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Panicgogy International Journal
Published by Nasir Al-Kutub Indonesia
ISSN : -     EISSN : 30314925     DOI : https://doi.org/10.59965/pij.v2i1.149
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics
Panicgogy International Journal (PIJ) is a research journal on all fields in education. This journal develops, surveys, and discusses current research and theory-based perspectives in education. In addition, this journal functions as a forum for discussion or critical analysis of issues in education. All articles published in this journal must comply with the strict requirements and procedures imposed by the editorial board and responsible external reviewers—this journal targets readers worldwide who are interested in developing the world of education. This journal is published two times a year, in Maret & September, and is published by Nasir Al-Kutub Indonesia.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 36 Documents
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Peer-mediated language development in early childhood: A Vygotskian perspective on speech acquisition in children aged 4-5 years Riska Juniar Suprihatin; Ade Dwi Utami; Erif Ahdhianto
Panicgogy International Journal Vol. 4 No. 1 (2026): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v4i1.269

Abstract

Grounded in Vygotsky’s sociocultural theory, this qualitative single-case study examined how peer interaction supports phonological development in a 4-year-old child (Agis) with expressive speech delay. Data were collected through three months of naturalistic observation (36 sessions, ~52 hours) in playgroup and home settings, combining field notes, video recordings, photographs, and brief parental interviews. Data were analyzed through theory-guided thematic and Vygotskian discourse analysis of three focal episodes. Findings show that a more competent peer (Zura) provided modeling, phoneme segmentation, and non-judgmental correction that functioned as scaffolding within Agis’s Zone of Proximal Development, supporting progressive improvement in target phonemes (/g/, /s/, /r/) and, in one instance, transfer to a novel word in a home context. Peer-mediated practice was also associated with sustained engagement and an absence of observed distress during practice attempts. The study illustrates specific mechanisms through which peer scaffolding may support phonological learning and suggests tentative implications for inclusive early childhood practice, while findings remain exploratory given the single-case, non-comparative design.
Narrative ecology of “Antu Banyu” in digital pedagogy: Internalizing the Pancasila student profile in junior high school Velly Oxtaria; Ria Saputri; Purnawarman Purnawarman
Panicgogy International Journal Vol. 4 No. 1 (2026): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v4i1.296

Abstract

This study describes how the folktale “Antu Banyu,” integrated into digital pedagogy, internalizes the values of the Pancasila Student Profile among seventh-grade students of SMP Nahdlatul Wathan, Mataram, with internalization empirically indicated through a shift in students’ reflective language from descriptive to analytical-evaluative, and the consistency of this shift across interviews, observations, and reflective essays. A qualitative case study design was employed to examine the narrative ecology of this South Sumatran folktale as it transforms within a multimodal digital ecosystem. Data were gathered from seven purposively selected participants, an Indonesian language teacher, the school principal, and five students of varied academic ability, through in-depth interviews, classroom observations across six sessions, and document analysis, then analyzed using the interactive thematic model of Miles, Huberman, and Saldaña. The findings reveal that (1) the shift of medium repositioned students from passive readers into active discourse producers within a new digital speech community; (2) digital interaction encouraged students to deconstruct the myth into rational ecological reasoning, indicating the Critical Reasoning dimension; and (3) discussing local narratives in digital spaces triggered cultural identity affirmation underpinning the Global Diversity dimension. Digital recontextualization expands the relevance of folklore despite digital infrastructure gaps and rigid pedagogical paradigms. The findings offer a model of local folklore recontextualization adaptable to other Indonesian schools.
Contextual teaching and learning assisted by E-modules: Enhancing mathematical communication ability and learning motivation on the Pythagorean Theorem Meri Meri; Endang Wahyuningrum; Sudirman Sudirman; Ebenezer Bonyah
Panicgogy International Journal Vol. 4 No. 1 (2026): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v4i1.313

Abstract

This study examined the effect of Contextual Teaching and Learning (CTL) assisted by an electronic module (e-module) on Grade VIII students’ mathematical communication ability and learning motivation in the Pythagorean Theorem. A quantitative quasi-experimental approach with a Nonequivalent Control Group Design involved 64 students at SMP Negeri 08 Tanjung Jabung Barat, Indonesia, divided equally into experimental and control classes (n = 32 each). The experimental class received e-module-assisted CTL across eight meetings, while the control class received conventional instruction. Data were collected using a mathematical communication essay test and a 32-item motivation questionnaire, both demonstrating high reliability (Cronbach’s alpha = 0.917 and 0.881). Baseline testing indicated no significant differences between groups in communication ability or motivation. After treatment, the experimental class achieved a significantly higher mathematical communication mean (82.42) than the control class (70.31), t(62) = 6.16, p < 0.0001, with a large effect (d = 1.54). A Mann–Whitney U test also showed significantly higher motivation in the experimental class (median = 88.00) than the control class (median = 78.00), Z = 6.87, p < 0.0001, r = 0.86. The experimental class also demonstrated substantially greater gains in both outcomes across the intervention period overall. These findings indicate that e-module-assisted CTL effectively enhances students’ mathematical communication ability and learning motivation, providing a practical technology-integrated alternative for junior secondary mathematics instruction.
Why geometry feels difficult: A phenomenological inquiry into junior high school students’ learning experiences in Indonesia Raodatul Ainiyah; Muh Rusmayadi; Samsul Bahri
Panicgogy International Journal Vol. 3 No. 2 (2025): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v3i2.177

