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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 20 Documents
 1   2 
Analysis of the Pedagogical Competence of Prospective Primary School Teachers in Terms of Developing Learning Process Assessment Plans Muhammad Syazali; Nova Fitriani Wahdah
PAIDAGOGIA: Jurnal Inovasi Pendidikan dan Pembelajaran Vol. 2 No. 2 (2025): December
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/pjipp.v2i2.39

Abstract

The development of pedagogical competence among prospective primary school teachers faces various challenges stemming from the educational environment and the complexity of teaching. To respond to these challenges, studies that examine pedagogical competence from multiple perspectives are needed. However, research from the evaluation aspect is still very limited. This study aimed to analyze the pedagogical competence of prospective primary school teachers in preparing learning process assessment plans. The sample consisted of 62 second-year students. The data collection instrument was student work documents, which were evaluated using an assessment rubric. The scores obtained from this process were converted into quantitative values ranging from 0 to 100. These quantitative values were then analyzed descriptively to obtain the mean, standard deviation, percentiles, and proportion. The analysis showed that the students' pedagogical competence had a mean score of 80.82 ± 5.75. When converted, this quantitative score is equivalent to a B+ grade, which is interpreted as Good. Individually, the lowest score was 65.50, which is comparable to a C grade and is interpreted as Fair. The highest score was 88.50, equivalent to an A grade with an Excellent interpretation. The 25th percentile was 77, comparable to a B grade and interpreted as Good. In terms of proportion, A grades (Excellent) predominated. However, when viewed from the interpretation categories, the highest proportion was the Good interpretation (49.99%). Based on these findings, it can be concluded that student teachers are ready to assess learning outcomes in the classroom. Nonetheless, further improvement is needed to reach the Excellent category.
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.
Analysis of the Learning Interest Profile of Fourth-Grade Students at MI Nurul Islahil Islami in the IPAS Subject in the 2024–2025 Academic Year Baiq Dila Sari Dewi
PAIDAGOGIA: Jurnal Inovasi Pendidikan dan Pembelajaran Vol. 2 No. 2 (2025): December
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/pjipp.v2i2.43

Abstract

This study aims to examine the learning interest profile of fourth-grade students at MI Nurul Islahil Islami in the Integrated Science and Social Studies (IPAS) subject in the 2024–2025 academic year. The research employed a quantitative, descriptive method. The research subjects were all 29 fourth-grade students, determined using a total sampling technique. The data collection instrument was a closed-ended questionnaire with two response options ("Yes" and "No") for four indicators of learning interest, as outlined by Slameto (2010): enjoyment, student engagement, interest, and attention. Data were analysed descriptively using percentages and classification categories. The findings show that students' interest in IPAS is generally low, with 50% classified as low, 35% as medium, and 15% as high. Based on the indicators, enjoyment (55% low), interest (65% low), and attention (60% low) were in the low category, while student engagement (35% low, 40% medium, 25% high) was in the medium category. These results indicate that learning tends to be passive because the teacher predominantly uses lecture methods without support from learning media, resulting in students' engagement, enthusiasm, and focus not being optimal. The implications of this study highlight the need for more varied, interactive learning strategies supported by visual media to increase students' interest in IPAS.
The Effect of The Implementation of Science Park on Students' Motivation and Learning Enthusiasm Firdatus Solehah; Suprianto Suprianto; Lutfiyatul Minnah
PAIDAGOGIA: Jurnal Inovasi Pendidikan dan Pembelajaran Vol. 2 No. 2 (2025): December
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/pjipp.v2i2.44

