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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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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
Assemblr EDU Augmented Reality Puzzle for Elementary Learning: Pengembangan Puzzle Augmented Reality Assemblr EDU untuk Sekolah Dasar Age Larasati, Diyas; Binti Muhamad Hanafi, Nurfirdawati
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.v15i1.2172

Abstract

This study responds to the integration of digital technology in elementary education. General Background: Twenty-first-century learning requires interactive and student-centered instructional media supported by technology. Specific Background: In many elementary classrooms, learning media remain static, while puzzle-based learning and Augmented Reality (AR) platforms such as Assemblr EDU are often applied separately. Knowledge Gap: Research integrating puzzle-based problem-solving activities with AR technology into a single structured medium using Assemblr EDU at the elementary level remains limited. Aims: This study aims to develop and evaluate the feasibility of an Assemblr EDU–based augmented reality puzzle learning media using the ADDIE Research and Development model. Results: Expert validation showed material suitability (87%), visual design (83%), AR interaction (85%), and ease of use (82%), with an overall feasibility score of 84.25% categorized as appropriate to very appropriate. Student responses were highly positive in attractiveness (90%), usability (85%), conceptual support (88%), and thinking activation (87%). Novelty: The study integrates structured puzzle activities with AR visualization within one interactive instructional product. Implications: The developed media demonstrates pedagogical relevance and provides a viable technology-based alternative for elementary learning aligned with 21st-century education principles. Highlights• Achieved high validation scores across content, design, interaction, and usability criteria.• Generated strong learner approval in attractiveness, clarity, and cognitive activation aspects.• Combined structured game mechanics with three-dimensional visualization in one instructional product. KeywordsAugmented Reality; Assemblr EDU; Puzzle Based Learning; Elementary Education; Instructional Media Development
CIPP Evaluation of Differentiated Learning in Elementary School: Evaluasi Pembelajaran Berdiferensiasi Berbasis CIPP di Sekolah Dasar Anna Roosyanti; Diyas Age Larasati
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.v15i1.2188

Abstract

General Background: Differentiated learning supports inclusive practices within the Merdeka Curriculum in elementary education. Specific Background: SDN Babatan IV 459 Surabaya has implemented differentiated learning without prior systematic evaluation. Knowledge Gap: Limited studies apply the CIPP (Context, Input, Process, Product) model to evaluate differentiated learning in inclusive elementary settings. Aims: This study evaluates the implementation of differentiated learning using the CIPP framework. Results: Through qualitative methods involving observation, interviews, and document analysis, findings indicate adaptive curriculum design, diverse learning resources, responsive strategies, and active teacher–student interaction aligned with varied learning profiles, including students with intellectual disabilities. Improvements were identified in conceptual understanding, critical thinking skills, learning motivation, and reduction of learning gaps in heterogeneous classrooms. Novelty: The study applies a structured CIPP evaluation to differentiated learning in an inclusive elementary school context. Implications: Systematic evaluation through CIPP supports sustainable inclusive pedagogy and adaptive curriculum implementation. Highlights:• Comprehensive CIPP analysis demonstrates adaptive and inclusive classroom practices across context, input, process, and product components.• Flexible curriculum design and varied instructional resources accommodate diverse learning profiles, including students with intellectual disabilities.• Observable gains in conceptual mastery, higher-order reasoning, and classroom participation were identified. Keywords: Differentiated Learning; CIPP Evaluation Model; Inclusive Education; Elementary School; Merdeka Curriculum
Progressivism Philosophy Synthesis for Character Education Reconstruction in Indonesian Curriculum: Sintesis Filsafat Progresivisme untuk Rekonstruksi Pendidikan Karakter dalam Kurikulum Indonesia Nurfauziah, Astri; Herlambang, Yusuf Tri; Mulyati, Tita
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.v15i1.2195

Abstract

General Background: Moral degradation among elementary school students in the era of globalization has raised concerns about the alignment between character education goals and curriculum practices. Specific Background: In Indonesia, character education has been formally integrated into the 2013 Curriculum and the Independent Curriculum as part of national educational reform. Knowledge Gap: However, the implementation of character education often remains administrative and symbolic, while classroom practices still emphasize cognitive assessment rather than experiential moral development. Aims: This study examines the philosophy of progressivism as an analytical framework for reconstructing character education within Indonesian curriculum policy. Results: Through qualitative literature analysis and comparative philosophical examination of Dewey, Neill, Lickona, and Freire, the study finds that progressive principles such as reflective learning, dialogical interaction, and experiential participation are partially reflected in national curriculum design. The Independent Curriculum shows a stronger progressive orientation than the 2013 Curriculum, yet its implementation remains constrained by teacher preparedness, institutional culture, and assessment systems. Novelty: This study proposes a synthesis of classical progressivism and critical pedagogy to construct a holistic–reflective model of character education. Implications: The proposed framework supports the development of reflective, experience-based, and socially aware character education within Indonesian curriculum reform. Highlights • Progressive principles appear in Indonesian curriculum policy but rarely shape classroom practice• Independent Curriculum introduces experiential and participatory moral learning structures• Dewey–Freire theoretical synthesis frames reflective and socially aware character formation Keywords Progressivism Philosophy; Character Education; Indonesian Curriculum Policy; Critical Pedagogy; Moral Education
AI Training and Growth Mindset Strengthen PKBM Tutors Pedagogical Readiness: Pelatihan AI dan Growth Mindset Meningkatkan Kesiapan Pedagogis Tutor PKBM Al jamin, M Wagio; Zailani , Rinawati
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.v15i1.2196

Abstract

General Background: The integration of Artificial Intelligence (AI) in education requires teachers’ digital competence and psychological readiness, particularly in nonformal institutions. Specific Background: Tutors at PKBM Al Mustajab initially exhibited low confidence and resistance toward AI-based learning media. Knowledge Gap: Prior studies largely focused on technical AI training in formal education, with limited integration of growth mindset interventions in PKBM contexts. Aims: This qualitative descriptive study aims to describe AI-based learning media training combined with a growth mindset approach and its pedagogical outcomes. Data were collected from 10 tutors and 1 manager through observation, interviews, and documentation, and analyzed interactively. Results: The training increased tutor confidence, active participation, independent exploration of AI tools, and the production of more interactive and contextual learning media, alongside a shift from fear to exploratory attitudes. Novelty: The study presents a systematic integration of AI technical instruction and growth mindset–based psychological intervention in nonformal education. Implications: Sustainable mentoring and institutional support are required to maintain digital transformation in PKBM settings. Highlights:• Tutors demonstrated greater autonomy in operating AI applications during training sessions.• Reflective dialogue fostered adaptive attitudes toward digital innovation.• Learning products became more contextual and visually engaging for diverse learners. Keywords: Artificial Intelligence; Growth Mindset; Learning Media Development; Nonformal Education; Teacher Professional Development

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