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INDONESIA
PAEDAGOGIE
Published by Universitas Muhammadiyah Magelang
ISSN : 19078978     EISSN : 26217171     DOI : https://doi.org/10.31603/paedagogie.v20i2
Core Subject : Education,
Education Other
Paedagogie bertujuan untuk mempublikasikan dan menyebarluaskan hasil penelitian berkualitas tinggi di bidang pendidikan. Jurnal ini menjadi wadah bagi peneliti, pendidik, praktisi, dan pembuat kebijakan untuk bertukar gagasan dan temuan ilmiah terkait teori, praktik, serta inovasi pendidikan. Ruang lingkup Paedagogie meliputi, namun tidak terbatas pada bidang-bidang berikut: Teori dan filsafat pendidikan Pengembangan kurikulum dan desain pembelajaran Strategi pembelajaran pada berbagai disiplin ilmu Evaluasi dan asesmen pendidikan Manajemen dan kepemimpinan pendidikan Bimbingan dan konseling Teknologi pendidikan dan pembelajaran digital Pendidikan inklusif dan kebutuhan khusus Pendidikan anak usia dini, dasar, dan menengah Kajian pendidikan tinggi Pendidikan guru dan pengembangan profesional Paedagogie menerima naskah dalam bahasa Indonesia maupun bahasa Inggris yang merupakan hasil penelitian asli di bidang pendidikan. Jurnal ini secara khusus menekankan publikasi studi empiris yang berkontribusi terhadap peningkatan mutu dan pemerataan pendidikan.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 285 Documents
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Integrasi Game Gcompris Dalam Kurikulum PAUD untuk Meningkatkan Early English Literacy Skills Gustina, Lida Hani; Zulkarnain, Riski; Alimningtyas, Wahyu Nur; Angrawaty, Nunung; Limantoro, Gray Hansen
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16351

Abstract

The development of early English literacy in early childhood education continues to present significant pedagogical challenges, particularly in designing instructional methods that are both engaging and developmentally appropriate. This study aims to analyze the effectiveness of integrating GCompris—an open-source educational game platform—into the early childhood education (ECE) curriculum to enhance early English literacy skills. The study employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart spiral model, implemented across three learning cycles over a 12-week period. A total of 32 children aged 5–6 years from an ECE learning group in Balikpapan participated in the study. Four dimensions of early English literacy were assessed: alphabet recognition, basic vocabulary acquisition, simple phonetic awareness, and picture-word comprehension. Twelve GCompris activities were systematically integrated into the curriculum by applying multisensory approaches, gamification principles, and adaptive self-directed learning strategies. The findings revealed a highly significant improvement in mean scores of 60.90%, from a pre-test score of 48.75 to a post-test score of 78.44. Simple phonetic awareness recorded the highest percentage gain (67.24%), followed by basic vocabulary acquisition (65.04%), alphabet recognition (57.03%), and picture-word comprehension (55.87%). Student active participation increased from 68.75% in Cycle I to 93.75% in Cycle III. Qualitative findings derived from teacher and parent interviews confirmed notable improvements in motivation, self-confidence, and spontaneous use of English outside the classroom. The novelty of this study lies in the empirically validated GCompris integration model developed across three cycles, which demonstrated the capacity to simultaneously enhance multiple dimensions of literacy. These findings provide an evidence-based framework for technology-assisted foreign language learning, with significant implications for early childhood curriculum development and teacher professional training.
Modal Sosial dan Pembentukan Karakter Religius Siswa: Studi Kualitatif di Sekolah Menengah Pertama Hidayah, Nurul; Hanif, Muh.
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16364

