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INDONESIA
PAIDAGOGIA
Published by Lombok Institute
ISSN : -     EISSN : 30638704     DOI : https://doi.org/10.63757/pjipp.v2i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
PAIDAGOGIA contains scientific articles from research in Education, Teaching and Learning which include : 1. Formal/School Education 2. Nonformal/Community Education 3. Informal/Family Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 1 (2024): June" : 5 Documents clear
The Influence of Local Potential-Based Comic Media on Environmental Literacy and Students' Conceptual Understanding Desy Destania; Ismail Efendi
PAIDAGOGIA: Jurnal Inovasi Pendidikan dan Pembelajaran Vol. 1 No. 1 (2024): June
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/pjipp.v1i1.3

Abstract

This research aims to determine (1) the influence of local potential-based comic media on environmental literacy and students' conceptual understanding in high schools in West Sumbawa Regency and (2) the differences in environmental literacy and conceptual understanding of students in the two experimental classes. The research follows a Pre-Experimental design with a one-group pre-test and post-test design. The population includes all high school students in West Sumbawa Regency, with a sample of 38 students from Class XI at SMA 1 Taliwang and SMA 2 Taliwang. Research instruments include questionnaires and tests, where the questionnaire measures students' environmental literacy, and the test evaluates students' conceptual understanding. Data analysis employs N-Gain and t-test. N-Gain is utilized to assess the impact of local potential-based comic media on environmental literacy and conceptual understanding, while the t-test is applied to identify differences in environmental literacy and conceptual understanding between the experimental classes. The research findings indicate that implementing local potential-based comic media significantly influences environmental literacy and conceptual understanding in both experimental classes, with an N-Gain value of 0.5 in the moderate category. Further analysis reveals no significant differences in conceptual understanding and environmental literacy between the two experimental schools (Sig > 0.05).
The Influence of Local Primacy-Based Comic Media on Green Behaviour and Student Motivation Baiq Herlia Rukmayanti; Baiq Muli Harisanti
PAIDAGOGIA: Jurnal Inovasi Pendidikan dan Pembelajaran Vol. 1 No. 1 (2024): June
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/pjipp.v1i1.5

Abstract

This research describes the results of implementing local primacy-based comic media in fostering green behaviour and student learning motivation. This study employed a pre-experimental design using the one-group pre-test post-test method. The research was conducted at SDN 1 Labuapi and SDN 1 Kuranji, West Lombok Regency. The measurement of green behaviour and student learning motivation used questionnaire sheets. The green behaviour questionnaire employed a Likert scale of three aspects, nine indicators, and fourteen statements with response options: score 1 = disagree, 2 = somewhat disagree, and 3 = agree, with reverse scoring for negative statements. The student motivation questionnaire adopted and modified a questionnaire consisting of four aspects: Choice of tasks, Effort, Persistence, and Self-confidence. Learning outcome data were analyzed, and the N-gain values were calculated and converted into 0.7 < g ≤ 1 (high), 0.3 < g ≤ 0.7 (medium), and g ≤ 0.3 (low). Finally, a t-test was conducted to determine the differences in student learning motivation and green behaviour between the two experimental classes. Implementing region-based comic media impacted green behaviour and elementary school student motivation (p < 0.05). Furthermore, the improvement in green behaviour for both experimental classes was categorized as a medium, while the increase in student motivation was categorized as low. Further analysis indicated no significant differences in student motivation and green behaviour between the two experimental schools. This could be attributed to the students' similar initial understanding in both experimental schools.
The Effect of The Team-Assisted Individualization Learning Model on Students' Science Process Skills and Cognitive Learning Outcomes Mardiati Mardiati; I Wayan Karmana
PAIDAGOGIA: Jurnal Inovasi Pendidikan dan Pembelajaran Vol. 1 No. 1 (2024): June
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/pjipp.v1i1.6

