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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 15 Documents
 1   2 
Search results for , issue "Vol. 15 No. 1 (2026): February" : 15 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; Sa'diah, Halimatu
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
Interactive Read Aloud and Book Selection in Primary Literacy : Pembacaan Interaktif dan Pemilihan Buku dalam Literasi Dasar Sekolah Dasar Durriya, Tati Lathipatud; Niasari, Catur; Umar, Iin Afriyanti
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.v15i1.1734

Abstract

General Background: Literacy competence is a national priority in Indonesian primary education under Kurikulum Merdeka, which emphasizes Capaian Pembelajaran and differentiated instruction. Specific Background: However, classroom literacy practices remain largely textbook-centered, and teachers face challenges in implementing meaningful literacy activities. Knowledge Gap: Empirical evidence is limited regarding how teachers select quality children’s books and integrate interactive read aloud with Capaian Pembelajaran. Aims: This qualitative case study examines teachers’ experiences in selecting leveled books and applying interactive read aloud in a public primary school in Depok, Indonesia. Results: Teachers demonstrated increased awareness of content relevance, student reading levels, and decodable books, yet encountered constraints in book availability and curriculum alignment. Interactive read aloud supported student engagement, subject comprehension, and reading interest while encouraging teacher reflection and preparation. Novelty: The study offers contextual insight into aligning interactive read aloud and quality book selection with Capaian Pembelajaran. Implications: Continuous professional development and improved access to diverse children’s literature are necessary to sustain primary literacy instruction. Highlights: Educators recognized the importance of aligning children’s literature with student developmental stages and curriculum outcomes. Classroom storytelling sessions encouraged active dialogue and supported subject matter understanding. Ongoing mentoring and structured preparation were identified as necessary for sustainable instructional practice. Keywords:  Interactive Reading Aloud, Literacy, Graded Books, Learning Achievements, Merdeka Curriculum.
Adaptation Strategies of Papuan Students in Secondary Education Affirmation: Strategi Adaptasi Siswa Papua dalam Program Afirmasi Pendidikan Menengah Hati, Kusuma; Trinugraha, Yosafat Hermawan
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.v15i1.1967

Abstract

This study examines cross-cultural student adaptation within an educational affirmation context. General Background: Educational equity remains a major challenge in Indonesia, particularly in Papua, prompting the establishment of the Secondary Education Affirmation Program (ADEM) to expand access to quality secondary education outside the region. Specific Background: Papuan students at SMA Negeri 1 Ngemplak Boyolali face linguistic, academic, social, and cultural challenges during their transition. Knowledge Gap: Although ADEM implementation has been discussed in prior research, limited studies analyze students’ adaptation strategies using John William Bennett’s adaptation framework within a specific school setting. Aims: This study analyzes behavioral, strategic, and process-based adaptation strategies of Papuan students and examines the role of schools and teachers in supporting integration. Results: Using a qualitative case study with interviews, observation, and documentation, findings show that students apply behavioral adjustments, tactical learning strategies, and gradual adaptive processes consistent with Bennett’s model, supported by peer networks, inclusive instruction, differentiated learning, and structured mentoring. Novelty: This study contextualizes Bennett’s adaptation theory within an affirmation-based secondary education setting. Implications: The findings provide practical guidance for strengthening institutional support, culturally responsive pedagogy, and mentoring systems to sustain equitable integration of culturally diverse learners. Highlights• Learners navigate cross-regional transition through observable social and classroom adjustments.• Independent learning planning and collaborative networks support academic participation.• Institutional inclusivity and mentoring structures foster sustainable integration. Keywords: Strategies; Secondary Education Affirmation Program; Papuan Students; Cross Cultural Education; Inclusive School Environment
The Theories of Principles in Deep Learning Approach: Teori-Teori dalam Prinsip-Prinsip Pendekatan Pembelajaran Mendalam Rosyidah, Ferdiana; Parmiti, Desak Putu; Sanjaya, Dewa Bagus; Jampel, I Nyoman
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.v15i1.2098

