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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 394 Documents
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Dominasi Scholar Academic dalam Kurikulum Pesantren: Studi Ideologi Kurikulum Pendidikan Islam Perspektif Michael Schiro Rosyid, Muhammad Iqbal; Adibuddin, Muhammad Nur; Muzakky, Ahmad Faid; Nugroho, Muhamad Yusuf Amin
Paedagogie Vol 21 No 3 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.213.17175

Abstract

This study aims to examine the dominance of the Scholar Academic ideology in the pesantren curriculum through the perspective of Michael Schiro. This study employs a descriptive qualitative approach using library research. The research data were obtained from primary and secondary literature discussing curriculum ideology, pesantren education, kitab kuning, the authority of kiai, learning methods, and santri evaluation. Data were collected through the tracing, selection, and critical review of relevant scholarly sources. Furthermore, the data were analyzed using directed qualitative content analysis by referring to Schiro’s four categories of curriculum ideology, namely Scholar Academic, Social Efficiency, Learner Centered, and Social Reconstruction. The findings indicate that the pesantren curriculum has a strong tendency toward Scholar Academic. This tendency is reflected in the central position of kitab kuning, the transmission of classical religious knowledge, the scholarly authority of kiai, and an evaluation system based on textual mastery. Nevertheless, this dominance is not rigid, as it still contains humanistic values through the formation of adab, exemplary conduct, khidmah, and santri mentoring. This study concludes that Scholar Academic Pesantren represents a distinctive curriculum orientation that integrates mastery of knowledge, continuity of tradition, and the humanization of santri.
Profil Technological Pedagogical Content Knowledge Guru Ekonomi: Analisis Deskriptif Tujuh Komponen Pengetahuan Lestari, Dian; Achmadi; Syamsuri
Paedagogie Vol 21 No 3 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.213.17217

Abstract

This study aims to describe the profile of teachers' Technological Pedagogical Content Knowledge (TPACK) based on seven components, namely Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK), and Technological Pedagogical Content Knowledge (TPACK), without examining the relationships or effects between variables. This study employed a quantitative descriptive approach using a survey method. Data were collected through a closed Likert-scale questionnaire distributed to 253 economics teachers affiliated with the Subject Teacher Working Group (MGMP) for Economics. Data were analyzed descriptively using mean scores, standard deviations, and a three-level categorization (low, moderate, high) based on mean and standard deviation norms. The results show that the majority of teachers fall into the moderate category across all seven TPACK components, with Technological Content Knowledge (TCK) showing the relatively highest achievement and Pedagogical Knowledge (PK) showing the relatively lowest achievement, particularly on the indicator of understanding students characteristics. The findings indicate that teachers ability to integrate technology with subject content has developed reasonably well, whereas pedagogical competence oriented toward individual student needs still requires strengthening through continuous professional development.
Studi Korelasi Kecerdasan Emosional dengan Keaktifan Belajar IPAS Siswa Kelas V Sekolah Dasar Suprapmanto, Joko; Mulamah, Siti
Paedagogie Vol 21 No 3 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.213.17129

Abstract

  This study aims to find out the relationship between emotional intelligence and science learning activity among fifth-grade elementary school students, specifically at SDN 1 Jampangkulon. The study uses a correlational method with a quantitative approach, involving 219 fifth-grade students in cluster 1 Jampangkulon, and 69 of them were selected as the main sample, namely in the fifth grade at SDN 1 Jampangkulon, chosen using a simple random sampling technique with the Slovin formula. Data were collected through emotional intelligence questionnaires and science learning activity questionnaires. Data analysis was done using statistics, including prerequisite tests like normality test, linearity test, and heteroscedasticity test, as well as hypothesis testing using the Pearson Product Moment correlation test. The results showed that students' emotional intelligence falls into the moderate category, with 68.1%, while their science learning activity is in the moderate category with 72.5%. The correlation test results showed a correlation coefficient of 0.766 with a significance value of 0.000 < 0.05. These findings indicate a positive and significant relationship between emotional intelligence and active learning in science. Emotional intelligence contributes 58.7% to science learning activities, while other factors outside the study influence it by 41.3%. The conclusion of this study shows that students are more engaged in their learning when their emotional intelligence is better during science learning, as shown throughout the learning process.
Pengaruh Model Cooperative Learning Tipe STAD Berbasis Pembelajaran Kontekstual Terhadap Kemampuan Berpikir Kritis Siswa di Kelas IV SD Apriyanti, Rizki; Rizki; Suprapmanto, Joko
Paedagogie Vol 21 No 3 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.213.17130