Abstract

This study aims to analyze the role of social capital in the formation of religious character in junior high school students. The research approach used is descriptive qualitative with data collection techniques in the form of non-participant observation, semi-structured interviews, and documentation. The research informants consisted of the vice principal for student affairs, the Islamic Religious Education teacher of grade VII BP, and ten students of grade VII B. Data were analyzed through the process of data reduction, data presentation, and drawing conclusions, with data validity tested through triangulation of sources and techniques. The results of the study indicate that social capital plays a role in the formation of religious character in students through three main dimensions. First, the social network between teachers, students, parents, and peers creates a system of mutual supervision and social support that strengthens the consistency of religious habits both at school and at home. Second, school social norms manifested through discipline, school culture, and religious habits function as pedagogical instruments that shape religious habits through the mechanism of internalization of values ​​and continuous habits. Third, trust between teachers and students creates a safe and supportive learning environment that facilitates the internalization of religious values ​​emotionally, not just cognitively. Thus, social capital plays a role in the formation of religious character of students at the junior high school level, through collaboration between schools and families, consistent application of norms, and building trust between teachers and students.
Pengaruh Media Interaktif Terhadap Kemampuan Perkalian pada Aktivitas Siswa Kelas III Sekolah Dasar Negeri Ngagelrejo I/396 Mufidah, Ellyna Citra; Kusmaharti, Dian
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16369

Abstract

This study discusses the challenges faced by third-grade elementary school students in understanding multiplication, which are often caused by conventional and monotonous teaching methods that emphasize memorization rather than conceptual understanding. This study aims to investigate the effect of interactive media on students’ multiplication skills and to describe students’ engagement in interactive learning activities. The study was conducted at SDN Ngagel Rejo I/396 Surabaya. The population of this study consisted of third-grade students. Data were collected through observation and pretest–posttest methods. The research instruments included pretest and posttest questions, as well as observation sheets to assess student learning activities. Data analysis was carried out using a t-test, preceded by normality and homogeneity tests. The findings indicate that interactive media has a significant positive effect on students’ multiplication skills and learning engagement, leading to improved learning outcomes of third-grade students at SDN Ngagel Rejo I/396 Surabaya. Therefore, it is recommended that teachers use interactive media as an effective alternative in teaching multiplication to increase students’ interest in both independent and group learning.
Penerapan Assemmblr Edu Berbasis Etnopaedagogi pada Materi Keragaman Budaya Siswa Kelas V SDN Dukuh Menanggal I/424 Surabaya Azaro, Putri Sofiana; Satianingsih, Rarasaning
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16370

Abstract

This research addresses the need for adaptive and innovative learning strategies in the digital age. The study aimed to investigate the implementation of Assemblr EDU, an Augmented Reality (AR) platform integrated with an ethnopedagogical approach, to teach cultural diversity to fifth-grade students. The primary objective was to describe the implementation of Assemblr EDU and analyze student responses to its use. This research was conducted at SDN Dukuh Menanggal 1/424 Surabaya during the 2025/2026 academic year. Data sources included observations of teacher and student activities, as well as student response questionnaires. Data collection techniques involved direct observation using observation sheets and student response questionnaires. The research instruments included observation sheets of teacher and student activities, as well as student response questionnaires. Data analysis used descriptive quantitative methods, calculating average percentages for observed aspects and student responses. The results showed that the ethnopedagogical-based implementation of Assemblr EDU was effectively implemented, transforming the concept of cultural diversity into a concrete and interactive learning experience. Both teacher and student activities demonstrated excellent performance, with high levels of student engagement, discipline, and enthusiasm. Student responses to Assemblr EDU were overwhelmingly positive, categorized as 'Very Strong' highlighting its benefits for knowledge, understanding, and motivation. The study concluded that this integrated approach significantly improved critical thinking skills and cultural appreciation among students. It is recommended that teachers continue to use Assemblr EDU and integrate local cultural values, and that schools provide adequate technological facilities to support such innovative.
Lexicons Used in the Traditional Gamelan of Jegog in Sangkaragung Village Putri, Ni Putu Aprilananda Suganda; Budasi, I Gede; Swandana, I Wayan
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16389

