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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 27 Documents
 1   2   3 
Multisensory-Based Science Instruction in Elementary Schools: A Systematic Review of Cognitive, Affective, and Psychomotor Outcomes Damar Septian
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 Hidayatul Musthofa
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.
Analisis Perkembangan Peserta Didik Dalam Meningkatkan Efektivitas Belajar Siswa Di SMP Plus Mambaus Sholihin Kradenan Grobogan Mochamad Agus Cholil
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: 10.010125/8sa8hr49

Abstract

Student development analysis is an important foundation in designing effective learning, but many schools still ignore the alignment between student development characteristics and applied learning strategies. This study aims to analyze the level of student development, measure the level of learning effectiveness, and test the relationship between the two variables at SMP Plus Mambaus Sholihin Kradenan Grobogan. The research uses a quantitative approach with a correlational type. The population was 240 students, with a sample of 150 students determined using the Slovin formula and taken through proportionate random sampling techniques. The research instrument is in the form of a Likert scale questionnaire that has been tested for validity and reliability. Data analysis using descriptive statistics and Pearson Product Moment correlation test with the help of SPSS 25. The results showed that student development was in the medium category (52%, mean=72.45), learning effectiveness was in the medium category (54.7%, mean=74.18), and there was a strong and significant relationship between student development and learning effectiveness (r=0.685, p=0.000, contribution 46.9%). These findings prove that the better the teacher's understanding of student development, the higher the learning effectiveness achieved. This study recommends the need to balance the development of students' cognitive, social-emotional, and moral aspects in daily learning practices
Ethno-Techno-Science Pedagogy in Islamic Primary Schools: A Systematic Review of Indonesia's Merdeka Curriculum Implementation and Science Literacy Outcomes Khalimatus Sa’diyah; Karno Karno
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/h8cesq41

Abstract

This systematic review evaluates the implementation of the Merdeka Curriculum in Madrasah Ibtidaiyah (Islamic primary schools), focusing on the integration of ethno-techno-science approaches into science pedagogy. Following Cochrane methodology, six structured queries were run across Semantic Scholar, PubMed, OpenAlex, arXiv, and clinical trial databases. From 164 initial records, 23 studies met inclusion criteria after deduplication, screening, and full-text assessment. Risk of bias was assessed using adapted Cochrane tools, and GRADE was used to evaluate certainty of evidence. The findings show that implementation employs project-based learning and differentiated instruction, unifying natural and social sciences into the IPAS subject. Ethnoscience integration occurs through traditional biotechnology products, local agricultural practices, and cultural artifacts. Key barriers include insufficient teacher understanding (40% unprepared), limited infrastructure, and scarce training opportunities. One quasi-experimental study reported moderate improvement in science literacy (N-Gain = 0.46) after culture-based instruction. GRADE certainty ranged from very low to moderate across outcomes. The review concludes that while ethnoscience-integrated Merdeka Curriculum implementation is feasible and potentially beneficial for science literacy, evidence remains limited by qualitative designs and small sample sizes. Strengthening teacher capacity and infrastructure is critical for successful implementation.
Deep Learning-Based Adaptive Learning System Innovation for Facilitating Diverse Curiosity in Upper Elementary Student Nor Lailatul Khoiriyah Khoiriyah; Nur Afiatul Ulya; Nia Istiani
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/m3v5ah92

