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Agung Prihatmojo
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Arshaka: Pedagogy and Learning Review
Published by Creative Smart Visionary
ISSN : -     EISSN : 31235794     DOI : -
Core Subject : Education, Social,
Education Environmental Science Other
Arshaka: Pedagogy and Learning Review publishes scholarly works that address a wide range of themes in pedagogy and educational studies. The journal opens opportunities for the dissemination of interdisciplinary, innovative, and evidence-based research that contributes to the development of educational theory and practice. Submissions may take the form of empirical studies, theoretical papers, literature reviews, or methodological discussions relevant to the field. The journal welcomes manuscripts that fall within the following areas of inquiry: Pedagogical Theories and Practices, Learning Processes and Learning Outcomes, Educational Technology and Digital Learning, Educational Psychology and Learner Development, Educational Policy and Learning Management, Ethnopedagogy, Multicultural Education, and Cultural Integration in Learning
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 13 Documents
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Integration of technology in differentiated learning to improve student learning outcomes in elementary school Diah Retno Anggraini; Muhamad Yahrif; Amira Deani
Arshaka: Social Sciences and Education Vol 1 No 2 (2025): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

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Abstract

This study aims to measure the impact of technology integration in differentiated learning on student learning outcomes in elementary school. Using a quantitative experimental design with a pre-test post-test approach, this study involved 120 students of School 231 Sukaasih who were divided into two groups: an experimental group that used technology in differentiated learning and a control group that used traditional methods. Data was collected through pre-test, post-test, and student engagement questionnaires. Data analysis was conducted using t-tests for group comparison and linear regression to analyze the relationship between student engagement and learning outcomes. The results showed that the experimental group experienced a significant improvement in learning outcomes, with a higher average post-test score than the control group. In addition, higher student engagement in technology-based learning was positively associated with improved learning outcomes. These findings indicate that the use of technology in differentiated learning can improve students' understanding of the material and increase their engagement in the learning process. The implication of this study is the importance of integrating technology in education to improve the quality of learning, but this requires infrastructure support and training for teachers to maximize its benefits.
The effect of problem-based learning on students' critical thinking skills in school Suharti Siradjuddin; Uswati Hasanah; Handayani
Arshaka: Social Sciences and Education Vol 1 No 2 (2025): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

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Abstract

This study aims to explore the influence of Problem-Based Learning (PBL) on improving students' critical thinking skills in schools. PBL is a learning method that prioritizes solving real-world problems as a means to develop critical thinking skills. This study used a pseudo-experimental design with two groups, namely the experimental group that followed problem-based learning and the control group that followed conventional learning. Data was collected through pre-tests and post-tests to measure changes in critical thinking skills, as well as questionnaires to explore students' perceptions of the learning methods applied. The results showed that the experimental group experienced a significant improvement in critical thinking skills compared to the control group. The implementation of PBL was also responded positively by students, who felt more engaged in learning and more motivated. These findings indicate that PBL is effective in improving students' critical thinking skills, with supporting factors such as student engagement and teacher readiness playing an important role. The implication of this study is the importance of teacher training and the provision of adequate resources to optimize the implementation of PBL in schools in Indonesia.
Implementation of project-based collaborative learning models to improve students' social skills in elementary schools Enni Maria; Devi Anggi Friani; Athanasia Dian Setiati
Arshaka: Social Sciences and Education Vol 1 No 2 (2025): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

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Abstract

This study aims to analyze the application of Project-Based Collaborative Learning (PjBL) in improving students' social skills at Tanjung Waras State Elementary School. Using a quantitative descriptive method, this study involved 25 grade 5 students as a sample, who were tested for social skills through pre-tests and post-tests before and after the implementation of PjBL. Data were collected using questionnaires that measured five aspects of social skills, namely the ability to work together, communicate, solve problems, take initiative, and empathy, as well as observation during project-based learning. The results showed a significant improvement in all aspects of students' social skills, especially in the ability to work together in a team (75%) and communicate effectively (57.7%). This improvement reflects the effectiveness of PjBL in increasing students' social interaction and supporting the development of social skills through collaboration in groups. These findings suggest that PjBL can strengthen students' social abilities beyond their academic abilities, which is important for their future lives. The implication of this study is the importance of integrating PjBL in the elementary school curriculum to support the development of students' social skills, which are essential for their success in society.

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