cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Arief Rizka
Contact Email
m.ariefrizka@undikma.ac.id
Phone
+6281803688544
Journal Mail Official
official.lombokinstitute@gmail.com
Editorial Address
Jalan Pemuda No. 59A Mataram
Location
Unknown,
Unknown
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. 2 No. 1 (2025): June" : 5 Documents clear
Exploring Self-Directed Learning Strategy to Enhance Students’ Writing Ability: An Autonomous Learning Classroom Practice Heni Purnama Sari; Dira Permana
PAIDAGOGIA: Jurnal Inovasi Pendidikan dan Pembelajaran Vol. 2 No. 1 (2025): June
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/pjipp.v2i1.42

Abstract

This study seeks to explore the effectiveness of the Self-directed learning strategy to enhance students' writing ability. The study used a pre-experimental study with one group pretest and posttest design, which covered all eight classes of students at MTs. NW Mertak Nao as the population and samples. The instrument used descriptive text writing. The gained scores were analyzed statistically. The statistical analysis showed that the average score of pre-test was 28 and post-test score of the experimental group was 66.82, and the t-test was 4.1560, which was higher than the t-table value of 1.7247 at the significance level of 5% with the number of degrees of freedom was 54. The results of the study found that the Self-directed learning (SDL) strategy effectively enhanced students' descriptive text writing ability. The implementation of the SDL strategy has promoted students’ awareness and self-control to a well-planned learning that successfully encouraged students to participate actively and express their ideas more independently during classroom learning of writing. Independence and responsibility for the learning reflected in the ability of the students to manage time, learning goals, and learning sources has empowered the Self-directed learning strategy to be the successful key in developing student-centered learning. Finally, this finding suggests that teachers should incorporate SDL principles in carrying out writing instruction to have students’ better ability in writing.
The Effect of the Problem-Based Learning (PBL) Instructional Model on the Cognitive Learning Outcomes of Grade X Students at MA Miftahul Ulum Bettet on the Topic of Environmental Pollution Juwairiyah Juwairiyah; Moch Haikal
PAIDAGOGIA: Jurnal Inovasi Pendidikan dan Pembelajaran Vol. 2 No. 1 (2025): June
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/pjipp.v2i1.50

Abstract

This study aimed to analyze the effect of the Problem-Based Learning (PBL) model on students' cognitive learning outcomes on the topic of environmental pollution in Grade X at MA Miftahul Ulum Bettet, Pamekasan. The study used a quantitative approach with a quasi-experimental, nonequivalent pretest–posttest control-group design. The sample consisted of two classes: X IPA C, the experimental class receiving PBL, and X IPA B, the control class receiving conventional instruction (lecture and discussion), totaling 47 students. Cognitive learning outcomes data were collected using a 9-item essay test measuring cognitive domains C1–C5, administered as both a pretest and posttest. Data were analyzed using the nonparametric Kruskal–Wallis test because the normality assumption was not met. The results showed a significant difference between the cognitive learning outcomes of students in the experimental and control classes, with posttest means of M = 66.8 (SD = 5.24) and M = 53.2 (SD = 4.81), respectively, and χ²(1) = 32.7; p < 0.001; ε² = 0.711, indicating a large effect. These findings indicate that implementing PBL is effective in improving students' cognitive learning outcomes in environmental pollution material and underscore its relevance as an alternative instructional model for developing critical thinking and problem-solving skills in Biology learning at the madrasah aliyah level.
The Effect of the Guided Inquiry Learning Model on Cognitive Learning Outcomes and Student Learning Activeness of Grade 10 Students at MA Miftahul Ulum Bettet Malihatul Ainiyah; Moch Haikal
PAIDAGOGIA: Jurnal Inovasi Pendidikan dan Pembelajaran Vol. 2 No. 1 (2025): June
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/pjipp.v2i1.51

