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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 286 Documents
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Improving Speaking Skills Through Hand Puppet Media for Class III Students: Peningkatan Keterampilan Berbicara Melalui Media Boneka Tangan Pada Siswa Kelas III Simanjuntak, Andini Zahara; Rambe, Riris Nurkholidah
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.v14i2.1955

Abstract

This study aims to help students become skilled in speaking in class III of SD IT Al-Hijrah 2 through the implementation of hand puppet media in the learning process. In its implementation, the development method (R&D) through the ADDIE model approach with five stages, namely needs analysis, media design process, development stage, field application, and assessment related to media effectiveness. Linguists, media, and material experts conducted validation, with the average results falling into the “very feasible” feasibility category. The pretest and posttest findings are at a significance value of 0.000, which is below the 0.05 threshold. This indicates that the media trial significantly improved students' speaking ability. Responses from teachers and students also said that this material was interesting and easy to use for education. The research findings show that the use of hand puppet media is not only practical but also successful in fostering an interesting and participatory learning environment and improving students' speaking skills. Highlights: Improves speaking skills significantly using hand puppet media. ADDIE model ensures systematic media development. Validated as highly feasible by education experts. Keywords: Hand Puppet Media, Speaking Skills, Elementary Education, ADDIE Model, Learning Innovation
Deep Learning with Project-Based Learning (PjBL) Model for Student Creativity: Pembelajaran Mendalam dengan Model Project-Based Learning (PjBL) untuk Kreativitas Siswa Nurazizah, Zhafira; Mubarok, As’ad Syamsul; Herawan, Endang; Putri , Dian Permana
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.v14i2.1957

Abstract

21st-century education requires students not only to master basic knowledge but also to develop critical thinking, creativity, and problem-solving skills—competencies that can be fostered through the Project-Based Learning (PjBL) model within the framework of deep learning. This study aims to explore how the implementation of PjBL can enhance students' creativity through five key indicators: fluency, flexibility, originality, elaboration, and emotional engagement with enthusiasm. Using a descriptive qualitative approach, this case study was conducted with eighth-grade students at a public junior high school in Cirebon Regency. Data were collected through observation, interviews, and analysis of student project documents, and analyzed using the interactive model of Miles and Huberman. The findings show that PjBL creates an open and contextual learning environment, encouraging students to actively explore ideas, think from multiple perspectives, and generate original, meaningful solutions. PjBL also fosters high learning enthusiasm and strengthens students’ emotional involvement in the learning process. The study implies that integrating PjBL into deep learning approaches holds great potential for cultivating a collaborative, reflective, and creative learning culture. These findings highlight the crucial role of teachers as facilitators and designers of learning experiences that stimulate students’ creativity in authentic and meaningful contexts. Highlights: PjBL supports key creativity indicators: fluency, flexibility, originality, elaboration, and emotional engagement. The model fosters active, contextual learning and encourages original problem-solving. Teachers play a central role as facilitators in designing meaningful learning experiences. Keywords: Project-Based Learning, Creativity, Deep Learning, Student Engagement, 21st-Century Skills
Implementation of School Literacy Program in Islamic Religious Education Learning: Implementasi Program Literasi Sekolah dalam Pembelajaran Pendidikan Agama Islam Khoridatunnida, Khoridatunnida; Azhari, Muhammad
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.v14i2.1959

Abstract

This study analyzes the implementation of the School Literacy Movement (GELAS) in Islamic religious education to improve students' ability to read and write the Qur'an. It focuses on the effectiveness of GELAS and the supporting and inhibiting factors in its application. Using a qualitative descriptive method, data were collected through observation, interviews, and documentation, and analyzed using Miles and Huberman's model: data reduction, data display, and conclusion drawing. The results show that GELAS has been implemented smoothly through activities like libraries, reading corners, morning gatherings, 15-minute Qur'an reading sessions, and weekly Yasin reading. Supporting factors include adequate facilities, active school participation, and teacher supervision. Inhibiting factors include limited funding and low student motivation. Highlights: Focuses on the effectiveness of GELAS in Qur'an literacy. Uses qualitative methods: observation, interviews, documentation. Finds success supported by facilities, but hindered by low student motivation. Keywords: School Literacy Movement, Islamic Religious Education, Qur'an Literacy, GELAS Program, Student Motivation
Strengthening Students' Islamic Character Through the Islamic Personal Development Program: Penguatan Karakter Islami Siswa Melalui Program Bina Pribadi Islami Parlina, Leni; Martha, Alfroki; Adriantoni, Adriantoni
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.v14i2.1962

