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PEDAGOGIA : JURNAL KEGURUAN DAN PENDIDIKAN
Published by Meta Nusantara
ISSN : -     EISSN : 31092047     DOI : https://doi.org/10.010125/3e8wnw62
Core Subject : Science, Education, Social,
Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Social Sciences Other
PEDAGOGIA (Journal of Teacher Training and Education) is a journal to publish research results in the field of Education. Published periodically once a year, twice, namely in March and September. Meta Nusantara manages Pedagogy and publishes theoretical or research studies in the field of education by researchers, students, teachers, lecturers, and education practitioners. The scope of scientific articles that can be published in PEDAGOGIA includes: Curriculum in Teaching, Thinking Skills, Learning Model, Learning Media and Multimedia, Assessment and Evaluation in Teaching, Teacher Professional Development, Conceptualization of Subject Matter
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 22 Documents
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Multisensory-Based Science Instruction in Elementary Schools: A Systematic Review of Cognitive, Affective, and Psychomotor Outcomes Septian, Damar
PEDAGOGIA : JURNAL KEGURUAN DAN PENDIDIKAN Vol. 2 No. 02 (2026): Pedagogia: Jurnal keguruan dan Kependidikan
Publisher : https://journal.metanusantara.com/pedagogia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.010125/r2kc3t86

Abstract

This systematic review aims to analyze and synthesize empirical evidence regarding the effectiveness of multisensory-based science instruction in elementary schools across three domains of learning outcomes: cognitive (conceptual understanding, critical thinking), affective (motivation, attitudes, emotional engagement), and psychomotor (manipulative skills, sensorimotor coordination). This study employed a Systematic Literature Review (SLR) following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Literature searches were conducted in the Scopus database with a publication range of 2015–2025. A total of 42 empirical research articles meeting the inclusion criteria were analyzed in this review. The analysis indicates that multisensory-based science instruction consistently yields positive impacts across all three outcome domains. In the cognitive domain, multisensory approaches enhance conceptual understanding, memory retention, and critical thinking skills through the integration of visual, auditory, and tactile-kinesthetic input. In the affective domain, multisensory instruction increases learning motivation, positive attitudes toward science, and emotional regulation. In the psychomotor domain, multisensory interventions develop manipulative skills, coordination, and proprioceptive awareness. This review also identifies various multisensory learning technologies and media implemented, including augmented reality, serious games, and haptic interfaces. Multisensory-based science instruction is an effective approach for developing students' holistic competencies in elementary schools. These findings have important implications for curriculum development, instructional design, and science education policy at the elementary level.
Implementasi Kurikulum Berbasis Cinta pada Mata Pelajaran IPS: Tinjauan Psikologis Perkembangan Emosional Anak Usia Madrasah Ibtidaiyah Assalam 4 Bajo Musthofa, Hidayatul
PEDAGOGIA : JURNAL KEGURUAN DAN PENDIDIKAN Vol. 2 No. 02 (2026): Pedagogia: Jurnal keguruan dan Kependidikan
Publisher : https://journal.metanusantara.com/pedagogia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.010125/vwwptw71

Abstract

This research is motivated by the affective crisis that occurs in the madrasah environment, including low regulation of emotions, empathy, and psychological well-being of students, while the implementation of the Love-Based Curriculum (KBC) in social studies subjects has not been optimal. This study aims to describe the implementation of KBC in social studies subjects, analyze the emotional development of children of madrasah ibtidaiyah age, and examine the influence of KBC implementation on the emotional development of students at MI Assalam 4 Bajo. This research uses a qualitative approach with a case study type. The main data sources consisted of madrasah heads, three social studies teachers, and twelve students in grades III, IV, and V who were selected by purposive sampling. Data were collected through eight weeks of passive participatory observation, in-depth interviews, and document analysis of learning tools. The results of the study show that the implementation of KBC at MI Assalam 4 Bajo is still partial and non-systemic, characterized by the lack of integration of love values in the lesson plans, syllabus, and learning process. Students' emotional development is relatively low in the aspects of emotional regulation, empathy, and emotional well-being. There was a correlation between weak integration of love values and poor emotional development of students, where classes with an authoritarian approach showed higher levels of aggressiveness and absenteeism, while sporadic caring behavior of teachers had only limited impact. This study concludes that the implementation of systemic KBC is very necessary to improve the emotional development conditions of students.

Page 3 of 3 | Total Record : 22

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