Abstract

Critical reasoning ability is an essential dimension of Pancasila Student Profile that must be stimulated since elementary school, especially in IPAS learning. However, facts in the field show that the dominance of conventional methods causes students to be passive and have difficulty in answering continuous reasoning questions on energy matter and its changes. This research aims to find out the influence of the cooperative learning model of the Student Teams Achievement Division (STAD) type based on contextual learning on the critical thinking ability of students in grade IV of elementary school. This research is a quantitative study with a quasi-experimental design using the Nonequivalent Control Group Design. Subjects consisted of an experimental group (31 Gudang Elementary School students) and a control group (54 students of 1 Nagrak Elementary School) in Group I Nagrak District, Sukabumi. Data collection technique using critical thinking ability description test. Since all data distribution met the prerequisite assumptions of normality (p=0.200) and homogeneity (p=0.400), the final hypothesis testing used parametric statistics through the Independent Sample T-Test. The results of the analysis show a significant difference in critical thinking ability between the two groups (t=-2.056;df=83;p=0.043<0.05), with the experimental group's mean score (83.71) outperforming the control group (77.98). The integration of heterogeneous group work and the relevance of real problems can shift the role of students into analytical problem solvers. 
Model Pembelajaran Team Games Tournament (TGT) dalam Pembelajaran Sejarah: Kajian Literatur tentang Efektivitas, Peluang, dan Tantangan Suryani; Djono
Paedagogie Vol 21 No 3 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.213.17135

Abstract

This study aims to critically analyze the implementation of the Team Games Tournament (TGT) learning model in history education through a literature review of various previous studies. This study is motivated by the still limited understanding of how the cooperative learning mechanisms in TGT contribute to improving the quality of history education, as well as the opportunities and limitations of its application in various learning contexts. This study employs a literature review method with a descriptive qualitative approach. The literature was obtained by searching for journal articles, conference proceedings, and scientific publications from 2015 to 2025 using several academic databases. The retrieved articles were selected based on criteria of topic relevance, suitability to the history learning context, availability of full-text versions, and the quality of the publication sources. The data were analyzed using content analysis techniques through a process of identification, thematic grouping, cross-study comparison, and synthesis of findings. The study’s findings indicate that the effectiveness of TGT in history instruction is influenced not only by elements of play and competition but primarily by cooperative learning mechanisms that involve social interaction, positive interdependence, individual responsibility, and group motivation. A synthesis of the research shows that TGT contributes to increased learning motivation, student engagement, social interaction, and history learning outcomes. Furthermore, the integration of TGT with digital learning media provides broader opportunities for development in supporting 21st-century skills such as collaboration, communication, creativity, and critical thinking. However, this study also found that the implementation of TGT has limitations, particularly regarding the need for more time, teachers’ readiness to design learning activities, the potential for certain students to dominate within groups, and dependence on the availability of supporting resources. This study offers the theoretical implication that TGT can be understood as a cooperative learning model that operates through mechanisms of social and motivational interaction, rather than merely as a game-based learning strategy. In practical terms, the implementation of TGT in history education should be directed toward instructional designs that strengthen individual responsibility, historical thinking skills, and students’ active engagement.
Pengembangan Media Ular Tangga untuk Pembelajaran Proses Pertumbuhan Tanaman Kelas IV SD Rohmah, Eka Futihatur; Hunaifi, Abdul Aziz; Budianto, Agus
Paedagogie Vol 21 No 3 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.213.17142

Abstract

This study aims to describe the validity, practicality, and effectiveness of a snake-and-ladder learning medium on the topic of the plant growth process for fourth-grade students at SDN Parang 2 Kediri. The study was motivated by students’ limited understanding of the topic due to conventional teaching practices that lacked visual media support. A Research and Development method following the ADDIE model was applied, involving one content expert, one media expert, and twenty-six fourth-grade students during the field trial. Data were gathered through interviews, observation, questionnaires, and tests, then analyzed using quantitative and qualitative descriptive techniques. The results show a validity score of 88%, a practicality score of 89.8%, and an effectiveness score of 89.8%, indicating that the medium is suitable for science instruction in elementary school. This medium is expected to serve as an engaging alternative that helps students grasp the concept of plant growth in a concrete manner.
Pengembangan Media Flashcard Augmented Reality untuk Pembelajaran Keragaman Budaya Nusantara di Kelas V Sekolah Dasar Sudarwati, Enik; Hunaifi, Abdul Aziz; Budianto, Agus
Paedagogie Vol 21 No 3 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.213.17146

