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Mahardika Darmawan Kusuma Wardana
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Pedagogia: Jurnal Pendidikan
Published by Universitas Muhammadiyah Sidoarjo
ISSN : 20893833     EISSN : 25482254     DOI : https://doi.org/10.21070/pedagogia
Core Subject : Education,
Education Other
Aim : This journal aimed at communicating the results of research of professors, teachers, practitioners, and scientists in the field of education covering teaching areas in primary education or all education, applied science and critical analytical studies education. - Readers targeted by this journal are professors, students, teachers, primary education or all education practitioners. - Articles to be published on PEDAGOGIA: JURNAL PENDIDIKAN should follow the focus and scope of this journal. The scope of this journal are: - Education research in all aspect - Primary education research - Primary school curriculum - Education in primary school - Prospective primary school teacher
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 18 Documents
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Search results for , issue "Vol. 14 No. 2 (2025): August" : 18 Documents clear
Correlation between Self-Efficacy and Motivation with Self-Direct Learning of Elementary School Students: Korelasi antara Efikasi Diri dan Motivasi dengan Kemandirian Belajar Siswa Sekolah Dasar Alfiyah, Hanifah Dian; Habiby, Wahdan Najib
Pedagogia : Jurnal Pendidikan Vol. 14 No. 2 (2025): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v14i2.1877

Abstract

Students’ low self-directed learning is often attributed to insufficient external support, leading to poor academic habits and dependency on rewards. Such conditions may reduce knowledge retention and weaken both self-efficacy and learning motivation. Despite its importance, the interplay between internal factors like self-efficacy and learning motivation in fostering self-directed learning among elementary students remains underexplored. This study investigates the relationship between self-efficacy and motivation to learn through self-directed learning in upper-grade elementary students in Surakarta. Using a quantitative correlational approach, data were collected from 140 students through Proportional Random Sampling and analyzed using product moment and multiple correlation techniques. The findings show a significant positive correlation between self-efficacy and self-directed learning (r = 0.556, p < 0.05), and between learning motivation and self-directed learning (r = 0.630, p < 0.05). Both variables together also significantly correlate with self-directed learning (R = 0.649, p < 0.05). This study empirically confirms the dual role of self-efficacy and motivation as predictors of self-directed learning among elementary students. The results highlight the importance of fostering internal factors to enhance learning independence, while encouraging further research into additional influences such as external support, time management, and learning strategies. Highlights: Self-efficacy and learning motivation have a significant positive correlation with students' independent learning. Correlation analysis shows that self-efficacy and learning motivation jointly contribute to increased learning independence (R = 0.649; p < 0.05). Independent learning is influenced by internal factors, particularly students’ confidence and intrinsic motivation. Keywords: Self-Efficacy, Learning Motivation, Self-Direct Learning
Students Who Drive the Spirit of Learning through the Actualization of the Teaching Campus Program Mulya, Valevi Intan Devia; Susilo, Agus
Pedagogia : Jurnal Pendidikan Vol. 14 No. 2 (2025): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v14i2.1884

Abstract

Educational inequality in Indonesia’s frontier, outermost, and disadvantaged (3T) areas results in low student motivation and limited access to quality education. To address this, the Teaching Campus Program—part of the Merdeka Belajar Kampus Merdeka (MBKM) initiative—deploys university students to assist in under-resourced schools. This study examines how the program enhances student motivation through direct involvement of Teaching Campus participants. Using descriptive qualitative methods, data were collected through observation and documentation to capture real interactions between students and program participants. The findings reveal that university students positively influence learning motivation by applying creative strategies, including digital media, project-based learning, educational games, and positive peer modeling. These approaches helped students act as academic mentors and emotional supporters, increasing confidence and engagement among schoolchildren. The study supports Self-Determination Theory and Social Cognitive Theory by demonstrating how autonomy, competence, relatedness, and self-efficacy can be fostered in rural educational environments through peer-based learning. Practically, the findings inform schools, policymakers, and universities on designing more effective Teaching Campus implementations. Despite its contributions, the study is limited to a single school and lacks comparative data. Further research is needed to evaluate long-term outcomes and apply findings across diverse educational contexts to ensure broader impact. Highlights: Enhances student motivation through creative, engaging teaching methods. Promotes autonomy and self-efficacy aligned with psychological learning theories. Supports practical improvement for 3T schools via university student involvement. Keywords: Educational Inequality, Teaching Campus Program, Student Motivation, Rural Education, Peer-Based Learning
Student Difficulties and Teacher Strategies in Learning Accounting Spreadsheets: Kesulitan Siswa dan Strategi Guru dalam Mempelajari Spreadsheet Akuntansi Pangestuti, Diyana; Asmawan, Moh. Chairil
Pedagogia : Jurnal Pendidikan Vol. 14 No. 2 (2025): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v14i2.1893

