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Rizal Kamsurya
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PEDAGOGIC: Indonesian Journal of Science Education and Technology
Published by Lembaga Intelektual Muda Maluku
ISSN : 2963606X     EISSN : 29630894     DOI : http://doi.org/10.54373/ijset
Core Subject : Education, Social,
Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
PEDAGOGIC: Indonesian Journal of Science Education and Technology is a fully refereed (double-blind peer review) and an open-access online journal for academics, researchers, graduate students, early-career researchers and students, published by Lembaga Intelektual Muda (LIM) Maluku. IJSET is a periodical publication (two times a year, in June and December) with the primary objective to disseminate scientific articles in the fields of education. IJSET is indexed by Directory of Open Access Journals, Indonesian Scientific Journal Database, Google Scholar, and several others including Crossref, Sinta, Road, OneSearch, PKP Index and WorldCat
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 351 Documents
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Efektivitas Supervisi Akademik Kepala Sekolah Terhadap Peningkatan Kompetensi Pedagogik Guru Itel Yusrianti; Jamilus
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 2 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i2.5311

Abstract

The role of the headteacher as an academic supervisor holds a strategic position in supporting the development of teachers’ pedagogical competencies, particularly in responding to curriculum changes and the demands for improved learning quality. This study aims to examine how the headteacher’s academic supervision is understood and positioned in the literature as an effort to strengthen teachers’ pedagogical competencies. This study employs a qualitative approach using a descriptive-analytical literature review method. Data sources were obtained from books, journal articles, and relevant previous research findings, which were analysed using content analysis techniques through the stages of reduction, presentation, and drawing conclusions. The findings indicate that academic supervision, when carried out in a planned, systematic, and continuous manner, has been reported in various previous studies to contribute positively to the development of teachers’ pedagogical competencies, particularly in the aspects of lesson planning, lesson delivery, classroom management, and learning assessment. Furthermore, supervision that is collaborative and constructive is seen as capable of fostering teachers’ professional reflection and improving teaching practices. These findings confirm that academic supervision by headteachers has the potential to be a key strategy in the development of teachers’ pedagogical competencies, although further empirical research is needed to measure its direct impact.
Deep Learning Technology Implementation in Equivalency Education: A Study of Teacher Readiness and Students' Critical Thinking Enhancement in West Java, Indonesia Derry Nugraha; Edy Rachmadio; Fatra Syahlan
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 2 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i2.5315

Abstract

Critical thinking deficiency among equivalency education students in Indonesia represents an urgent challenge demanding innovative solutions. This study investigates the impact of deep learning technology on critical thinking skills among Package B and C students in West Java, Indonesia, with teacher readiness as a moderating variable. A quasi-experimental pre-test post-test control group design was employed, involving 240 students from 30 non-formal education centers randomly allocated to experimental (n=120) and control (n=120) groups, along with 60 teachers. The experimental group received instruction through a deep learning-based AI platform, while the control group used conventional methods. Critical thinking was measured using the Indonesian-adapted Watson-Glaser Critical Thinking Appraisal, and teacher readiness was assessed through a validated questionnaire. Results showed the experimental group achieved a 20.2% improvement in critical thinking scores (d=1.65), significantly higher than the control group (5.2%; d=0.41). Teacher readiness was the strongest predictor of implementation success (β=0.45), followed by implementation duration, infrastructure support, and student motivation (R²=0.68). These findings demonstrate that deep learning technology effectively enhances critical thinking in non-formal education when supported by adequate teacher preparation, supporting the strategic adoption of AI platforms for educational equity
Upaya Meningkatkan Permainan Lempar Lembing Kids Athletic Menggunkan Alat Modifikasi Plastic Polivinil Clorida (PVC) Wildan Nasrullah; Dicky Reva Apriana Sanga
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 2 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i2.5316

Abstract

This study was prompted by the low levels of interest, motivation and learning outcomes among pupils in javelin throwing (kids’ athletics) in Year 5 at SD Negeri 3 Cisantana. The aim of this study was to improve learning outcomes in javelin throwing through the application of a game-based approach using modified equipment made from polyvinyl chloride (PVC). The research method used was Classroom Action Research (CAR), conducted in two cycles, each comprising the planning, implementation, observation, and reflection stages. The research subjects consisted of 15 Year 5 pupils. Data collection techniques included tests, observation, and documentation, whilst data analysis was conducted using quantitative descriptive methods. The research results showed an improvement in student learning outcomes, as indicated by the percentage of learning achievement in Cycle I of 26.67% with an average score of 67.19, which then increased in Cycle II to 80.00% with an average score of 79.73. Based on this improvement in achievement rates and average scores, it can be concluded that the application of a game-based approach using modified PVC equipment is effective in improving students’ javelin-throwing performance, accompanied by increased interest and engagement during the learning process
Penguatan Nilai-Nilai Keislaman Melalui Kegiatan Pentas Seni Islami di MTs Mardiyah Islamiyah Kecamatan Panyabungan Rahmat Linur; Rahmat Mulyadi; Liwa Gusriza Fitri; Pita Anggina Lubis; Nurhanisah Batubara; Nur Adilah; Widiya Haliza; Sakinah; Lusi Luria Mahdarini Lbs; Salwa Hasyim Nasution
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 2 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i2.5353