Abstract

This study was motivated by low science learning outcomes and the demands of 21st-century skills, which emphasize activeness, higher-order thinking, and students' independent engagement in the learning process. The study aimed to analyze the effect of the guided inquiry learning model on cognitive learning outcomes and student activeness among Grade 10 students at MA Miftahul Ulum Bettet, Pamekasan. A quantitative approach was employed using a quasi-experimental nonequivalent pretest–posttest control group design. The participants were female students in Grade X Science B (control: conventional/lecture-based instruction) and Grade X Science C (experimental: guided inquiry). Cognitive learning outcomes were measured using a five-item essay test, while student activeness was assessed using an observation sheet based on a rubric. Data were analyzed using Jamovi 2.0. Because the parametric assumptions were not met, the Mann–Whitney test was used for hypothesis testing. The results indicate that the experimental class achieved substantially higher mean cognitive posttest scores and activity scores than the control class, with statistically significant differences (p < 0.001) and a very large effect size. These findings suggest that guided inquiry is effective in improving students' cognitive learning outcomes and learning activity. It is therefore recommended as an alternative instructional model for Biology in Madrasah Aliyah (MA).
The Relationship between Learning Motivation and Biology Learning Outcomes of Grade XI Science Students at SMA Hidayatun Najah Proppo, Pamekasan Maskur Rohman; Moch Haikal
PAIDAGOGIA: Jurnal Inovasi Pendidikan dan Pembelajaran Vol. 2 No. 1 (2025): June
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/pjipp.v2i1.52

Abstract

This study aimed to analyze the relationship between learning motivation and biology learning outcomes among Grade XI science students at SMA Hidayatun Najah Proppo, Pamekasan, within the implementation of a guided inquiry learning approach. The study employed a quantitative correlational design and involved 19 students from Class XI IPA 1 as the sample. Learning motivation was measured using an ARCS model (Attention, Relevance, Confidence, Satisfaction) questionnaire, while learning outcomes were assessed using an essay test on the coordination system topic. Data were analyzed using simple linear regression assisted by Jamovi software. The results showed that learning motivation was not significantly associated with biology learning outcomes (R = 0.0373; R^2 = 0.00139; F(1,17) = 0.0237; p = 0.880), explaining only 0.139% of the variance. These findings indicate that, in the context of a pesantren-based school with limited face-to-face instructional time and students’ dense activity schedules, learning outcomes are likely influenced more strongly by factors other than the motivation measured in this study. Accordingly, improving biology learning outcomes requires interventions that not only strengthen motivation but also optimize the learning environment, coordinate school–pesantren schedules, and enhance the quality of guided inquiry implementation so that students’ motivation can be effectively converted into optimal academic achievement.
The Effect of The TGT (Teams Games Tournament) Learning Model Assisted by Kahoot on Improving Students' Learning Outcomes Lalu Salman Alfarizi; Siti Nurhidayati
PAIDAGOGIA: Jurnal Inovasi Pendidikan dan Pembelajaran Vol. 2 No. 1 (2025): June
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/pjipp.v2i1.55

Abstract

Students' low learning outcomes are partly attributable to efforts to improve instructional quality that have not yet been implemented optimally. A range of improvement strategies can be undertaken, including curriculum renewal, enhancement of the teaching–learning process, teacher professional development, provision of learning facilities, and refinement of assessment systems. This study aimed to analyze the effect of the cooperative learning model of the Teams Games Tournament (TGT) type assisted by Kahoot on students' learning outcomes. The study employed a quasi-experimental design with a pretest–posttest control group. The population comprised all Grade 10 students of SMA Negeri 1 Gerung. Two classes were selected using cluster random sampling: an experimental class (n = 30) receiving TGT assisted by Kahoot and a control class (n = 30) receiving conventional instruction. The research instrument was a 25-item multiple-choice learning-outcome test that had been examined for validity and reliability. Learning-outcome data were analyzed using ANCOVA to test differences in final achievement while controlling for initial scores. The results showed that the experimental class had a mean final score of 80.93, whereas the control class had a mean final score of 74.33. The ANCOVA yielded a significance value of 0.000 (p < 0.05), indicating a statistically significant difference between the two groups. Therefore, it can be concluded that the TGT learning model, assisted by Kahoot, has a significant and effective impact on improving students' learning outcomes and has the potential to serve as an innovative and enjoyable instructional alternative in the classroom.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 2 No. 2 (2025): December Vol. 2 No. 1 (2025): June Vol. 1 No. 2 (2024): December Vol. 1 No. 1 (2024): June