Abstract

Deep learning is an approach that launched by the Ministry of Primary and Secondary Education with an academic manuscript that can be viewed freely on its page. It has three main principles, that are mindful, meaningful, and joyful that should be implemented simultaneously during the learning process. This article discussess the theories of these three main principles from various figures such as Langer, Ausubel, and Dewey by using the literature study from various articles and books. The discussion of this article is designed to help educators more understand about the core of the approach accompanied by practical examples, enabling them to align the learning process with national policies. The principles in deep learning are aligned with constructivism theory, which made students as active subjects in the learning process. Students are aware of the leraning objectives and fully engaged in learning activities  which the content is connected to real-life experiences, enabling them for constructing the conceptual knowledge. This article focuses solely on constructivism theory despite the existence of other theories that also support educational innovation. Highlights: Three interconnected principles frame a holistic student-centered approach grounded in awareness, cognitive integration, and experiential engagement. The framework positions learners as active knowledge constructors through contextual instruction and structured conceptual organization. Practical classroom strategies include initial assessment, project-based activities, and reflective interaction aligned with national curriculum policy. Keywords: Deep Learning, Mindful, Meaningful, Joyful
Development of Computer-Based E-Modules Using Flip Builder as a learning Resource in Social Studies Learning Putri, Erika; Sudrajat , Sudrajat; Agustinova , Danu Eko
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.v15i1.2113

Abstract

The rapid development of information and communication technology and post-pandemic digital transformation have increased the demand for adaptive learning resources in Social Studies education. At SMP Negeri 1 Karangmojo, learning practices remained teacher-centered and dependent on textbooks despite available digital infrastructure, revealing limited integration of technology-based materials. This study aims to develop a computer-based e-module assisted by Flip Builder and to examine its feasibility using a Research and Development approach with the ADDIE model. Validation results showed Very Good categories from material experts (4.3), media experts (4.83), teacher readability tests (4.57), and student responses (4.68), indicating that the e-module meets eligibility standards. The developed e-module offers a systematically designed digital learning resource aligned with post-pandemic and 21st-century learning needs and can serve as an alternative resource to support student-centered and independent learning in junior high school Social Studies. Highlights: Multi-stage validation confirmed high eligibility across material, media, readability, and learner appraisal criteria. Systematic ADDIE procedures produced a structured digital resource aligned with curriculum competencies. Learner appraisal indicated strong acceptance regarding clarity, visual presentation, and instructional organization. Keywords: E-Module, Flip Builder, Social Studies, Learning Resources, ADDIE
The Use of Quizizz Aplication for Al-Islam Lesson to Enhance Learning Efectiveness: Penggunaan Aplikasi Quizizz pada Pembelajaran Al-Islam untuk Meningkatkan Efektivitas Pembelajaran Afifa, Elverda Zahra; Arifin, Moch. Bahak Udin By
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.v15i1.2118

Abstract

This study aims to examine the effectiveness of using the Quizizz application in Al-Islam learning for 11th grade students at SMA Muhammadiyah 4 Porong. This study uses a quantitative approach with pre-test and post test design with a single group sample consisting of 14 people. The results of the study indicate that the application of Quizizz in Al-Islam learning can improve student learning outcomes. This proves that Quizizz is able to create a more interactive and enjoyable learning atmosphere and can increase student motivation to learn. Therefore, the use of Quizizz application can be an effective alternative learning medium in supporting the implementation of Al-Islam learning at the high school, especially in the context of the class studied. Highlights: Statistical testing demonstrated significant score differences between initial and final assessments (p = 0.002). Most participants achieved scores within the highest interval range after treatment. Game-based digital instruction fostered active classroom participation and measurable academic progress. Keywords: Quizizz App, Learning Effectiveness, Al-Islam

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