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Journal of Pedagogi
Published by PT Anagata Sembagi Education
ISSN : -     EISSN : 30469554     DOI : https://doi.org/10.62872/arcvet10
Core Subject : Education,
Education
The journal publishes all original articles on current issues and trends occurring internationally within the scope of education such as, science education, social science, religion, language, etc.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 156 Documents
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Development of Flipbook-Based Learning Media at SMK Negeri 66 Jakarta on Vegetable Cutting Techniques Material Rizki Fawzan Zulfi; Rina Ferbriana; Soeprijanto Soeprijanto
Journal of Pedagogi Vol. 2 No. 4 (2025): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/dkkc5h34

Abstract

This study aims to develop a flipbook-based learning medium to enhance the understanding and skills of vocational high school (SMK) students majoring in Culinary Arts, specifically on the topic of vegetable cutting techniques. This fundamental skill is essential in cooking practice, yet there is a lack of effective and engaging learning media available in schools. The study adopts the DDD-E development model to design, produce, and evaluate the flipbook-based learning medium on vegetable cutting techniques for culinary students. The development process includes expert validation, user testing, and both qualitative and quantitative data analysis to assess the feasibility and effectiveness of the media. The results show that the flipbook learning media developed using the DDD-E model is highly suitable for use in Culinary Basics instruction, with validation scores of 98% from subject matter experts, 98% from media experts, and 86% from language experts. The media was developed using Heyzine and Canva Pro applications, incorporating a combination of text, images, videos, audio, and interactive exercises. It underwent one-to-one, small group, and field testing stages, all of which received very positive responses in terms of appearance, ease of use, and learning effectiveness.
The Transformation of Arabic Language Learning in the Digital Era: A Case Study of the Implementation of Responsive Curriculum in Indonesian Private Universities Avika Afdiana Khumaedi; Ali Burhan
Journal of Pedagogi Vol. 2 No. 4 (2025): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/teew2298

Abstract

This study examines curriculum innovation in Arabic language learning in private Islamic universities in Indonesia in response to the challenges of globalization, technological advancements, and changing job market needs. With a qualitative case study approach, this study shows that the integration of digital platforms, communicative teaching methods, and international collaboration can improve student learning outcomes and engagement. Institutions that apply blended learning, flipped classrooms, and industry-based Arabic courses show higher levels of adaptability and relevance. However, obstacles such as inequality of access to technology, lack of qualified lecturers, and low student motivation remain major challenges. This study contributes to the development of the field of study by presenting strategies for reforming the Arabic language curriculum based on national standards (KKNI) and international standards (ACTFL). The findings also recommend the need for further empirical evaluation and expanded cooperation with global institutions to ensure the quality and competitiveness of Arabic language learning in the long term.
Utilization of Short Films in Teaching Writing Review Texts to Middle School Students Muh. Safar
Journal of Pedagogi Vol. 2 No. 4 (2025): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/tgvgrs42

Abstract

This research is a qualitative literature study that examines the use of short films as a pedagogical medium to improve review writing skills in high school students in Indonesia. The gap between the curriculum demands of in-depth understanding, critical evaluation, and structured arguments and the descriptive nature of student writing emphasizes the need for authentic, engaging, and culturally relevant media. Short films, with their dense narratives, rich visual-auditorial stimuli, and measured duration, enable a holistic viewing experience that serves as the basis for specific assessments of plot, characters, cinematic style, and thematic messages. The proposed learning framework includes pre-viewing (schema activation, prediction), directed viewing/paused viewing (multimodal critical observation), post-viewing (evaluative discussion HOTS; think pair share; gallery critique), and review writing based on an analytical rubric (orientation, interpretation, evaluation, summary, filmic evidence). Literature data was obtained through database searches (Google Scholar, Garuda, DOAJ, ERIC), rigorously selected, and analyzed through open, axial, and selective coding with source triangulation. The findings synthesize evidence that short films improve motivation, multimodal literacy, writing structure, and argument quality, while also creating opportunities for differentiation, formative assessment, and technology/LMS integration to strengthen classroom practice and action research. The implications are that teachers can utilize transparent rubrics, incremental digital feedback, and youth-themed film resources to align writing instruction with the Pancasila Student Profile and encourage further classroom-based research.
Transmission Of The Values Of Monotheism Through Digital-Based Educational Games: Innovation In Islamic Religious Education In The Gen Z Era Mohamad Idhan
Journal of Pedagogi Vol. 2 No. 4 (2025): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/e18pzg22

