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Jurnal Pedagogi dan Inovasi Pendidikan
Published by Universitas Sawerigading Makassar
ISSN : 30895367     EISSN : 30898781     DOI : -
Core Subject : Humanities, Science, Education,
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal Pedagogi dan Inovasi Pendidikan uniquely identifies and details important issues regarding pedagogy and innovation in education. As a peer review forum for researchers, educators, and practitioners, the journal accepts papers representing a variety of theoretical perspectives. In particular, the journal is interested in papers that advance new and existing methodological approaches, and constitute innovative work on theory, practice, and research in pedagogy and educational innovation. Papers can relate to all age levels and any environment (formal, non-formal, informal) as long as the paper is related to pedagogy and educational innovation. The journal specifically welcomes several types of research articles: Empirical studies that address important issues in the field of pedagogy and innovation that are directly relevant to advancing education; Critical reports on research and innovation practices in identifying major debates in advancing the quality of pedagogy and educational innovation; Synthetic reviews; New departures in methodological, theoretical, and conceptual case studies.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 13 Documents
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A Bibliometric Analysis of Educational Games to Teach Cultural Diversity in Elementary Schools Pranata, Alvira; Syamsijulianto, Tri
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 1 No. 1 (2025): Jurnal Pedagogi dan Inovasi Pendidikan Volume 1 Number 1
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Abstract

The research trend regarding educational game-based learning media introducing cultural diversity in elementary schools has increased recently. The integration of culture-based games is an innovative approach in the field of teaching especially in addressing cultural diversity in educational settings. This trend stems from recognizing the importance of promoting cultural awareness, understanding, and acceptance among students from an early age. This research is bibliometric. We collected several articles about ethnoscience and educational games from the Semantic Scholar database published from 2012 to 2023. Overall, harnessing the power of educational games in elementary schools can effectively engage students in meaningful cultural learning experiences that promote empathy, respect, and global citizenship from an early age.
Integration of Artificial Intelligence in Mathematics Learning: An Effort to Improve Creative Thinking Abilities Hamid, Nurqiyamah; Haidar, Irajuana; Bahar
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 1 No. 1 (2025): Jurnal Pedagogi dan Inovasi Pendidikan Volume 1 Number 1
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Abstract

The existence of artificial intelligence (AI) technology has experienced very rapid development recently. This phenomenon opens up opportunities to use AI in mathematics learning. This research aims to analyze the effect of using AI on creative mathematical thinking abilities. A total of fifth-grade elementary school students with an average age of 11 years were involved as samples for this research. They come from different classes but are still at the same school. The experimental class (n1=31) was given treatment in the form of mathematics learning assisted by AI technology and the control class (n2=31) was given conventional learning. Data on creative thinking abilities were collected through pretests and posttests in the form of validated essay questions. Data on students' creative thinking abilities was then analyzed using descriptive and inferential statistics. The results of this research indicate that using AI technology in mathematics learning can be an alternative technology to improve students' creative thinking abilities.
Trends in Elementary School Statistical Literacy Research: A Bibliometric Analysis Alman; Prabawanto, Sufyani; Herman, Tatang
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 1 No. 1 (2025): Jurnal Pedagogi dan Inovasi Pendidikan Volume 1 Number 1
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Abstract

Statistical literacy is an essential skill that is increasingly important in the information age, where the ability to understand, analyze, and interpret statistical data is an integral part of primary to secondary education. Amid technological developments and increasingly widespread access to data, statistical literacy is key in helping individuals make decisions based on strong evidence. This research aims to determine the research development on elementary school statistical literacy. The method used in this research is the bibliometric analysis method. The results of computational mapping, and interpreting the findings from the search results, obtained 200 articles from search results on Google Scholar using Publish or Perish that were relevant to elementary school statistical literacy from 2014 to 2024. The research results show that research on elementary school statistical literacy is minimal. From article analysis using VOSviewer, the development of publications related to statistical literacy from 2014 to 2024, out of 200 publications pertaining to statistical literacy, there are 6 publications. From these results, it can be concluded that studies on elementary school statistical literacy research are still limited. This means that research on this topic has a great opportunity to be carried out in the future to provide novelty in research.
Implementation of Word Wall Web in Language Learning: How Does It Impact Students' Vocabulary Mastery? Iftitah, A.N; Sunubi, Abdul Haris; Asiza, Nur; Zulfah; Natsir Maulana, Muhammad
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 1 No. 1 (2025): Jurnal Pedagogi dan Inovasi Pendidikan Volume 1 Number 1
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Abstract

