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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 173 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.
The Influence of Realistic Mathematics Education and Learning Discipline on Students' Mathematical Critical Thinking Syayida Wahyu Hartiningsih; Karta Sasmita; Idha Novianti
Journal of Pedagogi Vol. 3 No. 2 (2026): Journal of Pedagogi - April
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/mtjcpq89

Abstract

Abstract (in English): Students' critical mathematical thinking skills are still relatively low due to the Problem-Based Learning (PBL) instructional strategy. The Realistic Mathematics Education (RME) approach, supported by students' learning discipline, is expected to enhance these abilities. This study aimed to examine the effect of the RME approach and learning discipline, both individually and interactively, on the mathematical critical thinking abilities of grade V students. The research used a quantitative experimental design with a 2x2 factorial model. A total of 60 students were selected using cluster random sampling. Instruments included a critical thinking test and a learning discipline questionnaire. Data were analysed using two-way ANOVA with a significance level of 0.05. Findings show that (1) RME significantly improved critical thinking (mean = 78.45) compared to conventional methods (mean = 70.12), F(1,56) = 6.84, p < 0.05; (2) students with high discipline scored higher (mean = 80.27) than low-discipline students (mean = 69.34), F(1,56) = 12.15, p < 0.01; and (3) there was a significant interaction between RME and discipline, F(1,56) = 4.62, p < 0.05. RME and learning discipline both positively and significantly affect students' mathematical critical thinking abilities.
Beyond PISA Rankings: A Comparative Analysis of Education Policy Transformation in Indonesia and China Moh Shaefur Rokhman; Sitti Hartinah; Ihda Rosdiana
Journal of Pedagogi Vol. 3 No. 2 (2026): Journal of Pedagogi - April
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/tmwyxz71

Abstract

Education plays a crucial role in improving the quality of human resources and international competitiveness. Indonesia and China are two countries on the path to becoming developed nations with distinct educational systems, particularly in terms of governance and policy. This study aims to analyze the comparative transformation of Indonesia and China's education systems, emphasizing policy mechanisms, governance structures, and their implications for educational reform. This study employs a qualitative approach with a comparative study design through educational policy analysis. Data were obtained from national policy documents, international organization reports, and articles from reputable international and national journals. Data analysis was conducted using qualitative content analysis and cross-case comparative analysis. The results show that Indonesia's education system tends to be decentralized with implementation flexibility at the regional level, while China's system is more centralized with strong central government control and support from a data-driven evaluation system. These differences have implications for the effectiveness of policy implementation, the consistency of educational quality, and accountability mechanisms. This study contributes to the development of comparative education studies by offering a systems-based and policy-based analysis, as well as providing strategic recommendations for educational reform in Indonesia.
Ilikita Purana Pura Braban Banjar Tanggayuda Bongkasa Village Badung Regency: Hindu Anthropological Study Arta, Putu Eddy Purnomo; Diputra, Gede Bagus Wira
Journal of Pedagogi Vol. 3 No. 2 (2026): Journal of Pedagogi - April
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/h7m8t660

Abstract

This article examines the Ilikita Purana of Pura Braban Banjar Tanggayuda, Bongkasa Village, as a religious and cultural document that records the history, structure, functions, and ritual system of the temple within Balinese Hindu society. The study aims to analyze the role of Pura Braban from historical, structural, and functional perspectives, as well as its significance within the framework of Hindu religious anthropology. The research employs a qualitative descriptive-analytical approach, using documentation studies, literature reviews, and documented qualitative data as data collection techniques. The data were analyzed thematically based on structural-functional theory, social system theory, Hindu cosmology, and theories of symbols and rituals. The findings indicate that Pura Braban functions not only as a place of worship and spiritual purification but also as a social institution that facilitates the integration of krama subak abian, the transmission of cultural values, and norm-based social control grounded in religion and customary law. The spatial structure of the temple reflects Balinese Hindu cosmology through the concepts of tri mandala and triloka, while ritual practices serve as a medium for internalizing religious values and social solidarity. From an anthropological perspective, Pura Braban represents a cultural arena in which religion is lived as a dynamic, contextual, and sustainable system of meaning. This study underscores the importance of preserving temples and Ilikita Purana as part of sustaining religious, social, and cultural continuity in Bongkasa Village
Orientation on Moderate Religion Ffr StudentsFaculty of Tarbiyah, IAIN Parepare Mas’ud, Mukhtar
Journal of Pedagogi Vol. 3 No. 2 (2026): Journal of Pedagogi - April
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/0av3pv55