Abstract

The development of digital technology has given birth to a new generation characterized by visual, interactive learning, and integration with digital media. Generation Z requires a religious education approach that is adaptive to their learning style, especially in transmitting the value of monotheism as the core of Islamic teachings. This study aims to explore the effectiveness of digital educational games in transmitting the value of monotheism to elementary school students. The approach used was a qualitative case study method at one of the Islamic Elementary Schools in South Jakarta that applies digital media in Islamic Religious Education learning. Data collection techniques were carried out through participatory observation, in-depth interviews, and documentation studies. The results of the study indicate that educational games based on the value of monotheism are able to create an immersive and reflective learning experience, as well as improve students' spiritual understanding cognitively and affectively. Visual narratives, moral challenges, and interactivity in the game become effective means of internalizing values that are relevant to the characteristics of Generation Z. The conclusion of this study emphasizes the importance of integrating religious content and technology in transformative learning design. The transmission of the value of monotheism through digital educational games has proven to be an innovative strategy in grounding spiritual values in the digital era full of ideological and cultural challenges.
Digitalization of Education Management: Challenges and Opportunities in the Hybrid Learning Era Ichsan Ichsan; Yuanita Susanti
Journal of Pedagogi Vol. 2 No. 4 (2025): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/66y2j952

Abstract

Digital transformation in education management is a strategic response to the demands of the industrial revolution 4.0 and society 5.0, which require education systems to be more adaptive, efficient, and information technology-based. Digitalization not only transforms administrative processes but also revolutionizes educational governance structurally and culturally through the integration of systems such as LMS, SIAKAD, and analytical dashboards. In the context of hybrid learning, digital-based education management is key to managing both synchronous and asynchronous learning processes. This study uses a qualitative approach with a literature review method to analyze the challenges and opportunities of digitalizing education management. The analysis shows that although digitalization opens up space for pedagogical innovation and effective data-driven decision-making, various challenges remain, such as infrastructure gaps, low digital literacy, and organizational cultural resistance. However, a flexible, contextual, and participatory managerial approach can overcome these obstacles and encourage the creation of an inclusive and sustainable education ecosystem. Therefore, digitalization in education management must be seen as a systemic process that requires synergy between national policies, human resource readiness, and institutional paradigm shifts to shape resilient, equitable, and quality-oriented 21st-century education.
The Influence Of Students’ Self-Efficacy And Teacher Competence On Academic Achievement Through Learning Motivation Novie Bataini Syamsurijal Safitri; Kadeni Kadeni; M. Abdul Roziq Asrori
Journal of Pedagogi Vol. 2 No. 4 (2025): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/tyx5q590

Abstract

This study aims to analyse the influence of self-efficacy and teacher competence on students’ academic achievement, with learning motivation as a mediating variable. Self-efficacy is defined as students’ belief in their ability to accomplish academic tasks, while teacher competence encompasses pedagogical, professional, social, and personal dimensions that affect instructional quality. The research employed a quantitative associative approach using a descriptive-correlational non-experimental design. The sample consisted of 217 students selected through proportional random sampling. Data were collected using a structured and validated questionnaire tested for reliability. Data analysis was performed using Structural Equation Modeling (SEM) with the SmartPLS application. The results indicate that both self-efficacy and teacher competence have a positive and significant influence on learning motivation, and that learning motivation mediates the relationship between these variables and academic achievement. Furthermore, self-efficacy and teacher competence also exert a direct effect on academic achievement. These findings highlight the importance of enhancing students’ self-efficacy and improving teacher competence in order to foster academic success through students’ intrinsic motivation.
Synergy between Civics and Social Sciences in Preventing Bullying Through Student Empathy and Tolerance Dinar Ayu Mirunggan Sari; Rynaldi Setya Rachim; Nila Arzaqi
Journal of Pedagogi Vol. 2 No. 4 (2025): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/cyrgb382

