factors contributing to students' learning difficulties in science across different educational levels. The study employed a literature review approach by systematically examining relevant scholarly publications addressing learning difficulties among elementary, junior high, and senior high school students. The findings indicate that science learning difficulties arise from the interaction of multiple factors rather than a single cause. Internal factors include low learning motivation, limited interest in learning, and difficulties in understanding scientific concepts, such as atomic structure and compound nomenclature. External factors comprise less varied instructional methods, inadequate learning facilities, and insufficient support from families and schools. The study concludes that overcoming science learning difficulties requires comprehensive and adaptive educational strategies that integrate pedagogical innovation, supportive learning environments, and active stakeholder involvement to improve students' conceptual understanding and overall learning outcomes across educational levels.

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