Abstract

This study aims to find out: 1) types of student learning difficulties in learning Accounting Spreadsheet at SMK Negeri 1 Salatiga, 2) factors causing learning difficulties, and 3) teacher strategies in overcoming these difficulties. This research uses a qualitative method with a case study approach. Data collection techniques include interviews, observation, and documentation, with triangulation techniques for data validity. The stages of data analysis include data reduction, data presentation, and conclusion drawing. The results showed that: (1) the types of student difficulties are classified as moderate, namely lack of understanding in operating computers and difficulty memorising spreadsheet formulas. (2) Factors causing learning difficulties consist of internal factors such as limited understanding in using computers and memorising formulas, and external factors such as not having a personal laptop and unsupportive devices. (3) Teachers‘ strategies to overcome students’ difficulties include applying learning methods using room passwords and providing routine practice questions. Highlights: Moderate Student Challenges – Students struggle with using computers and memorizing spreadsheet formulas. Internal & External Factors – Issues stem from limited skills and lack of personal tech devices. Teacher Solutions – Applied room password methods and frequent practice to aid learning. Keywords: Learning Difficulties, Teaching Strategies, Spreadsheet
Boosted Reading Comprehension Using PQRST (Preview Question Read Summarize Test) with Images and Short Videos Nurzakiyah, Sisca; Wiyaka, Wiyaka; Senowarsito, Senowarsito
Pedagogia : Jurnal Pendidikan Vol. 14 No. 2 (2025): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v14i2.1896

Abstract

The purpose of this study was to compare the ability to read narrative texts between students taught using the integrated PQRST method with STAD assisted by short videos and pictures series, and to describe students' perceptions of the use of the two different methods. The research method used in this study is a quasi-experimental study. This study will be conducted at SMP Negeri 1 Tahunan Jepara Regency, Central Java. The subjects of the study were students of class 9B as the experimental class and class 9C as the control class. Data collection used tests and questionnaires. Data analysis used descriptive analysis and independent sample t-test. Based on the results of the study, it can be concluded that the ability to read narrative texts of students taught using the PQRST method oriented to the STAD model assisted by short videos is better than students taught using the PQRST method oriented to the STAD model assisted by pictures series. These results indicate that the PQRST method oriented to the STAD model assisted by short videos is effective in improving students' ability to read narrative texts. Highlights: Method Comparison: The study found that short video-assisted learning significantly improved narrative reading skills over picture series. Effective Combination: Integrating PQRST with STAD and short videos forms a potent approach to enhance students’ comprehension. Student Perception: Students responded positively to short video integration, highlighting its effectiveness and engagement. Keywords: Narrative Text, Short Videos, Pictures Series
VARK (Visual, Auditory, Read/Write and Kinesthetics) Model with Digital Scrapbook for Improving Al-Quran Reading Skills Susandi, Ari; Zativalen, Oriza; Mulyono, Khubby; Laili, Viviana Nisful; Irmaningrum, Rizka Novi
Pedagogia : Jurnal Pendidikan Vol. 14 No. 2 (2025): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v14i2.1898