Abstract

The Bina Pribadi Islami (BPI) program at SDIT Almadaniy Lubuk Basung was developed to strengthen students' Islamic character, particularly in the areas of time discipline, self-commitment, and independence. This study aims to evaluate the effectiveness of the BPI implementation as part of Islamic-based character education at the primary education level. The research employed a qualitative descriptive method with data collected through observation, interviews, and documentation. The program assessment was conducted using the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing. The findings revealed that: (1) program planning was conducted systematically through character goal setting, scheduling, method formulation, and involvement of teachers and parents; (2) implementation included daily worship practices, weekly mentoring, Qur’an memorization and recitation, and character-building through daily student interactions; (3) evaluation was carried out through direct observation, monitoring books, and regular reflection sessions; and (4) the program's effectiveness was evident in students’ increased time discipline, personal commitment, and independence. This study also contributes to the development of a contextual and integrated Islamic character education model. Highlights: Structured Planning: The BPI program was systematically planned with defined goals and teacher-parent collaboration. Holistic Implementation: Activities included worship routines, Qur’an memorization, and character-based interactions. Positive Impact: Students showed noticeable improvements in discipline, commitment, and independence. Keywords: Islamic Character Education, Time Discipline, Self-Commitment, Primary Education, Program Evaluation
Analysis of Students' Learning Needs for Teaching Materials in Informatics Subject at Senior High School.: Analisis Kebutuhan Belajar siswa Pada Mata Pelajaran Informatika di Sekolah Menengah Atas Fitri, Rahmi Yuliza; Alfiriani, Adlia; Siska, Felia
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.v14i2.1866

Abstract

Education in the digital era requires innovative learning, especially in informatics, which develops critical thinking, problem-solving, and digital literacy. However, many schools, including SMA Negeri 2 Pasaman, struggle to provide relevant teaching materials. This study analyzes students' learning needs through a quantitative survey of 98 tenth-grade students. Results show that lectures (31%) and printed books (80%) dominate learning, while students prefer interactive materials with clear content, exercises, images, videos, and animations. The findings highlight the gap between available materials and students’ needs, emphasizing the need for more innovative, engaging, and relevant teaching resources. Highlights: Learning Material Gap – Most schools rely on printed books (80%) and lectures (31%), while students prefer interactive materials. Need for Interactive Learning – Students want comprehensive, easy-to-understand materials with exercises, images, videos, and animations. E-Module Solution – Developing interactive digital materials can enhance student engagement and understanding in informatics. Keywords: Needs Analysis, Teaching Materials, Informatics
Content and Perspective of Students in the Professional Education Process: Konten dan Perspektif Mahasiswa dalam Proses Pendidikan Profesional Sharipov, Abror
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.v14i2.1882

Abstract

This study focuses on the problems of employment of the graduates from vocational education institutions in Uzbekistan and describes growing need for middle level personnel in the Uzbekistan and the international labor markets. Therefore, although educational reforms continue, gaps remain in vocational training in term of their relevance to market demands, leaving workers prone to instability in the labor market and poor employment conditions. This research uses a qualitative approach to describe government policies, international best practices, and labor market trends. Results demonstrate that through reforms are strategic, digitalizing the employment process, and stronger public-private partnerships, graduate employability can be improved. The results highlight the need for modernization of vocational training systems and further refining the dynamic labor market. Implications drawn from these insights for policymakers, educational institutions, and industry stakeholders regarding creating a sustainable employment ecosystem in the context of the Philippines and other developing economies are also provided. Highlights: Employment Challenges: Gaps in vocational training reduce job stability and employability. Strategic Reforms: Digitalization and public-private partnerships improve graduate employment. Global Relevance: Lessons from Uzbekistan apply to other developing economies like the Philippines. Keywords: Vocational Education, Labor Market, Employment, Digitalization, Workforce Development
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

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