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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 34 Documents
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Educate to Activate: A Serial Mediation Approach to Entrepreneurial Intentions among Vocational Students Dede Kurnia; Azizah Fauziyah; Nizza Nadya Rachmani
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 17 No. 1 (2025)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v17i1.70

Abstract

This study explores how entrepreneurial education shapes students' entrepreneurial intentions through psychological mechanisms. Specifically, it examines the mediating roles of subjective norms, personal attitudes, and perceived behavioral control in this relationship. A survey was conducted involving 366 vocational high school students in Tasikmalaya. The collected data were analyzed using the Serial Multiple Mediation (SMM) model with Hayes’ PROCESS macro to test the proposed framework. The results indicate that entrepreneurial education does not have a direct effect on students' entrepreneurial intentions. Instead, its impact is entirely mediated by subjective norms, personal attitudes, and perceived behavioral control, each of which shows a significant positive influence on entrepreneurial intentions. These findings highlight the importance of psychological factors in translating entrepreneurial education into actionable intentions, suggesting that enhancing these factors could improve the effectiveness of entrepreneurship programs.
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

This study aims to evaluate the effectiveness of the Auditory, Intellectuality, Repetition (AIR) learning model in enhancing the mathematics academic performance of elementary school students. This study employed a quantitative methodology utilizing an Interrupted Time Series design, involving students who undertook a pre-test before the AIR-based learning intervention and a post-test subsequently. The Number-Test was employed to assess students' mathematical proficiency. The data acquired from both tests were subjected to quantitative analysis. A paired sample t-test was performed to compare students' pre-test and post-test scores. The normalized gain (N-gain) score was computed to assess the extent of enhancement. The results indicated a notable moderate enhancement in students' attainment of mathematics learning outcomes following the implementation of AIR models. Subsequent investigation indicated no substantial disparity in mathematics learning outcomes between male and female students. The AIR model demonstrated equivalent efficacy across genders. The AIR learning paradigm significantly improved students' comprehension of mathematical concepts, specifically regarding 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

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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