Abstract

Learning about Indonesian cultural diversity in primary school, particularly traditional clothing and traditional houses, still relies heavily on textbooks and worksheets, leaving students with only static visual illustrations. This condition contributes to low learning outcomes and limited student engagement during lessons. This study aims to describe the validity, practicality, and effectiveness of an Augmented Reality (AR) flashcard as an alternative medium for learning Indonesian cultural diversity. The study applied the Research and Development method using the ADDIE model, covering analysis, design, development, implementation, and evaluation. Data were collected through observation, interviews, and questionnaires, then analyzed descriptively in qualitative form for product revision and descriptively in quantitative form to calculate the percentages of validity, practicality, and effectiveness. The results show that the media obtained a validity score of 87 percent, a practicality score of 89.5 percent, and an effectiveness score of 88.5 percent, all falling into the very good category according to the criteria used. The AR flashcard medium is proven suitable as an alternative social studies learning medium that helps students understand Indonesian cultural diversity in a more concrete and interactive way.
Meningkatkan Kemampuan Literasi Matematis Melalui Flipped Classroom dengan Gamifikasi Pada Siswa SMA Nurlatipah, Laila; Nindiasari, Hepsi; Rafianti, Isna
Paedagogie Vol 21 No 3 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.213.17283

Abstract

This study aimed to determine whether the improvement in students' mathematical literacy taught through the flipped classroom model combined with gamification was better than that of students taught through the Problem Based Learning (PBL) model, as an effort to address the low mathematical literacy of Indonesian students reflected in the 2022 PISA results and field observations. A quantitative method with a quasi-experimental design, namely the nonequivalent pretest-posttest control group design, was used. Sixty-five eleventh-grade students were selected through cluster random sampling, consisting of an experimental class of 32 students taught with the gamified flipped classroom and a control class of 33 students taught with PBL. Data were collected through a six-item mathematical literacy essay test and a student-response questionnaire, then analyzed using the Independent Sample t-Test and effect size calculation. The results showed that the mean N-Gain of the experimental class (0.70) was significantly higher than that of the control class (0.58), with a large effect size (d = 0.6653) and a positive student response of 77%. It can be concluded that the gamified flipped classroom model is more effective in improving students' mathematical literacy than the PBL model.
Persepsi Guru tentang Literasi Sejarah di Era Disinformasi: Implikasinya terhadap Pembelajaran Sejarah Roro Wilis; Wilis, Roro; Jovanda, Reynaldy; Parhamah, Winda Pitriani; Imroah Laina Retno Mukti Kusuma; Hidayat, Syahrul
Paedagogie Vol 21 No 3 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.213.17427

Abstract

This study aims to analyze teachers' perceptions of historical literacy in the era of disinformation and their implications for the implementation of history learning. A qualitative approach with a multiple case study design was used to understand patterns and explore data in depth on the research subjects, namely history teachers and student representatives at SMA Negeri 6 Yogyakarta and SMA Negeri 9 Yogyakarta. Data collection was carried out through direct observation, in-depth interviews, and document analysis; while secondary sources were obtained from an inventory of indexed scientific articles relevant to the research topic. Data analysis was carried out using triangulation of sources and techniques. The results of the study indicate that a proper understanding of the concept of historical literacy can contribute to preparing students to be adaptive in the era of disinformation. History teachers at SMA Negeri 6 Yogyakarta and SMA Negeri 9 Yogyakarta define historical literacy not only as the ability to read and write, but also as the ability to analyze historical sources, verify and compare various pieces of information, and construct interpretations based on historical evidence. These perceptions have implications for the implementation of student-centered learning, the selection of contextual and controversial materials, and the use of authentic assessments oriented towards Higher Order Thinking Skills (HOTS).
Pengaruh Layanan Informasi Karier terhadap Motivasi Belajar Siswa Kelas VIII SMP Negeri 139 Jakarta Grace Paska, Yosefa; Simorangkir, Melda Rumia; Ernawati, Renatha
Paedagogie Vol 21 No 3 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.213.17127

Abstract

This study is motivated by the low level of students’ learning motivation, which is influenced by the less optimal implementation of career information services in schools. Limited media and uninteresting delivery methods have caused students to lack a comprehensive understanding of their interests and potentials. The purpose of this study is to analyze the effect of career information services on the learning motivation of eighth-grade students at SMP Negeri 139 Jakarta and to evaluate the extent to which these services contribute to enhancing students’ learning motivation. This research employed a quantitative associative method. The sampling technique used was purposive sampling, involving 100 eighth-grade students as respondents. Data were collected through questionnaires measuring career information services and learning motivation. The data were analyzed using simple linear regression analysis with the assistance of IBM SPSS software. The results indicated that career information services have a positive and significant effect on students’ learning motivation, with a correlation value (R) of 0.560 and an R Square value of 0.313, indicating that career information services contribute 31.3% to students’ learning motivation. The significance value of 0.000 < 0.05 confirms that the research hypothesis is accepted. Therefore, the better the implementation of career information services in schools, the higher the students’ learning motivation. The findings of this study are expected to serve as a reference for guidance and counseling teachers in improving the effectiveness of career information services to foster students’ learning motivation.

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