Abstract

This study uses a research design adapted from Plomp (1997), which is considered a general model that is easy to apply in the development of learning models. The stages in this research include: (1) Initial investigation or preliminary study; (2) Design; (3) Realisation/Construction; (4) Expert validation test, pilot test, evaluation, and revision; and (5) Implementation. The main purpose of this research is to develop a learning model for primary school students, especially grade V students. The developed learning model refers to VARK (Visual, Auditory, Read/Write, and Kinesthetic) based on Digital Scrapbook. This model aims to familiarise students in reading the Qur'an well and improve their skills. This approach incorporates a variety of learning styles to support a thorough mastery of Qur'ānic reading skills. Digital Scrapbook-based VARK is designed to suit students' needs and facilitate variations in their ways of learning. This research is expected to produce an innovative learning model that is effective and easy to implement in the context of Islamic values-based basic education. Highlights: Improved Reading Ability: Students taught using the PQRST-STAD method with short videos performed better than those using picture series. Method Effectiveness: Short videos enhance the effectiveness of integrated PQRST-STAD for reading narrative texts. Future Recommendations: Further development is needed in designing creative and detailed video/image content for learning. Keywords: Digital Scrapbook, Al-Quran, Reading Skills
Culturally Responsive Teaching Modules to Improve Reading Comprehension of Narrative Text for Elementary School Students: Modul Ajar Responsif Budaya untuk Meningkatkan Pemahaman Membaca Teks Narasi Siswa Sekolah Dasar Kuswandi, Kuswandi
Pedagogia : Jurnal Pendidikan Vol. 14 No. 2 (2025): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v14i2.1899

Abstract

This study aims to develop and examine the effectiveness of a Culturally Responsive Teaching (CRT)-based module to enhance narrative text reading comprehension among grade 4 elementary students. CRT was selected for its strength in integrating the local cultural context of West Java into the learning process, creating a cognitive bridge between students' daily experiences and the material. The research employed a modified 4D R&D model that included cultural analysis. Participants involved material, language, and media experts, teachers, and 30 fourth-grade students from SDN Puncakmanis, Sukabumi Regency. Data were collected using expert validation, questionnaires, and reading comprehension tests. Results indicated that the CRT-based module was valid (material 87.27%, language 88.33%, media 85%), practical (teachers 93.33%, students 87.22%), and effective—evidenced by an N-Gain of 0.61 (medium category) and an improvement in learning completeness from 40% to 100%. The findings suggest that CRT-based learning can significantly improve students' reading skills and support the integration of cultural relevance in education. However, the study's limitation lies in its specific cultural scope (West Java), suggesting a need for adaptation in other regions with different cultural backgrounds. Additionally, implementation was limited to a single school, requiring broader application for generalization. Highlights: Culturally Relevant: Integrates West Java culture to boost reading comprehension. Well-Validated: Scored highly in expert and user evaluations. Effective Results: Improved learning completeness from 40% to 100%. Keywords: Teaching Module, Culturally Responsive Teaching, Reading Comprehension Skills, Narrative Text, Elementary School
Digital Storytelling For Enjoyable and Effective Learning in the Technological Era (2020–2025): Digital Storytelling Untuk Pembelajaran Yang Menyenangkan Dan Efektif Di Era Teknologi Periode 2020-2025 Puspitasari, Hayu Ratih; Widiarti, Nuni; Subali, Bambang
Pedagogia : Jurnal Pendidikan Vol. 14 No. 2 (2025): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v14i2.1905

Abstract

Digital transformation in education has led to the development of more interactive and engaging learning methods. One strategy gaining momentum is digital storytelling, which delivers content through visual and narrative-based technologies. This article qualitatively examines digital storytelling’s role in enhancing learning effectiveness and engagement from 2020 to 2025, based on recent research findings. Through a literature review approach, it explores the use of digital media such as flipbooks, animated videos, and web-based storytelling tools. These media have been shown to improve students’ reading interest, idea articulation, conceptual understanding, critical thinking, and media literacy in elementary education. The findings suggest that combining technology with storytelling creates a more meaningful, multimodal learning experience aligned with the demands of 21st-century education. Theoretically, this approach supports the development of adaptive, contextual digital narrative-based learning. Practically, successful implementation requires improved teacher competence and curriculum adaptation to technological developments. A limitation of this study is the lack of direct empirical evidence from classroom applications, as the analysis relies entirely on secondary data. In conclusion, digital storytelling is a relevant and effective approach for tackling modern educational challenges and should be further developed to enrich learning practices in elementary schools. Highlights: Boosts Skills: Improves reading, thinking, and media literacy. Engaging Format: Uses visuals and stories for richer learning. Needs Support: Requires trained teachers and tech-ready curriculum. Keywords: Digital Storytelling, Interactive Learning Media, Educational Transformation, 21st Century Skills, Educational Technology
Instagram Based Reading Strategies Improve Students’ Comprehension Skills Yupiter, Piju; Pratama, Yoga; Wahyuni, Sri
Pedagogia : Jurnal Pendidikan Vol. 14 No. 2 (2025): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v14i2.1937

