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INDONESIA
Pedagogia : Jurnal Ilmiah Pendidikan
Published by Universitas Pakuan
ISSN : 16935799     EISSN : 24602175     DOI : https://doi.org/10.55215/pedagogia
Core Subject : Science, Education, Social,
Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Mathematics Social Sciences
The scope of our journal includes (1) Language and literature education; (2) Social sciences and humanities education; (3) Sports and health education; (4) Economy and business education; (5) Math and natural science education; (6) Vocational and engineering education, (7) Visual arts, dance, music, and design education, (8) Management Education and (9) Educational Community Service fields in elementary school, middle school, high school, even in college.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
 1 
Search results for , issue "vol. 17 no. 2 (2025)" : 7 Documents clear
Strengthening Science Literacy Through Academic Supervision: Insights from High School Science Teachers Iriwi Louisa S Sinon; Maisyaroh Maisyaroh; Rochmawati Rochmawati
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 17 No. 2 (2025)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v17i2.58

Abstract

Academic supervision is a systematic professional development process aimed at enhancing instructors' pedagogical and professional competencies through guidance and reflection. In the context of educational challenges in West Papua, including geographical and resource constraints, comprehending teacher attitudes poses a difficulty for supervisory tactics. This study aims to investigate the perspectives of physics teachers regarding the application of academic monitoring in public and private high schools in West Papua to strengthening scientific literacy. The employed research methodology is qualitative, utilising a case study approach. Data were gathered via comprehensive interviews with nine Physics Science educators to investigate their experiences, reactions, and anticipations regarding the academic supervision process. The study's findings indicated that teacher perceptions were significantly affected by the supervisory approach, the quality of communication between teachers and supervisors, and the pertinence of the feedback provided. Educators possess adequate comprehension of the design, execution, and evaluation of academic oversight by the principal. Favourable perceptions typically foster educators' receptiveness to transformation and enhancement of instructional methodologies. It is essential for principals to comprehend the scientific content pertinent to the subject matter taught by each educator, particularly regarding scientific literacy (scientific approach). Supervisor competencies that diverge from the relevant field of study also impede the efficacy of supervision. This study theoretically enhances the discussion on teacher perceptions in academic supervision. The findings can serve as a resource for educational stakeholders to design a more contextual and effective supervision model, particularly in regions with distinct socio-cultural and infrastructural situations like West Papua.
Learning Beyond Limits: A Literature Review on Educational Facilities and Student Achievement in 3T Regions Hidayatussa'adah Hidayatussa'adah; Eko Budi Santoso
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 17 No. 2 (2025)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v17i2.61

Abstract

The disparity in education quality between urban areas and underdeveloped regions such as Maluku and Papua remains a critical issue in Indonesia. Limited educational facilities, such as classrooms, laboratories, and internet access are often perceived as major barriers to academic achievement. However, the success of students from these regions in national competitions like the Academy of Champions (AoC) by Ruangguru suggests that physical limitations do not necessarily hinder academic excellence. This study aims to examine how educational facility management can be effectively implemented under constrained conditions in 3T regions. Using a literature review method with a descriptive analytical approach, this research explores various secondary sources that highlight educational management practices in Maluku and Papua. The findings reveal that functional-based management, community participation, the use of educational technology, and adaptive school leadership are key success factors. The study concludes that limitations can be overcome through contextual and innovative managerial approaches, as well as through collaboration between schools, communities, and digital tools to create productive and inclusive learning environments.
Reimagining School Management: Integrating Local Wisdom to Enhance School Quality in the Society 5.0 Era Dahlia Rineva Puspitasari; Munir Munir; Udin Syaefudin Sa’ud; Sururi Sururi
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 17 No. 2 (2025)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v17i2.63

Abstract

Integrating cultural values into school management is essential for strengthening institutional identity while equipping educational communities to navigate the challenges of modernization, technological advancement, and the Society 5.0 era. This study aims to develop a school management model based on Sabilulungan local wisdom to improve school quality sustainably in the Society 5.0 era. This study uses a Research and Development (R&D) approach with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model. Data collection was carried out through questionnaires, in-depth interviews, observations, and documentation studies, with triangulation of methods and sources to increase the validity of the findings. The results of the study indicate that school management that integrates Sabilulungan values such as mutual cooperation, deliberation, and togetherness can increase the effectiveness of planning, implementation, organizing, and supervision in schools. This model strengthens community participation, strengthens a humanistic organizational culture, and improves overall educational performance. It could be concluded, the implementation model has also proven effective in the social and technological context in school, with the support of principals, teachers, and school communities as key success factors. This research provides theoretical contributions in the development of local wisdom-based management models and offers practical solutions for more adaptive, participatory, and contextual school management.
Interactive Multimedia as a Catalyst for Improving Students’ Mathematical Problem-Solving Ability Nur Wasi'ah; Adi Nur Cahyono
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 17 No. 2 (2025)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v17i2.64