Abstract

The implementation of religious moderation is a process aimed at fostering religious moderation among students of the Faculty of Tarbiyah at IAIN Parepare. There are many things students can learn to equip them to behave appropriately and courteously towards followers of other religions, whether fellow believers or adherents of different faiths. This is particularly important once they have attained a Bachelor‘s degree, as they should possess not only academic knowledge but also an understanding of religious moderation. The scope of religious moderation is humanity (humanity), namely treating people with humanity so that harmonious interactions with fellow human beings may take place. The public interest (public interest) is the endeavour to safeguard public facilities and matters that benefit others, ensuring they are preserved and can be utilised in the long term. Justice (justice) is a fair attitude towards others when making decisions, including regarding regulations within a country. Balance (balance) means not favouring any particular person or group, so that everyone is treated equally. Constitutionalism is the duty of every citizen to comply with the law, as well as government statutes and regulations. National commitment (national commitment) is the commitment of citizens to love their homeland and possess a sense of national identity. Tolerance is a commendable attitude of granting others the freedom to practise their religion according to their beliefs. Non-violence is an attitude and behaviour whereby a person avoids violence to maintain peace within society. It is hoped that students of the Faculty of Tarbiyah at IAIN Parepare will put religious moderation into practice, both towards their fellow students and towards the lecturers who teach and mentor them, as well as towards other members of the academic staff. And after graduating, they are obliged to apply this to the wider community, both to fellow members of their own faith and to followers of other religions, by properly maintaining harmony, tolerance and peace so that constructive social interaction is realised and no social or religious problems arise within society. If this is successfully implemented, it means that the lecturers who have guided the students regarding religious moderation can be said to have succeeded. This success is, of course, inseparable from the efforts of the lecturers in dedicating their time, thought and ideas so that the knowledge and implementation of religious moderation can be of practical use to these students. The implications of religious orientation for students at the Faculty of Tarbiyah, IAIN Parepare, include: a) A reduction in mistrust amongst students due to mutual respect for differing opinions; b) The absence or reduction of radical actions as they better understand the harm caused by such actions; c) A reduction in fanaticism and extremism as they have come to understand the importance of maintaining balance and moderation; d) A reduction in disputes over differences in religious schools of thought amongst students as they have come to believe that a school of thought is part of an individual‘s faith to be practised, and that such differences must be respected; e) possessing knowledge of religious moderation, which serves as a foundation when implemented within society.
Attention Crisis in Learning: Declining Student Focus in the Digital Distraction Era Shanti, Aziizah Kumala
Journal of Pedagogi Vol. 3 No. 2 (2026): Journal of Pedagogi - April
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/p86z8343

Abstract

The increasing integration of digital technology in education has transformed learning environments but also contributed to an emerging attention crisis among students. The widespread use of smartphones, social media, and online platforms has intensified digital distraction, leading to reduced focus and fragmented cognitive engagement. This study aims to analyze the impact of digital distraction on students’ attention and learning outcomes in contemporary educational settings. The research employs a qualitative approach using a systematic literature review (SLR), drawing on peer-reviewed journal articles and academic sources. Data collection follows structured stages of identification, screening, eligibility, and inclusion, while analysis is conducted through thematic and content analysis to identify patterns related to distraction types, causes, and effects. The findings reveal that multitasking, device-based interruptions, and internal cognitive distractions significantly reduce sustained attention and increase cognitive load, resulting in lower academic performance and superficial learning. Additionally, digital distraction negatively affects classroom interaction and instructional effectiveness. Effective strategies such as attentional literacy, self-regulation, instructional design improvements, and mindfulness-based interventions show potential in mitigating these effects. In conclusion, digital distraction is a major challenge in modern education, requiring integrated and adaptive approaches to enhance student focus and support meaningful learning in the digital era.
Learning Fatigue in Online Education: Cognitive Burnout in the Digital Learning Era Rumani, Risza Presty
Journal of Pedagogi Vol. 3 No. 2 (2026): Journal of Pedagogi - April
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/d9xjwh96