Abstract

This study aimed to investigate the effectiveness of using Instagram as a social media platform to enhance students’ reading comprehension among tenth-grade students at SMK 02 Empat Lawang. The research employed a quasi-experimental design involving two groups: an experimental class taught using Instagram and a control class taught through conventional methods. The participants consisted of 62 students, divided equally between the two groups. Data were collected through pre-tests and post-tests comprising 40 multiple-choice questions related to narrative texts. Statistical analysis, including paired sample t-tests and independent t-tests, revealed a significant improvement in reading comprehension in the experimental class compared to the control class. The mean post-test score of the experimental group (75.40) was significantly higher than that of the control group (54.67), indicating that integrating Instagram into reading instruction effectively enhanced students’ engagement and comprehension. The findings suggest that incorporating social media, particularly Instagram, into educational practices can serve as a powerful tool for improving language skills in the digital age. Highlights: Innovative use of Instagram for reading narrative texts. Significant improvement in students’ post-test scores. Suggests Instagram’s pedagogical value in digital learning. Keywords: Instagram, Reading Comprehension, Social Media, Narrative Text, Digital Learning
Civic Literacy Strengthening Through Curriculum and Community Synergy: Penguatan Literasi Kewarganegaraan Melalui Sinergi Kurikulum dan Komunitas Arthaningsih, Ni Kadek Juni; Sanjaya, Dewa Bagus; Suastika, I Nengah
Pedagogia : Jurnal Pendidikan Vol. 14 No. 2 (2025): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v14i2.1930

Abstract

The enhancement of civic literacy at the elementary school level has become essential amid globalization and technological advancement. This study aimed to examine the implementation of civic literacy movements through a literature review approach. The method used involved reviewing relevant studies and policy documents. The findings revealed that civic literacy can be strengthened through curriculum integration, active teacher roles, school-based literacy programs, and community support. Effective strategies include contextual learning approaches, character value reinforcement, and cross-sector collaboration. This study concludes that the civic literacy movement plays a crucial role in shaping students into critical, participatory, and character-driven citizens. Highlights: Enhancing civic literacy prepares students to face globalization and technology. Integration in curriculum and teacher involvement are key strategies. Collaboration among schools, communities, and sectors strengthens outcomes. Keywords: Civic Literacy, Primary Education, Curriculum Integration, Character Education, Globalization
Essay Test Integrated with Socio-Scientific Project-Based Learning for Scientific Argumentation: Tes Esai Terintegrasi dengan Pembelajaran Berbasis Proyek Sosio-Saintifik untuk Argumentasi Ilmiah Amelia, Sarah; Wicaksana, Ervan Johan; Mursyd, Danial
Pedagogia : Jurnal Pendidikan Vol. 14 No. 2 (2025): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v14i2.1949

Abstract

Scientific argumentation is a key competency for developing students' logical, critical, and systematic thinking. However, current teaching methods have not effectively fostered this skill. This study aims to evaluate the impact of a learning model that integrates a Problem-Based Learning (PBL) approach focused on Socio-Scientific Issues (SSI) in enhancing students’ scientific argumentation abilities. The research was conducted at SMAN 8 Muaro Jambi during the 2024/2025 academic year, involving 105 grade XI phase F students selected through purposive sampling. Class XI F1 served as the experimental group, while XI F2 was the control group. A quasi-experimental design was applied using an unequal pre-test post-test control group model. Data analysis employed a One-Way ANCOVA test. The results indicate that the SSI-based PBL model had a moderate effect on students’ written scientific argumentation skills, as shown by [F(1,67) = 5.521, p = 0.022, np² = 0.076]. Therefore, it can be concluded that the implementation of SSI-based PBL positively contributes to improving students’ scientific argumentation abilities. Highlights: Emphasizes the role of Problem-Based Learning in improving argumentation skills. Uses Socio-Scientific Issues to engage students in real-world contexts. Demonstrates a moderate positive effect on students’ written scientific arguments. Keywords: Scientific Argumentation, Problem-Based Learning, Socio-Scientific Issues, Quasi-Experimental Design, Critical Thinking

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