Abstract

The cultivation of curiosity in upper elementary education represents a critical yet underexplored frontier for deep learning-based adaptive systems. While deep learning has revolutionized knowledge tracing and personalized learning pathways, the systematic integration of curiosity as a multidimensional construct into adaptive system architectures remains largely absent from the scholarly literature. This systematic literature review examines the extant research landscape at the intersection of deep learning-based adaptive learning systems and curiosity facilitation for upper elementary students (Grades 4–6). Following PRISMA guidelines, a comprehensive search of Scopus, Web of Science, and IEEE Xplore databases yielded 1,847 initial records, from which 47 empirical studies met rigorous inclusion criteria. The findings reveal three critical research gaps: (1) the predominant focus on knowledge state modeling in deep knowledge tracing systems to the exclusion of epistemic curiosity constructs; (2) the absence of validated curiosity-aware student modeling architectures capable of distinguishing between and responding to diverse curiosity subtypes; and (3) the lack of pedagogical frameworks that operationalize curiosity-driven learning mechanisms within deep learning-based adaptive system designs. The review culminates in a proposed Curiosity-Informed Adaptive Deep Learning (CIADL) Framework, representing the first integrative model that systematically maps the theoretical, measurement, architectural, and pedagogical dimensions necessary for designing adaptive systems that foster, rather than merely accommodate, student curiosity. This framework establishes a novel research agenda for educational technology, with significant implications for the design of developmentally appropriate adaptive learning environments
IMPLEMENTASI PEMBELAJARAN BERBASIS GAME EDUKASI QUIZIZZ PADA MATA PELAJARAN PKN UNTUK MENINGKATKAN KARAKTER RASA INGIN TAHU SISWA DI MADRASAH IBTIDAIYAH Burhanudin Afandi; Nany Kholilah; Wahyu Trisnawati; Husni Mubarok
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: 10.010125/5858yp86

Abstract

Citizenship Education (PKn) learning in Islamic Elementary Schools (Madrasah Ibtidaiyah) still faces challenges in the form of low student participation and curiosity due to the dominance of teacher-centered learning methods. This situation indicates the need for learning innovations that can create more interactive learning experiences and encourage active student involvement. One possible alternative is educational game-based learning through the Quizizz application. This study aims to describe the implementation of Quizizz educational game-based learning in Civics and analyze its contribution to improving students' curiosity in Islamic Elementary Schools (Madrasah Ibtidaiyah). This study used a qualitative approach with a field research design. The study was conducted at an Islamic Elementary School in Cepu District during the 2025/2026 academic year. The study participants consisted of two fourth-grade Civics teachers, Mr. Abdul Rohim, S.Pd. and Ms. Eva Nur Izza, S.Pd., who were selected using a purposive sampling technique. Data were collected through semi-structured interviews, observation, and documentation. They were then analyzed using the Miles, Huberman, and Saldaña interactive analysis model, which included data condensation, data presentation, and conclusion drawing. The results of the study indicate that the implementation of Quizizz was carried out through the planning, implementation, and evaluation stages of learning, integrated with Civics learning objectives. The use of Quizizz has been shown to increase student engagement, learning motivation, and curiosity, demonstrated by increased questioning, seeking additional information, discussion participation, and enthusiasm during learning. Furthermore, Quizizz helped teachers conduct more effective learning evaluations. Thus, Quizizz can be an innovative learning medium that supports character building and improves the quality of Civics learning in Islamic Elementary Schools.
Strategi Guru dalam Mengintegrasikan Permainan Tradisional pada Pembelajaran PKn Berbasis Etnopedagogi di MI Tarbiyatusy Syubban Kalimulyo Jakenan Pati Dera Emilia Prastiwi; Syaicha Akmala; M. Agus Maksum; Husni Mubarok
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: 10.010125/3zsetn58

Abstract

Civic education learning in elementary schools often faces challenges in the form of a less contextual approach and a weak approach in internalizing Pancasila values. On the other hand, traditional games as part of local wisdom are increasingly displaced by digital culture, even though they contain civic character values. This study aims to describe teachers' strategies in integrating traditional games in Civic education learning based on ethnopedagogical approaches. The research used a descriptive qualitative design with data collection through observation, interviews, and documentation, then analyzed using the Miles, Huberman, and Saldana analysis model with triangulation of sources and techniques. The results of the study show that teachers apply three sustainable strategies, namely: (1) adaptive planning strategies through modification of teaching modules from the Merdeka Mengajar platform accompanied by an analysis of local wisdom values; (2) experiential learning-based implementation strategies  that include perception, demonstration, collaborative exploration, and reflection; and (3) authentic evaluation strategies that measure three domains through formative and summative assessments. The integration of traditional games succeeded in internalizing the values of Pancasila which was confirmed by the increase in student learning motivation and the transfer of values to the social environment outside the school.

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