Abstract

This study examines learning fatigue in online education, a growing issue in the digital era characterized by cognitive overload, Zoom fatigue, and decreased learning performance. As online learning becomes more prevalent, understanding the mechanisms and contributing factors of fatigue is essential for improving instructional effectiveness. This research employs a qualitative approach using a Systematic Literature Review (SLR), analyzing recent peer-reviewed journal articles from databases such as Scopus, Web of Science, and Google Scholar. Data were collected through a structured screening process based on relevance and quality, and analyzed using thematic and content analysis to identify key patterns related to cognitive, technological, pedagogical, and psychosocial dimensions. The findings reveal that learning fatigue is primarily driven by excessive cognitive load, prolonged videoconferencing demands, poor instructional design, and emotional stress. These factors negatively affect attention, motivation, and academic performance. However, mitigation strategies such as optimizing video settings, implementing active learning approaches, balancing cognitive load, supporting self-regulated learning, and fostering social-emotional support can effectively reduce fatigue. The study concludes that addressing learning fatigue requires a holistic and integrated instructional design that aligns cognitive, technological, pedagogical, and psychosocial aspects to create sustainable and engaging online learning environments.
Post-Digital Pedagogy: Deconstructing the Role of Technology in Shaping Contemporary Learning Paradigms Shanti, Aziizah Kumala
Journal of Pedagogi Vol. 3 No. 2 (2026): Journal of Pedagogi - April
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/a1vq9c76

Abstract

This study examines post-digital pedagogy as a critical framework for understanding the evolving role of technology in contemporary education. In the post-digital era, technology is no longer viewed as a supplementary tool but as an embedded and complex component that shapes how learning, knowledge, and social interactions occur. This research employs a qualitative approach using a Systematic Literature Review (SLR), analyzing recent peer-reviewed journal articles from databases such as Scopus, Web of Science, and Google Scholar. Data were collected through a rigorous screening process based on relevance and methodological quality, and analyzed using thematic and content analysis to identify key patterns related to pedagogical transformation, technological roles, and socio-cultural dynamics. The findings reveal a paradigm shift from digital integration to pedagogization, where technology is critically examined rather than assumed to be inherently beneficial. Furthermore, learning is increasingly understood as part of a complex socio-technical ecosystem, requiring educators and learners to engage with issues of power, ethics, and digital inequality. The study concludes that post-digital pedagogy necessitates a reconfiguration of educational practices that integrates critical thinking, ethical awareness, and inclusive design to ensure meaningful and transformative learning in contemporary contexts.
Developing 21st Century Skills: Educational Strategies to Enhance Critical Thinking and Creativity Wahyuni, Nur
Journal of Pedagogi Vol. 3 No. 2 (2026): Journal of Pedagogi - April
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/hfrjp466

Abstract

This study explores effective educational strategies for enhancing critical thinking and creativity as core competencies in 21st-century learning. These skills are essential for students to להתמודד complex problems, innovate, and actively participate in global society, yet their implementation in classroom practice remains inconsistent. This research employs a qualitative approach using a Systematic Literature Review (SLR), analyzing recent peer-reviewed journal articles from databases such as Scopus, Web of Science, and Google Scholar. Data were collected through a structured selection process based on relevance, credibility, and alignment with the research focus, and analyzed using thematic and content analysis to identify key patterns across studies. The findings reveal that instructional models such as Project-Based Learning (PjBL), Problem-Based Learning (PBL), and STEM/STEAM integration significantly enhance both critical thinking and creativity. These effects are further strengthened by constructivist principles, collaborative learning, and teacher facilitation. Additionally, technology and AI integration support critical thinking and collaboration, although their impact on creativity requires complementary pedagogical design. The study concludes that a holistic and integrated approach aligning pedagogy, learning environment, technology, and assessment is essential for effectively developing 21st-century skills.

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