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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 5 Documents
 1 
Search results for , issue "Vol. 15 No. 1 (2026): February" : 5 Documents clear
Special Schools as NPDL Resource Centers for Inclusion: Reposisi SLB dan ULD sebagai Pusat Sumber NPDL Inklusif Nugraheni, Khoiri; Tarsidi, Iding
Pedagogia : Jurnal Pendidikan Vol. 15 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i1.1914

Abstract

General Background: Inclusive education prioritizes equity, participation, and quality learning for all students within unified school systems. Specific Background: In Indonesia, Special Schools (SLB) and Disability Service Units (ULD) are mandated to support inclusive education and increasingly operate as pedagogical resource centers aligned with the New Pedagogies for Deep Learning (NPDL) framework. Knowledge Gap: Empirical and conceptual studies rarely explain how these institutions systematically integrate collaborative inquiry with NPDL to support inclusive transformation at the system level. Aims: This study formulates a conceptual framework that repositions SLBs and ULDs as NPDL-oriented resource hubs through structured collaborative inquiry cycles. Results: Based on a structured literature review (2020–2024) and thematic synthesis, findings indicate that SLBs and ULDs provide assessment, mentoring, co-teaching, and professional learning communities corresponding to the NPDL Inquiry Cycle—Assess, Design, Implement, Measure, Reflect, and Change—while leadership and institutional capacity serve as key enabling conditions. Novelty: The study integrates inclusive education principles, NPDL architecture, and collaborative inquiry into a coherent reform model centered on resource-based institutional transformation. Implications: The framework informs policy and practice by outlining leadership preparation, systemic support, and structured professional collaboration as foundations for sustainable, competency-based inclusive education. Highlights• Thematic synthesis (2020–2024) confirms institutional mentoring, assessment, and co-teaching functions within inclusive networks.• Inquiry cycles align deep learning competencies with structured professional collaboration across school systems.• Leadership preparation and systemic support are foundational for sustainable educational reform. KeywordsInclusive Education; Special Schools; Disability Service Units; Collaborative Inquiry; New Pedagogies For Deep Learning
Deep Learning and Love Curriculum Integration in Indonesian Education Erlina, Gusti; Riadi, Haris; Sulwana, Siti; Sadiah, Halimatus
Pedagogia : Jurnal Pendidikan Vol. 15 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i1.2105

Abstract

The integration of Deep Learning and a Love-Based Curriculum offers a strategic pedagogical model that aligns cognitive rigor with affective and moral development in Indonesian education. By uniting conceptual depth, critical inquiry, empathy, and character formation, this integrative approach supports holistic learning suited to the demands of 21st-century education and national character-building objectives. However, its effective implementation requires systematic teacher capacity building, adaptive instructional design, and the development of valid affective assessment instruments. This study provides a theoretical contribution by articulating an integrative learning paradigm that bridges cognitive and humanistic education, while practically offering guidance for educators and policymakers seeking to strengthen meaningful and character-oriented learning in Indonesia. Highlights: Mindful, meaningful, and joyful pedagogies reinforce critical reasoning and contextual application. Compassion-centered educational design strengthens empathy, moral awareness, and classroom inclusivity. Combined framework supports balanced development of intellectual, emotional, and spiritual capacities Keywords: Deep Learning, Love-Based Curriculum, Affective, Empathetic, Character Dimensions of Learners.
Systematic Review of Deep Learning in Primary Education : Ulasan Sistematis tentang Deep Learning dalam Pendidikan Dasar Adi Putra, Deni
Pedagogia : Jurnal Pendidikan Vol. 15 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i1.2106