Abstract

Students in Indonesia often have difficulties in mathematics problem-solving, mainly due to the absence of engaging media in traditional teaching techniques. This study aimed to examine the effect of interactive learning multimedia on students' mathematical problem-solving skills. We performed a Systematic Literature Review (SLR), examining 20 papers, of which 15 were selected from accredited national journals (Sinta 1-5) sourced from Scopus and Google Scholar, with a specific emphasis on "interactive learning multimedia" and "mathematical problem-solving ability." The results repeatedly indicated that interactive learning multimedia substantially improves students' mathematical problem-solving abilities. Integrating interactive multimedia, especially within a Problem-Based Learning (PBL) framework, shown significantly greater efficacy than traditional training devoid of such media. In conclusion, interactive learning multimedia is a crucial instrument for enhancing mathematics instruction and cultivating students' critical problem-solving skills.
Polite Character from a Multicultural Perspective: A Systematic Literature Review Zahra Nelissa; Agus Taufiq; Juntika Nurihsan; Anne Hafina; Khairiah Khairiah
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 17 No. 2 (2025)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v17i2.72

Abstract

The rise of globalization and increasing cultural diversity in modern societies pose complex challenges in shaping polite character, which is considered universal but varies significantly across cultures. This study aims to explore the characteristics of polite behavior from multiple cultural perspectives, evaluate its application in multicultural education, identify factors influencing its development, and investigate the integration of universal politeness with local cultural values. A qualitative approach was employed through a Systematic Literature Review (SLR) guided by the PRISMA protocol. Literature was sourced from Scopus and Google Scholar, focusing on Q1–Q4 journals published between 2020 and 2025 in Indonesian and English. The review of ten cross-cultural studies revealed diverse politeness strategies across regions—from East Asia to Africa—highlighting ten influential factors, including cultural orientation, social status, relational closeness, and pragmatic competence. The findings show that politeness is not a fixed construct but a culturally contextual phenomenon, necessitating holistic and adaptive strategies in multicultural education. This study concludes that integrating universal values with cultural particularities requires intercultural pragmatic competence and culturally responsive pedagogy. These findings offer both theoretical and practical contributions to character education, emphasizing the importance of balancing global standards with local wisdom in fostering social harmony.
Assessing Learning Attainment Through the AIR Model: A Mathematics and Gender Differences Study Della Permata Sari; Fida Rahmantika Hadi; Lingga Nico Pradana
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 17 No. 2 (2025)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v17i2.75

Abstract

Mathematics education in the 21st century compels educators to not only instruct on procedures and formulas but also to create learning experiences that foster contextual problem modelling, critical reasoning, collaboration, and the effective use of digital technology to cultivate adaptive and advanced cognitive skills in students, particularly in elementary schools. This study aims to examine the effectiveness of the Auditory, Intellectuality, Repetition (AIR) learning model in improving the mathematics learning outcomes of fifth-grade elementary students. Using a quantitative approach with an Interrupted Time Series design, this study involved 28 students who completed a pre-test prior to the AIR-based learning intervention and a post-test afterward. The Number-Test was used to measure students’ mathematics achievement. Data obtained from both tests were analyzed quantitatively. A paired sample t-test was conducted to compare students’ pre-test and post-test scores. The normalized gain (N-gain) score was also calculated to determine the degree of improvement. The average pre-test score was 64.46, while the post-test average increased to 85. The results of paired sample t-test analysis showed a significant improvement in students’ achievement (p < 0.001). The normalized gain (N-gain) score was 0.57, indicating a moderate level of improvement. Further analysis using an independent sample t-test revealed no significant difference in learning outcomes between male and female students (p = 0.685), suggesting that the AIR model was equally effective across gender. Overall, the AIR learning model positively contributed to enhancing students’ mathematical understanding, particularly in least common multiple (LCM) and greatest common factor (GCF) topics.
Teachers’ Pedagogical Transformation Towards 21st Century Learning in Enhancing Students’ Thinking Skills Muhammad Izzat Mailis; Rosnidar Mansor
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 17 No. 2 (2025)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v17i2.79

Abstract

Learning in the 21st century has its own challenges and demands that teachers transform in their teaching. This study aims to examines how Malaysian teachers implement 21st Century Learning (21CL), focusing on teaching strategies, challenges, and the integration of Higher Order Thinking Skills (HOTs). Using a qualitative design, data were collected through interviews, classroom observations and lesson plan analysis involving purposively selected teachers. Findings show that teachers use various 21CL strategies such as collaborative, project-based and problem-based learning, digital tools and visual thinking techniques to promote HOTs and active student engagement. Implementation, however, is constrained by limited technological resources, unstable internet, insufficient teaching aids, low digital proficiency and environmental challenges such as large class sizes and limited time. Teachers with prior 21CL training applied the 4C elements which is Communication, Collaboration, Creativity, and Critical Thinking more consistently. The study highlights that effective 21CL practice requires teacher readiness supported by adequate infrastructure, ongoing professional development and strong school leadership. Implications for teaching, administration and policy are outlined, with recommendations for broader sampling, longitudinal studies and intervention research.

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