Abstract

Bullying in schools remains a significant challenge in education due to its impact on students’ mental health and character development. This study aims to analyze how the synergy between Civics Education (PKN) and Social Studies (IPS) can foster students’ empathy and tolerance as an effort to prevent bullying. This research employed a qualitative case study approach, with data collected through observation, in-depth interviews, and documentation. The findings reveal that thematic and reflective integration of PKN and IPS encourages students’ social awareness and promotes active participation in building positive peer interactions. Teachers play a key role in connecting learning materials to students’ real-life experiences, enabling values of empathy and tolerance to be not only understood conceptually but also practiced in daily behavior. Moreover, a supportive, inclusive school environment strengthens the effectiveness of this approach. This study concludes that the synergy of PKN and IPS contributes meaningfully to character formation in preventing bullying at school.
Inclusive English Learning For Students With Disabilities: Challenges And Solutions In The Digital Age August Lewaherilla
Journal of Pedagogi Vol. 2 No. 4 (2025): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/n4nx2v98

Abstract

Inclusive English language learning in the digital era has strategic urgency because it functions not only as a means of global communication but also as a gateway to equal education, employment, and social participation for students with disabilities. However, its implementation still faces various obstacles, ranging from pedagogical limitations of teachers, a lack of assistive technology infrastructure, to low digital literacy. This situation is further complicated by social stigma and gaps in technology access that widen inequalities. Although digital technology offers opportunities through features such as speech-to-text, screen readers, and interactive media, their utilization is often suboptimal due to limited resources and teacher preparedness. This study uses a qualitative approach with a literature review method to examine the challenges and solutions for inclusive English language learning. The analysis was conducted thematically by reviewing relevant academic literature from 2015–2025. The results of the study indicate that inclusive English language learning requires systemic transformation that includes strengthening teacher capacity, providing disability-friendly technology, improving infrastructure, and creating a stigma-free school culture. The principles of Universal Design for Learning (UDL) are recommended as a curriculum framework that ensures equal access for all learners from the outset. Thus, true inclusivity can only be realized through sustained pedagogical, technological, and policy integration.
School Without Classroom: An Experimental Study Of The Horizontal Education Model In An Alternative Learning Community Amalia Tasya
Journal of Pedagogi Vol. 2 No. 4 (2025): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/ft0p1s59

Abstract

This study aims to explore the effectiveness of the horizontal education model in alternative learning communities, focusing on the implementation of the "classless school" concept at Sanggar Anak Alam (SALAM) Yogyakarta. Traditional education systems that tend to be hierarchical and rely on memorization as the primary method often neglect active student engagement and the development of critical skills. As an alternative, the horizontal education model offers a more flexible and inclusive approach by emphasizing equality between teachers and students, project-based learning, and cross-age collaboration. This study used a quasi-experimental design with a quantitative approach and a pre-test post-test control group method. The results showed that the horizontal education model significantly improved students' academic achievement, creativity, collaboration, learning independence, and learning satisfaction. These findings provide empirical evidence supporting the transition to a more student-centered education system that is relevant to the challenges of the modern world. This education model has the potential to be adapted in the context of global education to create a more inclusive, progressive, and sustainable learning environment.
The Effect of The PBL Model on Improving Critical Thinking Skills of V Grade Students in IPAS at SDN 122345 Pematangsiantar Elisabeth Betsaida; Emelda Thesalonika; Eva Pasaribu
Journal of Pedagogi Vol. 2 No. 5 (2025): Journal of Pedagogi - October
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/m8cn9j88

Abstract

This study aims to determine the effect of the Problem Based Learning (PBL) learning model on improving the critical thinking skills of fifth grade students in the science subject at SD Negeri 122345 Pematangsiantar. The research used a quantitative method with a One Group Pretest-Posttest design. The research sample was all 32 fifth-grade students. The research instrument was a descriptive test validated by experts. Data were collected through pretests and posttests, then analyzed using N-gain calculations. The results of the study showed an increase in the average value from 59.59% in the pretest to 94.19% in the posttest with an N-gain value of 0.86 which is included in the high category (≥0.7). This proves that the implementation of the Problem-Based Learning model has a significant impact on improving students' critical thinking skills in science learning. Therefore, PBL can be used as an effective alternative learning strategy to develop critical thinking skills and student engagement in elementary schools.

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