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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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Analisis Pemecahan Masalah Matematis Siswa Soal Kontekstual AKM Ditinjau dari Tahap Polya Putri, Fitria Afifah Aliya; Nurcahyo, Adi; Faiziyah, Nuqthy
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16466

Abstract

The capability to tackle math challenges plays a crucial role in applying the Independent Curriculum. This skill is essential for addressing practical issues derived from the Minimum Competency Assessment (AKM) to evaluate numeracy skills. This research aims to understand students' abilities when solving mathematics problems based on AKM-based contextual questions. This research uses qualitative descriptive types. This study involved 32 students in class VIII B SMP Muhammadiyah PK Kottabarat Surakarta, who were chosen using the purposive sampling technique. The data gathering was done through AKM-related problem-solving inquiries Furthermore, the data is analyzed through three stages, namely decomposition, presentation, and withdrawal of results. Data was analyzed by grouping students' solving abilities based on average results and standard deviations into high, medium and low level. Students who are in a high level can complete all stages in the problem-solving process, such as Understanding problems, Divising a plan, Carrying out the plan strategies, and Evaluating results. On the other hand, students with a moderate level can complete three of the four stages of Polya, namely understanding problems, developing strategies, and implementing plans. Meanwhile, students at the lower level only managed to meet one of the four indicators, namely the stage of understanding the problem.
Model Penjaminan Mutu Terpadu Sekolah Muhammadiyah Berbasis Kepemimpinan, Pelayanan Pendidikan, dan Ismubaristik: Studi Evaluatif pada Sekolah Dasar Muhammadiyah Khaidir, Khaidir
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16480

Abstract

Penjaminan mutu pendidikan merupakan aspek strategis dalam meningkatkan kinerja dan daya saing satuan pendidikan, khususnya sekolah Muhammadiyah yang memiliki karakteristik keislaman dan keorganisasian yang kuat. Penelitian ini bertujuan untuk mengevaluasi implementasi sistem penjaminan mutu sekolah Muhammadiyah serta merumuskan model penjaminan mutu terpadu berbasis kepemimpinan kepala sekolah, pelayanan pendidikan, dan nilai Ismubaristik. Penelitian menggunakan pendekatan evaluatif dengan metode deskriptif kuantitatif yang didukung data kualitatif. Subjek penelitian adalah Sekolah Dasar Muhammadiyah yang dievaluasi menggunakan Instrumen Penjaminan Mutu Sekolah Muhammadiyah Majelis Dikdasmen dan PNF PP Muhammadiyah yang terdiri atas 35 indikator dengan skor maksimal 140. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan studi dokumentasi. Analisis data dilakukan dengan teknik skoring, kategorisasi mutu, dan interpretasi temuan. Hasil penelitian menunjukkan bahwa tingkat penjaminan mutu sekolah berada pada kategori baik dengan kecenderungan menuju kemandirian, ditopang oleh kepemimpinan kepala sekolah yang disiplin, pelayanan pendidikan yang memadai, serta implementasi nilai Ismubaristik dalam budaya sekolah. Penelitian ini menghasilkan model penjaminan mutu terpadu yang mengintegrasikan dimensi manajerial dan nilai Islam Berkemajuan sebagai ciri khas sekolah Muhammadiyah. Temuan ini berimplikasi pada penguatan kebijakan dan praktik penjaminan mutu sekolah Muhammadiyah secara berkelanjutan.
Analisis Kesalahan Berbahasa Mandarin dalam Karangan Deskriptif dan Argumentatif pada Keterampilan Menulis Tingkat Lanjut Aditya, Rendy; Wikarti, Aprilia Ruby; Wardhani, Rizky; Prasetyaningtyas, Hudiyekti; Legitah, Sagitah Ningrum; Syafira, Ratu Rina; Yili, Zhu; Qiyu, Zhang
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16482

Abstract

Based on the research findings, it can be concluded that the implementation of the Outcome-Based Education (OBE) curriculum in the Advanced Mandarin Reading and Writing II course at the Mandarin Language Education Study Program, State University of Jakarta, has made a positive contribution to the development of students’ writing skills. Through the application of Self-Directed Learning and Project-Based Learning methods, students are able to produce written works in the form of descriptive and argumentative essays in Mandarin that meet the competency standards of HSK Level 4. This study employs a qualitative approach by describing the results of language error analysis on descriptive and argumentative essays produced by students in the Advanced Mandarin Reading and Writing II course. The data sources of this research are descriptive and argumentative essays written by 10 students. The data in this study are the types of errors found in the students’ essays, totaling 110 essays in Mandarin. The research found two types of language errors in the students’ descriptive and argumentative essays in Mandarin: syntactic errors and lexical errors. Syntactic errors include mistakes in word usage, grammatical errors, and inaccuracies in word choice. Meanwhile, lexical errors include incorrect writing of Han characters and improper use of words with similar meanings. These errors are generally caused by students’ limited understanding of the meaning of Mandarin vocabulary and mistakes in writing or typing Han characters. Therefore, increased practice in Mandarin writing skills is needed, particularly in mastering grammatical structures, using appropriate vocabulary, and accuracy in writing Han characters, so that students’ writing abilities can develop optimally.
Pengaruh Metode Gamification Terhadap Keterampilan Membaca Pemahaman Teks Biografi Purwitasari, Tiara; Tressyalina, Tressyalina; Atmazaki, Atmazaki; Nursaid, Nursaid; Nofrahadi, Nofrahadi
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16499

Abstract

This study aims to describe the reading comprehension skills of biography texts among tenth-grade students of SMA Negeri 1 Ampek Angkek who were taught using the gamification method and those who were taught without using the method, as well as to determine the effect of the gamification method on students’ reading comprehension skills. This research employed an experimental approach using a Quasi Experimental Design with a Nonequivalent Control Group Design. The population consisted of 352 tenth-grade students of SMA Negeri 1 Ampek Angkek in the 2025/2026 academic year. The samples were selected through purposive sampling, namely class X.E1 as the experimental class and class X.E3 as the control class, each consisting of 35 students. Data were collected using an objective multiple-choice test and analyzed using percentage formulas, mean scores, prerequisite tests, a t-test, and N-gain calculations. The results show that students taught using the gamification method achieved higher reading comprehension skills than those taught through conventional learning. The independent sample t-test result indicates that tcount (2.87) > ttable (2.00) at a significance level of 0.05
Efektivitas Penggunaan Fenomena Lokal pada Model Think Talk Write dalam Meningkatkan Keterampilan Menulis Teks Eksplanasi Putri, Adinda Muthiara; Tressyalina, Tressyalina; Atmazaki, Atmazaki; Abdurrahman, Abdurrahman; Nofrahadi, Nofrahadi
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16502

Abstract

This study aims to describe students’ explanatory text writing skills taught using local phenomena through the Think Talk Write (TTW) model, students’ writing skills without using local phenomena, and the differences between the two groups. This research used a quantitative approach with a quasi-experimental method using a Nonequivalent Control Group Design. The population consisted of ninth-grade students of SMP Negeri 1 Padang Panjang in the 2025/2026 academic year. The sample included an experimental class and a control class. Data were collected through a performance test of writing explanatory texts. Data analysis was conducted using normality tests, homogeneity tests, and t-tests. The results showed that students taught using local phenomena through the Think Talk Write model had higher explanatory writing skills than those taught using conventional learning. The t-test results indicated a significant effect (tcount 2.14 > ttable 2.04). Therefore, the use of local phenomena through the Think Talk Write model effectively improves students’ explanatory text writing skills.

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