Abstract

Language and culture are inseparable aspects of human life, as language functions not only as a communication tool but also as a medium for preserving cultural understanding. The traditional gamelan of Jegog is a traditional bamboo gamelan that is originated from West Bali, and Sangkaragung Village in Jembrana Regency is the conservation center of Jegog gamelan. This study aims to (1) identify the lexicons used in the traditional gamelan of Jegog in Sangkaragung Village and (2) to analyze the cultural meaning used in the identified lexicons. This study employed a qualitative descriptive research design. The data were collected in Sangkaragung Village through observation and in-depth interviews with four selected informants. The instruments used in this study were observation sheets, interview guide, interview sheets, and smartphones. This study found thirty-five (35) lexicons in the traditional gamelan of Jegog in Sangkaragung Village that can be classified into six categories namely, instrument names, techniques in playing Jegog, sound quality and tuning concepts, sequence of playing Jegog, types of tabuh, and ritual before doing Jegog performance. Each of the identified lexicons carry cultural meaning that reflects the harmony, tradition, and beliefs of Sangkaragung people. The findings of this study emphasize the importance of preserving the lexicons in Jegog gamelan as an effort in preserving local identity and sustaining cultural continuity in the era of globalization. This study can contribute to linguistic studies, particularly in teaching cross-cultural understanding and as an effort to preserve Balinese language and culture.
Self Concept Siswa SD dalam Belajar Matematika Dewi, Eva Septiana; Fiantika, Feny Rita; Prayogo, Prayogo
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16393

Abstract

Self concept is a representation of how we perceive ourselves, how others view us, and how we aspire to be. This study aims to identify the self-concept of students in learning mathematics. The research employs a qualitative approach with a descriptive-exploratory design. The subjects are Year V-A students at SDN Kebonagung 1 Sukodono. Data is collected through student scores, observations, interviews, and documentation. The data analysis technique involves data reduction, data presentation, and drawing conclusions. The findings reveal that subjects with a high self-concept demonstrate strong self confidence, both in moral and ethical aspects as well as social and personal dimensions. They believe in their abilities, can collaborate effectively, and exhibit perseverance when solving mathematical problems. Conversely, subjects with a moderate self concept possess reasonably good self confidence but lack certainty regarding their work outcomes. Nonetheless, they are still able to interact and contribute within a group setting. Meanwhile, subjects with a low self concept tend to have weak self confidence, struggle with self regulation when solving mathematical problems, and display difficulty interacting and accepting criticism. Consequently, it can be concluded that the higher a student's self-concept, the better their ability to solve mathematical problems.
Hubungan Durasi Screen Time, Konsentrasi Siswa, dan Kemampuan Membaca Pemahaman pada Siswa Kelas IV SD Azka, Maulida Fikrotul; Irvan, Moh. Farizqo
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16395

Abstract

The increasing use of gadgets among elementary school children raises concerns about its impact on learning concentration and reading comprehension skills. This study aims to determine the relationship between screen time duration and student concentration (sustained attention) with the reading comprehension skills of fourth-grade students at Gugus Wijayakusuma Elementary School, Ngaliyan District, Semarang City, in the 2025/2026 academic year. This study used a quantitative correlational design approach, involving 149 students as samples. Data collection was conducted through a screen time duration questionnaire, a Continuous Performance Test (CPT) to measure sustained attention, and a reading comprehension test. Then, correlation analysis was performed using the Spearman rho correlation test with the help of IBM SPSS 26 software. The results showed that there was an inverse relationship: when screen time was high, reading comprehension skills were low, and when screen time was high, student concentration was also low. There was also a direct relationship between student concentration and reading comprehension ability; when student concentration was high, reading comprehension ability was also high. Therefore, it can be concluded that screen time is related to reading comprehension ability both directly and indirectly through student concentration. Therefore, it is recommended that schools, teachers, and parents work together to limit and manage the use of electronic divices wisely, improve students concentration, and promote literacy habits to support the improvement of reading comprehension skills among elementary.
Analisis Kesenjangan Penguasaan Teori Tajwid dengan Praktik Membaca Al-Qur'an pada Peserta Didik Andini, Aulia Tri; Amriyah, Chairul; Octafiona, Era
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16397