Abstract

This study aims to describe the implementation of Islamic arts performances and to analyse the reinforcement of Islamic values instilled through these activities at MTs Mardiyah Islamiyah in Panyabungan District. The study employs a qualitative approach using a descriptive method. Data were collected through interviews, observations, and documentation involving the head of the madrasah, Islamic Religious Education teachers, activity coordinators, and students. Data analysis was conducted using qualitative descriptive methods through the stages of data reduction, data presentation, and drawing conclusions, with data validity reinforced through triangulation of sources and techniques. The research findings indicate that Islamic arts performances are conducted systematically through the stages of planning, preparation, implementation, and evaluation, with the activities comprising nasyid, hadrah, Islamic drama, religious poetry, and calligraphy. These activities are capable of instilling Islamic values such as faith, worship, and morals, as well as supporting character traits such as discipline, responsibility, cooperation, and Islamic brotherhood. This study concludes that Islamic arts performances are an effective medium for fostering Islamic values and shaping the religious character of students within the madrasah environment.
Examining the Interrelationships Between Reading Self-Concept, Reading Motivation, and Reading Comprehension in Yayasan Islamiyah Palembang Meidiana Eka Putri; Masita Arianie; Melli Kusmaningrum; Khoirunnisa; Aprilia Sari Rahayu; Wela Aulia; Aryawira Pratama
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 2 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i2.5370

Abstract

This study aims to analyse the relationship between reading self-concept and reading comprehension, the relationship between reading motivation and reading comprehension, and the contribution of reading self-concept and reading motivation to students’ reading comprehension. This study employs a quantitative approach with a correlational design. The research subjects consisted of 264 students from MTs Negeri Palembang who were selected as the research sample. Data were collected through a reading self-concept questionnaire, a reading motivation questionnaire, and a reading comprehension test. Data analysis was conducted using Pearson’s Product Moment correlation and regression analysis. The results of the study indicate that reading self-concept has a positive and significant correlation of moderate strength with students’ reading comprehension. Reading motivation also shows a positive and significant correlation of moderate strength with reading comprehension. Furthermore, the results of the regression analysis indicate that reading self-concept and reading motivation together account for 7.9% of the variance in students’ reading comprehension. These findings suggest that although the direction of the relationship between the two independent variables is positive, the strength of the correlation is relatively low, meaning their influence on reading comprehension remains limited. Therefore, other, more dominant factors influencing students’ reading comprehension should be considered.
Perbedaan Peningkatan Hasil Belajar Melalui Modul Berbasis Website pada Pemrograman Web Dasar Nalendra Arya Putra Pratama; Ipan Ripai
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 2 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i2.5376

Abstract

The integration of digital learning resources in vocational education requires evaluation based on measurable learning outcomes. This study aims to examine differences in students’ learning improvement associated with the use of a website-based learning module in the Basic Web Programming subject. A quantitative approach with a quasi-experimental nonequivalent control group design was employed. The sample consisted of 58 students, including 26 in the experimental class and 32 in the control class. The instrument was a 20-item multiple-choice test, supported by a student response questionnaire. Data analysis used gain scores as the primary indicator, followed by the Shapiro–Wilk normality test and the Mann–Whitney U test. The results of the analysis indicate that the improvement in student learning outcomes in the experimental class was statistically higher than in the control class, with a significant difference () and a moderate effect size. Furthermore, student responses to the use of the web-based module fell into the good to very good category. These findings indicate that web-based learning modules have a significant effect on improving student learning outcomes and have practical implications for programming education, although the limitations of the quasi-experimental design must still be taken into account
Pengaruh Model Pembelajaran RQA (Reading, Questioning Dan Answering) Terhadap Pemahaman Konsep IPA Siswa Kelas V SD Muhammadiyah 02 Cimanggu Pebri Isnawati; Enggar Estiwi
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 5 No. 2 (2025): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v5i2.5461