This study aims to enhance students' vocabulary mastery by proposing the Word Wall Web as a learning medium. The research employed a quantitative method with a quasi-experimental design, incorporating pre-test and post-test evaluations. The participants consisted of 63 students, divided into two groups: a control class (n=32) and an experimental class (n=31). Students' understanding of pronouns, nouns, adjectives, and verbs was evaluated through 20 multiple-choice questions, covering various formats such as synonyms, antonyms, fill-in-the-blank, word substitution, and translation. The control class recorded an average pre-test score of 66.14, which increased to 72.26 in the post-test. In contrast, the experimental class exhibited a more substantial improvement, with an average pre-test score of 64.38, rising to 78.22 in the post-test. Statistical analysis of the post-test mean difference between the experimental and control groups yielded a p-value of 0.003, which is less than the significance level of 0.05, indicating a statistically significant difference at the 95% confidence level. Students in the experimental class who utilized the Word Wall Web demonstrated greater interest in learning, active participation, and improved vocabulary mastery compared to those in the control class. These results underscore the effectiveness of the Word Wall Web as a learning medium for enhancing students' vocabulary mastery.
Development of Didactical Design in Volume Teaching: Efforts to Improve Critical Thinking Abilities Akbar, Ady; Herman, Tatang; Suryadi, Didi; Haruna, Nana Harlina
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 1 No. 1 (2025): Jurnal Pedagogi dan Inovasi Pendidikan Volume 1 Number 1
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Abstract

This study aims to identify and analyze the learning obstacles experienced by students in volume instruction in grade 5 elementary school, as well as to design didactical interventions that can enhance students' critical thinking skills. The study uses the Didactical Design Research (DDR) approach, focusing on the first stage, which is analyzing the didactical situation before teaching. The findings show a complex interaction between three types of learning obstacles: ontogenic, didactic, and epistemological. Ontogenic obstacles are related to individual students' cognitive development, didactic obstacles are linked to the teaching methods used, and epistemological obstacles arise when students struggle to understand abstract concepts. The study found that didactic obstacles often exacerbate ontogenic and epistemological obstacles. Based on these findings, a didactical design was developed using the framework of Didactical Situations Theory (TDS), which aims to create learning situations that allow students to build understanding through interaction with challenging yet accessible materials. Future research is expected to proceed to the stages of meta-pedagogical and retrospective analysis to evaluate the effectiveness of the developed didactical design in real-world learning contexts.
The Analysis of The Role of Educational Management in Enhancing The Academic Achievement of Students at SMP Maha Putra Tello Makassar wiwi, Dwiyanti; Linda, Nur Aslindawaty
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 1 No. 2 (2025): Jurnal Pedagogi dan Inovasi Pendidikan Volume 1 Number 2
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Abstract

Educational management is a key factor in improving the quality of the learning process and student achievement. The school principal holds a strategic role in planning, organizing, implementing, and supervising all educational activities to achieve optimal learning outcomes. This study aims to analyze the role of school management in enhancing student academic achievement at SMP Maha Putra Makassar. The research employs a descriptive qualitative and quantitative approach. Data were collected through observation, in-depth interviews, and supporting documentation. Student learning outcome improvements were measured using Normalized Gain (N-Gain) analysis. The collected data were then analyzed descriptively in the form of narratives that describe the actual conditions in the field. The results indicate that effective school management at SMP Maha Putra Tello Makassar contributes significantly to the improvement of student academic achievement. Furthermore, the implementation of structured management and continuous supervision plays an important role in fostering the optimal development of students’ academic potential. These findings underscore the importance of consistent and adaptive educational management as a determining factor in the success of the learning process at the junior high school level.
Students’ Difficulties in Learning Tenses by Grammar Translation Method at Star English Course Parepare Raudah Umar, Ghefira; Asiza, Nur; Zulfah, Zulfah; Noviasmy, Yessicka
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 1 No. 2 (2025): Jurnal Pedagogi dan Inovasi Pendidikan Volume 1 Number 2
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Abstract

Grammar Translation Method (GTM) is a language learning method that focuses on understanding grammar and translating texts from a foreign language to the mother tongue, and vice versa. This study aims to determine the effectiveness of the Grammar Translation Method in teaching grammar concepts, especially tenses, in EFL (English as a Foreign Language) classes, especially at Star English Course Parepare. The research method used is quantitative survey. The samples of this research were students from Level 4 (Advance 1 and Advance 2) Star English Course Parepare. In this research, the researcher used total sampling techniques and took 70 students as sample. The data collection technique used a questionnaire with hypothesis testing carried out by using simple linear regression analysis using the SPSS 25 program. The results of the research show that Grammar Translation Method has a significant influence on students' difficulties in learning tenses. Seen from the Tcount value of 9,755 > T-table 1,995 with a significance of 0,007 < 0,05. Statistical test results show that Grammar Translation Method has a positive and significant impact on students' learning difficulties. And psychological factor is the most influential aspects of students’ difficulties in learning tenses through Grammar Translation Method. Fear of making mistakes, lack of confidence, and linguistic anxiety are the main obstacles in the learning process. Therefore, there is a need for a more varied, communicative, and student-centered approach in learning Tenses.
Gamified Learning Evaluation: Aligning Motivation Theories with Innovative Teaching Strategies pranata, alvira; Syamsijulianto, Tri; Qomara , Dwi; Gusti Satria, Tio
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 1 No. 2 (2025): Jurnal Pedagogi dan Inovasi Pendidikan Volume 1 Number 2
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Abstract

