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Ady Akbar
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INDONESIA
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 19 Documents
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Mental Acts Developed in Deep Learning: A Literature Review Mansyur, Mansyur; Firandhi, Vikram Yuda Octa; Sulestry, Andi Indra; Arianti, Isnani; Bahar, Bahar
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 1 No. 2 (2025): Jurnal Pedagogi dan Inovasi Pendidikan Volume 1 Number 2
Publisher : Jurnal Pedagogi dan Inovasi Pendidikan

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Abstract

Deep learning refers to an educational approach that prioritizes conceptual comprehension and the development of higher order thinking skills, as opposed to surface learning which emphasizes memorization of facts. In this context, mental acts as described by Harel serve as crucial internal cognitive processes, including comparing, relating, generalizing, and abstracting, which support the meaningful construction of knowledge. This study applies a systematic review of literature, drawing on sources from international journals, nationally accredited journals, academic books, and conference proceedings. The data were examined through thematic analysis to identify the forms of mental acts, the instructional strategies that facilitate their emergence, and their influence on deep learning. The review reveals that while mental acts play an important role in fostering critical, creative, and metacognitive thinking, much of the existing research still concentrates on instructional strategies, with limited attention to affective and metacognitive dimensions. This article contributes a conceptual synthesis that situates mental acts as the central element of deep learning and proposes an integrated framework to strengthen educational practices for the twenty first century.
Developing Pedagogical Innovation: AI-Based Deep Learning Training in Elementary Education Yulita; Sukristin, Sukristin; Sabaryati, Johri; Akbar, Ady; Sulestry, Andi Indra
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 1 No. 3 (2025): Jurnal Pedagogi dan Inovasi Pendidikan (Vol.1 No. 3 2025)
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Teacher readiness in addressing the challenges of 21st-century education requires a strong understanding of Deep Learning approaches as well as the ability to utilize artificial intelligence technology to enhance instructional quality. This community service program was designed to broaden teachers’ knowledge of the concepts and implementation of Deep Learning, which include meaningful, mindful and reflective, and joyful learning, while simultaneously equipping them with practical skills in the use of digital technology, particularly ChatGPT, as a learning support tool. The training was conducted on 27–28 October 2025 at SD IT Ar Rasyid Makassar with 25 participating teachers. The training methods included material delivery, group discussions, hands-on practice, case studies, and continued mentoring after the face-to-face sessions. Evaluation was carried out through pretests and post-tests, observations of participant engagement, and assessments of learning design outputs developed during the program. The evaluation results indicate improvements in teachers’ understanding of Deep Learning principles, the strengthening of 21st-century competencies, and enhanced ability to design context-based learning with artificial intelligence integration. An increase in the average score from 67.25 to 84.10 demonstrates that this program was effective in enhancing teachers’ capacity to implement more interactive, innovative, and learner-relevant instruction in the digital era. Therefore, this training provides a significant contribution to supporting learning transformation in schools.
Investigating the Impact of the Snowball Throwing Cooperative Learning Approach on Elementary Students’ Social Studies Achievement in Makassar Muhris , Irwan Setiawan; Idham , Afif Zuhdy; Taufik, Taufik
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 1 No. 3 (2025): Jurnal Pedagogi dan Inovasi Pendidikan (Vol.1 No. 3 2025)
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Abstract

This study investigates the effect of the Snowball Throwing cooperative learning model on students’ learning outcomes in Social Studies (IPS) among fifth-grade students at SD Negeri Tamalanrea, Makassar, Indonesia. The research employed a true experimental design using the posttest-only control group design. The population comprised 325 students, and a total of 64 students were randomly selected as samples, divided into experimental and control groups. The experimental group received instruction through the Snowball Throwing model, while the control group was taught using conventional methods such as lectures and assignments. Data were collected through learning outcome tests and observation sheets, then analysed using descriptive and inferential statistics with SPSS. The results revealed that students in the experimental group achieved significantly higher posttest scores compared to those in the control group (p < 0.05). This finding indicates that the Snowball Throwing cooperative learning model effectively enhances students’ engagement and academic performance in Social Studies. The study concludes that applying interactive and student-cantered learning models can improve conceptual understanding and social skills among elementary school learners.
Cultural Literacy and Civic Education in Multicultural Universities in Indonesia and Malaysia Pranata, Alvira; Syamsijulianto, Tri
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 1 No. 3 (2025): Jurnal Pedagogi dan Inovasi Pendidikan (Vol.1 No. 3 2025)
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Abstract