Abstract

This review study analyzes the integration of deep learning concepts into elementary school curriculum learning. The aim of this study is to identify strategies and solutions for practical purposes in integrating deep learning concepts into the curriculum. To achieve this goal, researchers analyzed 30 literatures from 2020 to 2025. These literatures were analyzed from the perspective of curriculum, methods, learning outcomes, and potential implementation obstacles. Project-based learning methods and group collaboration are preferred and can improve students' understanding of deep learning, according to the study's findings. This study also offers various recommendations to overcome obstacles in integrating deep learning. These recommendations include teacher support (disposition) and commitment to teaching new concepts and adequate school facilities. This study also proposes the development of a more flexible (modular) curriculum and the placement of devices for children's purposes, as well as interdisciplinary collaboration. Highlights:  Project-based and collaborative learning approaches are most frequently associated with improved student understanding and engagement. Curriculum alignment with cognitive development stages is a recurring requirement across successful implementations. Ethical considerations, teacher preparedness, and resource limitations remain persistent challenges in elementary contexts. Keywords: Deep Learning, Elementary School Curriculum, Artificial Intelligence, AI Literacy, STEM Education
Mini Quizzes in Elementary Mathematics Learning Assessment: Ujian Kecil dalam Penilaian Pembelajaran Matematika Dasar Haq, Ghazwu Fikril; Faradita, Meirza Nanda; Martati, Badruli
Pedagogia : Jurnal Pendidikan Vol. 15 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i1.2155

Abstract

Basic mathematical operations are fundamental for numeracy learning in elementary education, yet many fourth-grade students still struggle with addition, subtraction, and multiplication, especially in complex tasks. Previous methods often focus on final results and rarely apply systematic formative assessment at the beginning of instruction to support both numeracy skills and learning effort. This study examined Mini Quizzes as an early formative assessment strategy for Grade IV students at SD Muhammadiyah 4 Pucang Surabaya. Using a quantitative one-group pretest–posttest design with 62 students, results showed a 36.34% improvement in basic operation skills, with the largest gain in multiplication (+73.85%). Learning effort, measured through summative score growth, increased by 17.47%, and effect sizes ranged from moderate to high. The study demonstrates the novelty of integrating Mini Quizzes routinely at the start of lessons to reinforce conceptual understanding and sustain learning effort. Mini Quizzes are therefore recommended as a practical tool to strengthen numeracy achievement and continuous mathematics learning outcomes in elementary schools. Highlights:  Students demonstrated substantial growth in arithmetic skills after systematic early-session assessments. The strongest improvement occurred in higher-complexity multiplication tasks. Summative score progression reflected consistent increases in student learning effort. Keywords: Mini Quiz, Basic Mathematical Operations, Formative Assessment, Numeracy Elementary School
Student Talent Project Strengthens Madrasah Students Soft Skills: Proyek Bakat Siswa Menguatkan Soft Skill Siswa Madrasah Lutfiah, Dwi Nur; Nurmawati, Nurmawati
Pedagogia : Jurnal Pendidikan Vol. 15 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i1.2184

Abstract

This study outlines the General Background that education in the disruption era requires systematic soft skill formation alongside academic learning, particularly in Islamic schools emphasizing character development. The Specific Background focuses on the Student Talent Project (Proyek Bakat Siswa/PBS) implemented at Madrasah Aliyah An-Nur Prima Medan through Fardhu Kifayah, Calligraphy, Arabic Class, Silat, and Archery. The Knowledge Gap concerns the limited research explicitly examining PBS activities, student experiences, developed soft skills, and determining factors within this madrasah context. The Aims are to analyze the role of PBS in developing students’ soft skills and to identify factors influencing its implementation using a descriptive qualitative approach with interviews, observation, documentation, and interactive data analysis. The Results show that PBS fosters communication, teamwork, leadership, creativity, responsibility, and discipline, supported by mentor competence, student motivation, institutional facilities, religious culture, consistent implementation, and evaluation systems. The Novelty lies in its integrated analysis of PBS programs, student experiences, specific soft skill outcomes, and contextual determinants within one Islamic senior high school. The Implications indicate that structured religious extracurricular programs can serve as practical platforms for holistic soft skill and character formation in madrasah education. Highlights• Structured religious extracurricular activities cultivate interpersonal and social competencies among participants.• Experiential and project-based practices foster leadership, collaboration, and self-regulation.• Mentor quality, institutional support, and consistent scheduling determine program sustainability. KeywordsStudent Talent Project; Soft Skills Development; Islamic Education; Extracurricular Activities; Experiential Learning

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