Abstract

This study addresses the urgent need to counter declining motivation and learning enthusiasm in physics. The research aimed to examine the effect of implementing a simple science park—organised as low-cost experimental stations—on students' motivation and enthusiasm for learning physics. Using a qualitative descriptive design with a pre–post comparison between an experimental and a control class, data were collected through classroom observations, a short test, and a motivation questionnaire. Results show that the average motivation score increased from 60% before the intervention to 80% after the science-park-based activities, supported by questionnaire responses indicating higher interest, focus, persistence in completing tasks, and reduced boredom. These findings suggest that structured, hands-on science park experiments can meaningfully enhance students' affective engagement in physics learning. It is recommended that schools and teachers adopt or adapt science park models using simple, local materials, and that future research with larger samples and more rigorous designs further investigate long-term effects on motivation, achievement, and critical thinking.
The Effect of a Problem-Based Learning (PBL) Model Integrated with Mind Mapping on The Learning Motivation of Grade X Students Alfianto Firdaus Wahyudi; Akhmad Fathir; Moch Haikal
PAIDAGOGIA: Jurnal Inovasi Pendidikan dan Pembelajaran Vol. 2 No. 2 (2025): December
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/pjipp.v2i2.46

Abstract

Low student motivation for learning in the biology curriculum remains a challenge that calls for innovative instructional approaches. One alternative is the Problem-Based Learning (PBL) model integrated with the Mind Mapping technique, which is believed to promote active engagement and improve students' understanding. This study aimed to examine the effect of a Problem-Based Learning (PBL) model integrated with Mind Mapping on students' learning motivation regarding water pollution among Grade X students at MA Miftahul Ulum Bettet Pamekasan. The study employed a quantitative, quasi-experimental design with a post-test-only control group. The sample consisted of two classes: an experimental class that implemented PBL integrated with Mind Mapping and a control class that used the lecture method, each with 25 students. The research instrument was a learning motivation questionnaire. Data were analyzed using tests of normality and homogeneity, and an independent-samples t-test in Jamovi version 2.3.26. The results indicated a p-value of 0.705 (p > 0.05), indicating no statistically significant difference in learning motivation between the experimental and control groups. Therefore, it can be concluded that implementing Problem-Based Learning integrated with Mind Mapping did not have a significant effect on students' learning motivation. Nevertheless, this model is still recommended as an innovative instructional strategy that may enrich students' learning experiences.
The Effect of The Project-Based Learning (PjBL) Model on Students' Cognitive Learning Outcomes: Weni Rostakina; Ismail Efendi; Sri Nopita Primawati
PAIDAGOGIA: Jurnal Inovasi Pendidikan dan Pembelajaran Vol. 2 No. 2 (2025): December
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/pjipp.v2i2.48

Abstract

This study investigates the effect of the Project-Based Learning (PjBL) model on students' cognitive learning outcomes, compared with Problem-Based Learning (PBL), in senior high school biology. The research was motivated by persistently low cognitive achievement and teacher-centred practices observed at SMA Negeri 3 Selong, where many Grade X students scored below the minimum mastery criterion and struggled to construct coherent scientific arguments. A quantitative quasi-experimental design with a non-equivalent control group pretest–posttest design was employed. The population consisted of all Grade X students (N = 84), with purposive sampling used to select two intact classes: X-8 as the experimental group (PjBL; n = 21) and X-7 as the control group (PBL; n = 21). The experimental class engaged in an authentic project constructing aquascapes from recycled jars, while the control class followed PBL-based instruction on the same content. Cognitive learning outcomes (C1–C4) were measured using a multiple-choice and an essay test. Assumption checking using the Shapiro–Wilk and Levene's tests indicated that posttest data met the requirements for parametric analysis. An independent-samples t-test on posttest scores revealed a statistically significant difference between groups (p = 0.001), with the PjBL class outperforming the PBL class by an average of 17.476 points. These findings demonstrate that PjBL has a significant and positive impact on students' cognitive learning outcomes in biology and is more effective than PBL in enhancing lower- and middle-order cognitive processes. The study recommends systematic integration of PjBL in science classrooms and further research with larger, multi-site samples, including additional outcome variables such as motivation, critical thinking, and creativity.
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.

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