Higher education institutions in culturally diverse societies have a vital role in fostering citizenship that is inclusive, democratic, and responsive to cultural differences. In Southeast Asia, especially in postcolonial settings such as Indonesia and Malaysia, civic education is commonly framed as a means of reinforcing national identity. However, this approach often fails to adequately recognize the varied cultural backgrounds and lived experiences of students. This study explores the ways cultural literacy is incorporated into civic education within higher education and examines its influence on the formation of students civic identities in multicultural learning settings. Adopting a qualitative case study approach, the research was carried out at two public universities, one located in Indonesia and the other in Malaysia, chosen for their culturally diverse student populations and involvement in civic oriented programs. Data collection involved document analysis, semi structured interviews with 24 lecturers, curriculum developers, and students, along with classroom observations conducted over a three month period. Thematic analysis identified an ongoing gap between civic education objectives at the policy level and everyday classroom practices, particularly in negotiating national narratives alongside cultural diversity. The findings reveal tensions between state centered civic models and culturally responsive teaching approaches, while also highlighting effective practices such as community based learning, student led discussions, and the inclusion of local wisdom. This study contends that cultural literacy, supported by strategic empathy and critical reflection, is central to promoting meaningful civic participation and inclusive forms of citizenship. By emphasizing students lived cultural experiences, this research contributes to broader discussions on transformative civic education and provides practical insights for advancing culturally grounded and socially just civic learning in higher education contexts across the Global South.
Jigsaw Cooperative Learning and Its Impact on Students’ Motivation in Mathematics Education Wibowo, Ari; Haruna, Nana Harlina; Sulestry, Andi Indra; Salido, Achmad
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 1 No. 3 (2025): Jurnal Pedagogi dan Inovasi Pendidikan (Vol.1 No. 3 2025)
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Abstract

This study aimed to examine the effect of the jigsaw cooperative learning model on students’ motivation in mathematics learning. A quantitative approach with a pre-experimental design was employed. The population consisted of eighth-grade students, from which one class of 41 students was selected using purposive sampling. Data were collected using a mathematics learning motivation questionnaire. Descriptive statistics were used to describe students’ motivation levels, while inferential statistics using a t-test were applied to test the research hypothesis. The results showed that students’ motivation in mathematics learning before and after the implementation of the jigsaw cooperative learning model was generally at a moderate level. However, the implementation of the jigsaw model resulted in an increase of 80.48% in overall students’ motivation and a 96% increase across motivation indicators. The t-test results indicated that the calculated t-value (5.6774) exceeded the critical t-value (2.02), demonstrating a statistically significant effect of the jigsaw cooperative learning model on students’ motivation in mathematics learning. These findings suggest that the jigsaw cooperative learning model is an effective instructional strategy for enhancing students’ motivation in mathematics.
Evaluation of the Implementation of the Independent Curriculum Using the CIPP Model (Context, Input, Process and Product) Fatoni, Mahfud Heru; Bahij, Muhammad Alfan; Santoso, Baron; Handayani, Yekti
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 2 No. 1 (2026): Jurnal Pedagogi dan Inovasi Pendidikan (Vol.2 No. 1 2026)
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Abstract

This study aims to evaluate the implementation of the Independent Curriculum at MITQ Al Manar Klaten using the CIPP (Context, Input, Process, and Product) evaluation model. This research is an evaluative study with a qualitative approach. Data were collected through in-depth interviews, participatory observation, and documentation studies, with informants such as the madrasah principal, vice-principal, and teachers. Data analysis used the Miles, Huberman, and Saldana model, which includes data condensation, data presentation, and conclusion drawing. The results show that in terms of context, the madrasah environment supports the implementation of the Independent Curriculum and some teachers have gained sufficient understanding through the training they have attended. In terms of input, the madrasah has prepared qualified human resources, provided both online and offline training, and equipped learning facilities and infrastructure. In terms of process, teachers have implemented learning according to the stages of the Independent Curriculum, from planning, implementation, to evaluation, although obstacles such as suboptimal student participation have been encountered. In terms of product aspects, learning outcomes and reinforcement of the Pancasila Student Profile have not yet fully demonstrated optimal results because the curriculum's implementation is still relatively new and requires time to demonstrate significant impact. Therefore, ongoing evaluation and strengthening strategies are needed to increase the effectiveness of the Independent Curriculum implementation in schools.
The Influence of Kampus Mengajar Literacy Activities on Student Learning Outcomes: A Literature Review Marif, Najamudin; Muliati, Dwi; Nuraliyah, Siti
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 2 No. 1 (2026): Jurnal Pedagogi dan Inovasi Pendidikan (Vol.2 No. 1 2026)
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Abstract