Abstract

This study aims to determine the influence of the Team Assisted Individualization (TAI) learning model on students' science process skills and cognitive learning outcomes. Employing a quasi-experimental design with a nonequivalent control group design, the research population consists of all tenth-grade students at Madrasah Aliyah Qamarul Huda Bagu, Central Lombok, with a sample size of 49 individuals. Observation sheets are utilized to measure science process skills, while students' cognitive learning outcomes are assessed through a learning achievement test. The data on science process skills are tabulated and categorized as follows: high (80-100%), medium (60-79%), and low (0-59%). The student's learning outcomes are tabulated and analyzed using covariance (ANCOVA) analysis to discern differences between the experimental and control classes. Implementing the TAI model in teaching effectively enhances science process skills and students' learning outcomes (Sig.<.05). The students' science process skills fall within the medium category. Successful TAI implementation requires meticulous planning, teacher support, and coordination among team members. Additionally, factors such as group size, students' proficiency levels, and available resources can influence the effectiveness of TAI in education. Hence, educators must carefully consider TAI implementation in the classroom to maximize its impact on student motivation and cognitive learning outcomes.
Influence of The Problem-Based Instruction (PBI) Model Based on Audiovisual Media Oon Students' Problem-Solving Skills and Cognitive Learning Outcomes Susila Handayani; Herdiyana Fitriani
PAIDAGOGIA: Jurnal Inovasi Pendidikan dan Pembelajaran Vol. 1 No. 1 (2024): June
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/pjipp.v1i1.7

Abstract

This study aims to describe the results of implementing PBI in Islamic Senior High School on students' learning outcomes and problem-solving abilities. The research adopts a Quasi-Experiment using a nonequivalent control group design. The subjects are tenth-grade students at Al-Aziziyah Islamic Senior High School, West Lombok, with classes XA and XC as the experimental and control groups. Students' problem-solving abilities are measured through assignments while learning outcomes are assessed using a 20-question multiple-choice and essay test. Data on students' problem-solving abilities are analyzed descriptively and categorized as follows: 80 ≤ Na ≤ 100 (very good), 60 ≤ Na ≤ 80 (good), 40 ≤ Na ≤ 60 (fair), 20 ≤ Na ≤ 40 (poor), and Na ≤ 20 (very poor). Students' learning outcomes data are analyzed using descriptive statistics, and a t-test is conducted to determine the difference in students' learning outcomes between the experimental and control groups. The research findings indicate that the audiovisual-based PBI model can enhance students' problem-solving abilities, supported by improving problem-solving abilities from the first to the second meetings in each experimental class. However, the influence of the audiovisual-based PBI model does not significantly impact the improvement of students' learning outcomes. This lack of influence is attributed to researchers' inability to plan, control, and condition the classroom. This results in suboptimal PBI syntax implementation and no significant improvement in students' learning outcomes in the experimental class.
Implementation of the Scramble Learning Model and Its Effect on Student Motivation and Learning Outcomes Yeni Rostiana; Ali Imran
PAIDAGOGIA: Jurnal Inovasi Pendidikan dan Pembelajaran Vol. 1 No. 1 (2024): June
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/pjipp.v1i1.8

Abstract

This study aims to determine the effect of the scramble learning model on student motivation and learning outcomes. The research employed a Quasi-Experimental design using a Pretest-Posttest Control Group. The population consisted of all eighth-grade students at MTs Ulil Al-Baab NW Lendang Jaran, East Lombok, with a sample size of 40 students. Student learning outcomes data were collected using tests, while motivation data were gathered using questionnaires. The data were analyzed using descriptive statistics and a t-test to determine the differences in student learning outcomes between the experimental and control groups. The implementation of the scramble learning model had a positive impact on improving student learning outcomes. This was reinforced by significant differences in student learning outcomes between the experimental and control groups (p>0.05). The influence of the Scramble learning model is presumed to be due to its offering of interactive and collaborative learning activities, ultimately enhancing student learning outcomes. Additionally, the research findings indicate that the Scramble learning model affects student motivation. Further findings reveal that student motivation in the experimental and control groups does not significantly differ, likely due to intrinsic factors such as interest in learning. This is supported by observational results showing no significant difference in student interest in learning between the experimental and control groups, suggesting that student motivation in both groups is not significantly different.

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