Abstract

This study aims to analyze the gap between mastery of tajwid theory and Qur’anic reading practice among eleventh-grade students. The research employed a quantitative approach with a descriptive comparative design. The population consisted of 306 students, with 52 respondents selected using cluster random sampling. Data were collected through theoretical and practical reading tests. Data analysis included normality, homogeneity, linearity, Pearson correlation, and paired sample t-test. The findings revealed that the data were normally distributed and homogeneous. The correlation test indicated no significant relationship between theoretical mastery and reading practice (r = 0.228; Sig. = 0.105). However, the comparative test showed a significant difference between theoretical and practical scores (Sig. = 0.000), with theoretical scores higher than practical scores. These findings indicate a substantial gap between tajwid theoretical mastery and practical Qur’anic reading skills.
The Role of the KL-YES Program as a Catalyst for Intercultural Dialogue in Promoting Tolerance Widiyanti, Amelia; Eryantini, Intan
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16398

Abstract

Amid globalization and cultural polarization, the Kennedy-Lugar Youth Exchange and Study (KL-YES) program emerges as a vital tool for fostering intercultural dialogue and tolerance among Indonesian youth in the US. This study aims to analyze KL-YES's role in intercultural dialogue, identify adaptation factors for Indonesian participants, and explore challenges with coping strategies. Employing a qualitative approach with phenomenology and narrative inquiry designs, the research targeted the 2025-2026 KL-YES cohort population, using purposive sampling for four key informants in New York, Colorado, Alaska, and Rochester. Data were gathered via in-depth semi-structured interviews, participant observations, and documentation, analyzed through thematic analysis with manual iterative coding. Results reveal KL-YES facilitates transformative dialogue in host families and schools, dismantling stereotypes via peer social capital, shared resilience, and religious identity visibility, despite pragmatic language barriers and cultural dissonance overcome by radical transparency. In conclusion, KL-YES builds global resilience and grassroots diplomacy, validating Intergroup Contact Theory and DMIS, with recommendations for reflective pre-departure training.
Strategi dan Metode Pembelajaran dalam Pendidikan Agama Islam: Kajian Literatur Konsep, Prinsip Pedagogis, dan Implementasi Kontemporer Yana, Erli; Andrini, Mike; Syafe’i, Imam; Hadiati, Eti; Rahmatika, Ratu Vina
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16402

Abstract

This study aims to comprehensively analyze the concepts of teaching strategies and methods in Islamic Religious Education (PAI), including the underlying pedagogical principles and the implementation of contemporary methods relevant to students’ needs. The research employs a qualitative library research approach. Data were collected through document studies of books, journal articles, and academic publications, then analyzed using content analysis to examine effective concepts, principles, and methods in PAI. The findings indicate that PAI teaching strategies integrating cognitive, affective, and psychomotor domains, while positioning students as active subjects, align with modern educational theories, particularly constructivism and humanism. The application of pedagogical principles such as exemplarity, habituation, participatory learning, and relevance strengthens the internalization of Islamic values and the effectiveness of learning. Furthermore, contemporary methods, including discussions, problem-based learning, project-based learning, and the use of digital technology, enhance motivation, engagement, and material relevance. Despite challenges related to teacher competence and facilities, the integration of classical Islamic pedagogical principles with modern teaching methods makes PAI not only a means of knowledge transfer but also a medium for character building and 21st-century competency development. The study concludes that strengthening teacher capacity, developing adaptive curricula, and providing adequate learning facilities are essential to achieving the holistic goals of Islamic education.

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