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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 162 Documents
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Efforts to Improve Teachers’ Competence in the Use of Learning Models Haerunisa, Iis; Suhanda, Suhanda
Journal of Pedagogi Vol. 3 No. 1 (2026): Journal of Pedagogi - February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/wcptwc25

Abstract

Teachers’ competence in selecting and implementing appropriate learning models is essential to improve the quality of classroom instruction. However, preliminary observations at SMP Negeri 4 Baradatu indicated that teachers’ ability to apply learning models was not yet optimal and learning practices tended to remain teacher-centered. This study aimed to improve teachers’ competence in the use of learning models through training activities within a School Action Research framework. This research employed a two-cycle School Action Research design involving 20 teachers. Each cycle consisted of planning, action, observation, and reflection stages. Data were collected using a questionnaire based on competency indicators, including understanding learning model concepts, selecting appropriate models, explaining syntax, adjusting time allocation, determining media and learning resources, and aligning assessment strategies. Data were analyzed using descriptive quantitative techniques by calculating percentage scores for each indicator and overall averages. The results showed that teachers’ average competence increased from 72% in Cycle I (sufficient category) to 81% in Cycle II (good category). Significant improvements were observed particularly in explaining model syntax and selecting models appropriate to teaching materials. The findings indicate that reflective practice within the action research cycle contributed to continuous professional improvement. In conclusion, training integrated with School Action Research effectively enhanced teachers’ competence in implementing learning models and promoted sustainable professional development.
The Implementation of Project-Based Learning in Developing Students’ Computational Thinking in Mathematics Education Huda, Nuril; Wahyuni, Nur
Journal of Pedagogi Vol. 3 No. 1 (2026): Journal of Pedagogi - February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/603k5618

Abstract

Computational Thinking (CT) has become an essential 21st-century competence that needs to be integrated into mathematics education to enhance students’ problem-solving and analytical skills. However, conventional mathematics instruction often fails to systematically develop decomposition, abstraction, pattern recognition, and algorithmic thinking. This study aims to examine the effectiveness of Project-Based Learning (PjBL) in developing students’ computational thinking in mathematics. A quasi-experimental design with a pretest–posttest control group was employed involving two junior secondary school classes. The experimental group received mathematics instruction through Project-Based Learning, while the control group experienced conventional teaching. Data were collected using a computational thinking test, a conceptual understanding test, and a student engagement questionnaire. The data were analyzed using descriptive statistics, paired and independent samples t-tests, and effect size calculations. The results indicate that students in the PjBL group achieved significantly higher improvements in computational thinking skills compared to the control group, with large effect sizes observed particularly in decomposition, pattern recognition, and abstraction. Algorithmic thinking also improved with structured scaffolding. The study concludes that Project-Based Learning provides an effective instructional framework for fostering computational thinking and enhancing conceptual understanding in mathematics education.

Page 17 of 17 | Total Record : 162

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