Abstract

This study aims to determine the effect of the RQA (Reading, Questioning, and Answering) learning model on the science concept comprehension of fifth-grade students at SD Muhammadiyah 02 Cimanggu. The research method used is pre-experimental with a One Group Pretest-Posttest design involving 24 students. Data collection was carried out through tests, observations, and documentation, with tests as the main instrument. Data analysis used a quantitative approach through comparison of pretest and posttest, followed by normality test, homogeneity test, and paired samples t-test at a 5% significance level. The results show that the average posttest score of 72.0286 is higher compared to the pretest score of 64.3216. The hypothesis test using a paired samples t-test at a 5% significance level yielded a sig. value of 0.016, which is smaller than 0.05. This indicates that the RQA (Reading, Questioning, and Answering) learning model has a significant effect on improving the science concept understanding of fifth-grade students at SD Muhammadiyah 02 Cimanggu. This study has limitations in the use of a design without a control group, a limited number of subjects, and a relatively short research duration. Therefore, it is recommended that future research involve a larger sample, use a stronger experimental design, and extend the research duration so that the results obtained are more comprehensive and generalizable.
Desain Kurikulum Pendidikan Islam Inklusif untuk Meningkatkan Akses dan Keadilan Pendidikan di SMP Muhammadiyah Pinrang Abdul Rahman
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 1 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i1.5520

Abstract

This study is motivated by persistent disparities in access to Islamic education influenced by economic, geographical, and socio-cultural factors, particularly at SMP Muhammadiyah Pinrang. These conditions indicate that the existing curriculum has not fully reflected principles of equity and justice, thus requiring an inclusive curriculum design. This study aims to analyze the concept of an inclusive Islamic education curriculum, identify the principles of its design, and formulate curriculum development strategies that can improve access and educational equity. This research uses a qualitative approach with a literature study method. Data were obtained from primary and secondary sources, including books, scientific journals, and policy documents, which were analyzed using content analysis techniques. Research results show that an inclusive Islamic education curriculum must be based on the principles of accessibility, equality, learning flexibility, and recognition of student diversity. The developed curriculum model emphasizes the integration of Islamic values with a student-centered learning approach and differentiated instruction. The implementation of this curriculum requires teacher competency support, integration of educational technology, as well as supportive policies. The application of an inclusive curriculum has been proven to increase participation, motivation, and fairness in education, as well as promote the creation of an Islamic education system that is more adaptive and relevant to the demands of the times.
The Impact of Reflective Self-Assessment Journals on Enhancing Metacognitive in Speaking Classes Tis’ah Mukarramah Khaerunnisa; La Sunra; Muh. Tahir
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 3 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i3.5896

Abstract

This study aims to investigate how the use of reflective self-assessment journals influences the development of students' metacognitive awareness in learning English as a Foreign Language (EFL), particularly in speaking skills. This study used a qualitative approach with a classroom-based research design involving eleventh-grade students at a high school in Indonesia. Data were collected through classroom observations, students' reflective journals written in two meetings, and in-depth interviews with eight students. The data were analyzed using thematic analysis through the stages of data reduction, coding, grouping themes, and interpreting patterns of students' metacognitive awareness development based on the data sources obtained. The results of this study indicate that consistent use of reflective journals encourages the development of students' metacognitive awareness, moving from basic awareness to more complex metacognitive regulation. Students are not only able to recognize their errors and thought processes, but also begin to plan speaking strategies, monitor performance, and conduct more critical self-evaluations. These findings indicate that reflective journals serve as an effective tool for developing self-regulated learning and enhancing students' reflective abilities in English speaking. This research contributes to strengthening metacognitive-based EFL learning practices and developing more independent speaking skills.
An Analysis of Task-Based Learning to Improve English Language Education Students’Grammar Mastery Ni Made Dita Sintadewi; Kadek Lina; Made Detri Suryantini
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 4 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i4.6139

Abstract

This study aims to analyse the implementation of Task-Based Learning in grammar class of third-semester English Language Education students at Triatma Mulya University. The study also investigates students’ responses toward the implementation of Task-Based Learning during learning process. A qualitative descriptive method was used, which involved classroom observations, interviews, and documentation. The results show that 1) Task-Based Learning increases students’ motivation in learning grammar, 2) Task-Based Learning makes the students more confident in using grammar, 3) Task-Based Learning can improve students’ participation during classroom activities, 4) Task-Based Learning helps students to learn grammar easily and clearly. The study concludes that Task-based Learning has significance influence in improving students’ grammar mastery. Task-Based Learning can be considered as an effective approach for teaching grammar in English Language Education classes.

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