Abstract

Geometry is an essential component of mathematics that supports students in developing logical, critical, and spatial thinking skills, yet many students continue to find this material difficult to master. This study explored, in depth, eighth-grade students’ experiences of learning geometry through a hermeneutic phenomenological approach. Data were collected using an open-ended questionnaire completed by ten eighth-grade students (5 males and 5 females, aged 13-15) from a private junior high school in Mataram City, West Nusa Tenggara, Indonesia, and were analyzed following Braun and Clarke’s thematic analysis, assisted by an artificial intelligence tool (ChatGPT) during initial coding and subsequently verified manually by the researchers. The analysis produced six initial codes, condensed into five categories and, ultimately, three overarching themes: (1) pedagogical barriers and limited use of learning aids, (2) the complexity of geometry concepts, and (3) the lack of contextual application and student confidence. These findings indicate that geometry learning difficulties are not caused solely by students’ cognitive limitations but are closely related to instructional strategies, the nature of the material itself, and students’ psychological readiness. By foregrounding students’ own voices, this study offers a more holistic account of geometry learning difficulties than achievement-score data alone can provide. It recommends implementing more contextual, adaptive, and supportive learning strategies, using visual media aligned with students’ Van Hiele levels of thinking, to strengthen their spatial reasoning skills and confidence.
Realistic mathematics education and junior high school students' mathematical reasoning, communication, and self-efficacy: A quasi-experimental study Amrullah Amrullah; Jarnawi Afgani Dahlan; Endang Wahyuningrum
Panicgogy International Journal Vol. 4 No. 1 (2026): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v4i1.327

Abstract

Mathematical reasoning, mathematical communication, and self-efficacy are three interrelated competencies in mathematics learning, yet they are frequently neglected in conventional instruction that emphasizes rote procedural memorization. This study examined the effect of the Realistic Mathematics Education (RME) approach on eighth-grade students’ mathematical reasoning ability, mathematical communication ability, and self-efficacy on the topic of circles. A quantitative approach with a nonequivalent control group quasi-experimental design was employed, involving 25 students in an experimental group who received RME-based instruction and 24 students in a control group who received conventional instruction, selected through purposive sampling at a private junior high school in Batam, Indonesia. Data were collected using essay-type tests of reasoning and communication ability together with a Likert-scale self-efficacy questionnaire, and were analyzed using one-sample and independent-samples t-tests after normality and homogeneity assumptions were confirmed. The results showed that the RME approach did not produce a statistically significant effect on mathematical reasoning ability (p = 0.419), but produced a significant effect on mathematical communication ability (p = 0.028) and self-efficacy (p = 0.002) compared with conventional instruction. These findings suggest that students’ engagement in contextual problems, group discussion, and presentation of solutions within the RME stages was more effective in fostering the ability to communicate mathematical ideas and self-confidence than in advancing formal reasoning within a relatively short intervention period. This study contributes to the RME literature by demonstrating that the effectiveness of an instructional approach is multidimensional and uneven across mathematical competencies, implying that teachers need to design additional reinforcement for reasoning when implementing RME over a short duration.
Didactic Design of Mathematics Learning to Improve Conceptual Understanding of Triangles and Quadrilaterals Based on Green Numeracy at a Private Islamic Junior High School Samsuriadi Samsuriadi
Panicgogy International Journal Vol. 4 No. 1 (2026): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v4i1.328

Abstract

Students still experience learning obstacles in understanding the concepts of triangles and quadrilaterals, particularly in distinguishing base and height, applying area formulas to non-routine problems, and connecting learning with real-life contexts, resulting in a gap between procedural and conceptual knowledge. This study aims to describe the learning obstacles experienced by students in understanding the concepts of triangles and quadrilaterals, and to design and test the effectiveness of a green numeracy-based didactic design in improving students’ conceptual understanding. This study employed a descriptive qualitative approach with a Didactical Design Research (DDR) design consisting of prospective, metapedadidactic, and retrospective analysis stages. Participants were 33 seventh-grade and 32 eighth-grade students at a private Islamic junior high school in East Lombok Regency, aged 12–14 years, selected through purposive sampling. Instruments included a semi-structured interview guide, an observation sheet, a five-item written test, and a document checklist. Data were analyzed using a qualitative descriptive approach with didactic analysis, involving data reduction, data display, linkage with the Theory of Didactical Situations, triangulation, and conclusion drawing. The results showed that students experienced ontogenic, epistemological, and didactical obstacles, reflected in a gap between memorized formulas and conceptual understanding; following the implementation of the green numeracy-based didactic design, significant improvements occurred in conceptual understanding, learning engagement, and student confidence; and learning that connected real-world measurement with the surrounding environment was shown to encourage students to construct understanding independently rather than merely repeating formulas. This study concludes that the green numeracy-based didactic design effectively addresses learning obstacles in triangles and quadrilaterals. Future researchers are recommended to expand the participant pool, extend the implementation duration, and integrate technology as well as more diverse environmental contexts.

Page 4 of 4 | Total Record : 36

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