Low interest in reading and student learning outcomes in Indonesia are a serious challenge in the field of education. The Kampus Mengajar Program appears as one of the strategic solutions to improve literacy and the quality of learning in schools. This article aims to analyze the influence of literacy activities initiated through the Kampus Mengajar program on student learning outcomes through a literature study approach. The research method used is qualitative with the type of literature review, which examines various relevant reference sources published from 2020 to 2026. The results of the study indicate that the integration of structured literacy activities, such as reading for 15 minutes before learning, significantly contributes to improving students' cognitive, affective, and psychomotor abilities. Literacy is not just the ability to read and write, but a foundation for critical thinking that is positively correlated with academic achievement.
Designing AI-Aware Assessment Models to Measure Students’ Genuine English Proficiency Irawan, Doni Hadi; Muhamad Alfi Khoiruman, Muhamad Alfi Khoiruman; Dewi Untari, Dewi Untari
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 2 No. 1 (2026): Jurnal Pedagogi dan Inovasi Pendidikan (Vol.2 No. 1 2026)
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The rapid advancement of artificial intelligence (AI) has transformed language assessment practices, offering increased efficiency and consistency in scoring. However, concerns remain regarding the validity of AI-based assessment in measuring students’ genuine English proficiency, particularly in productive language skills. This study aims to design and evaluate an AI-aware assessment model that aligns technological innovation with communicative competence frameworks. Employing a design-based research approach, the study involved 120 secondary-level EFL students and six English teachers in an authentic classroom context. The assessment model comprised four performance-based tasks—two writing and two speaking—evaluated using shared multidimensional rubrics applied by both AI-assisted scoring and human raters. Quantitative data were analyzed through descriptive statistics and correlation analysis, while qualitative data were examined thematically. The findings indicate that AI-assisted scoring demonstrates moderate to high consistency with human ratings in linguistic accuracy, lexical range, and coherence. However, discrepancies were observed in assessing pragmatic and communicative effectiveness, underscoring the limitations of fully automated evaluation. The study concludes that AI-aware assessment models are most effective when implemented within a human–AI collaborative framework. Such an approach enhances assessment efficiency and diagnostic feedback while preserving construct validity and ethical accountability in measuring genuine English proficiency.
Social Education in the Perspective of QS Al-Mā‘ūn and QS Al-Baqarah Verse 271 through Roland Barthes’ Semiotic Approach Musonif, Irfan; Pranoto, Ahmad Hadi; Ansori, Inamul Hasan; Munis , Ibnu Da’i
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 2 No. 1 (2026): Jurnal Pedagogi dan Inovasi Pendidikan (Vol.2 No. 1 2026)
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This study aims to analyse verses from the Qur'an through Roland Barthes' semiotic approach, specifically QS. al-Mā‘ūn dan QS. al-Baqarah [2]: 271. Surah al-Mā‘ūn was chosen because it highlights social issues such as caring for orphans and the poor, while QS. al-Baqarah [2]: 271 emphasising the value of sincerity in almsgiving. This research method is qualitative in nature with a literature review approach, using primary sources in the form of the Qur'an and classical interpretations, as well as secondary sources in the form of recent academic literature. Data analysis was conducted using Barthes' semiotic framework, which encompasses three levels of meaning: denotation, connotation, and mythology. The results of the study indicate that al-Mā‘ūn semiotically presents a critique of formalistic religiosity that is not oriented towards social concern, while QS. al-Baqarah [2]: 271 presenting almsgiving as an ideological symbol of social justice distribution. This study contributes to the development of contemporary interpretation methodology by presenting semiotics as an interdisciplinary approach, as well as affirming the relevance of the Qur'an in building public ethics in the modern era.

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