The evolving paradigm of 21st-century education necessitates the adoption of innovative instructional strategies that prioritize not only academic performance but also foster learner motivation and engagement. One increasingly popular approach is gamification, which involves incorporating game-based elements into non-game educational contexts. This study aims to assess the implementation of gamification in primary education through a systematic review of empirical studies, focusing on its effectiveness in bridging classical motivation theories with contemporary teaching practices. Employing a Systematic Literature Review (SLR) methodology, 25 peer-reviewed articles published between 2015 and 2024 were analyzed to identify commonly utilized gamification elements, theoretical frameworks, and pedagogical outcomes. The findings indicate that gamification significantly enhances students' intrinsic motivation and active engagement, particularly when aligned with psychological theories such as Maslow’s Hierarchy of Needs, Deci and Ryan’s Self-Determination Theory, and Vroom’s Expectancy Theory. Game elements like points, badges, leaderboards, and challenges contribute to creating an engaging learning environment and improving educational outcomes. However, the effectiveness of gamification is closely tied to the quality of its instructional design, which must be grounded in sound motivational principles. The study concludes that gamification serves as a strategic pedagogical tool that not only enriches student engagement but also operationalizes motivation theories into meaningful and impactful teaching practices.  
Improving Mathematical Creativity: The Utilization of Augmented Reality for Elementary Students' Learning Rahmawati, Puji; Natalis Christi , Sabinus Rainer; Riyanti, Vera; Wibowo, Ari; Nurhidayat, Nurhidayat
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 1 No. 2 (2025): Jurnal Pedagogi dan Inovasi Pendidikan Volume 1 Number 2
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Abstract

Creative thinking is an essential skill that elementary school students must possess to face the challenges of the 21st century. The purpose of this study is to analyze the impact of improving and achieving students' mathematical creative thinking abilities through the intervention of Augmented Reality (AR)-based learning. Two groups of students were involved: an experimental group that received AR-based learning and a control group that underwent conventional learning. The aspects of creative thinking abilities measured included fluency, flexibility, elaboration, and originality. These aspects were evaluated through pre-tests and post-tests. A total of 62 students participated in this study, consisting of 32 students in the experimental group and 30 students in the control group. Data were collected using essay tests designed to measure students' creative thinking abilities. The results of the mean difference test showed that the experimental group achieved significant improvement in creative thinking abilities compared to the control group. AR proved effective in enhancing student engagement and mathematical creative thinking abilities, particularly in the aspects of fluency and flexibility. This study recommends the use of AR as an innovative tool for mathematics learning in elementary schools.
The Role of Deep Learning in Elementary Education: Pedagogical Insights from a Literature Study Budhiarti, Yuli; Mytra, Prima; Slow, Lilian
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 1 No. 2 (2025): Jurnal Pedagogi dan Inovasi Pendidikan Volume 1 Number 2
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This study aims to explore the concept and implementation of deep learning at the elementary school level through a literature-based approach grounded in contemporary pedagogical theories and practices. The research employs a descriptive qualitative methodology, drawing on a systematic review of literature from scientific journals, academic books, policy reports, and both national and international research studies. The analysis was conducted thematically by categorizing findings into conceptual foundations, implementation models, mental actions, the role of teachers, and supporting pedagogical principles such as active engagement, differentiation, and positive reinforcement. The results of the review indicate that deep learning emphasizes students’ cognitive engagement through higher-order mental activities such as analysis, synthesis, evaluation, and critical reflection on information. This approach is rooted in constructivist theories (Piaget, Vygotsky), the theory of meaningful learning (Ausubel), and the concept of mindful education (Langer), which together form a robust theoretical basis for facilitating meaningful and contextual learning. Teachers play a pivotal role as facilitators in creating inclusive and dialogic learning environments that enable students to actively explore and engage in social collaboration to construct deep understanding. In conclusion, the integration of deep learning into elementary education has the potential to enhance the quality of teaching and learning processes by fostering critical and creative thinking patterns, while also preparing learners to be adaptive and reflective. These findings provide a conceptual and practical foundation for developing future pedagogical strategies in response to the challenges of 21st-century education.

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