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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 297 Documents
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Artificial Intelligence Usage and Determinants of Student Academic Achievement: Penggunaan Artificial Intelligence dan Penentu Prestasi Akademik Mahasiswa Prasetyoningrum, Indah Dwi; Fajar, Maulana; Ratnawati, Dwi Puji
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.v15i1.2097

Abstract

General Background: The growing integration of Artificial Intelligence (AI) in higher education has introduced new opportunities for digital learning and academic support. Specific Background: Along with AI adoption, students’ academic achievement is also associated with internal learning capacity such as self-regulated learning, digital literacy, and the management of study load. Knowledge Gap: However, limited studies examine these variables simultaneously within a single analytical framework to understand their relationship with academic achievement. Aims: This study analyzes the relationship between Artificial Intelligence usage frequency, self-regulated learning, digital literacy, study load, and student academic achievement. Results: The findings indicate that the frequency of AI usage does not show a significant relationship with academic achievement, while self-regulated learning, digital literacy, and study load show significant positive relationships with student academic achievement. Digital literacy and study load also do not moderate the relationship between AI usage frequency and academic achievement. Novelty: This study proposes an integrated conceptual examination of Artificial Intelligence usage together with self-regulated learning, digital literacy, and study load in explaining student academic achievement. Implications: The results suggest that universities should prioritize strengthening self-regulated learning, improving critical digital literacy, and designing proportional study loads to support the optimal use of AI in the academic learning process. Highlights • Self-regulated learning shows a positive relationship with student academic performance.• Digital literacy and study load are associated with higher academic achievement levels.• Artificial intelligence usage frequency is not the primary determinant of academic scores. Keywords Artificial Intelligence; Self-Regulated Learning; Digital Literacy; Study Load; Academic Achievement
ABL CER Learning Improves Basic Physics Conceptual Understanding: Pembelajaran ABL CER Meningkatkan Pemahaman Konsep Fisika Dasar Yusal, Yulianti; Sangkala, Nur Rahmah; Alqadri, Zulqifli; Syakur, Akhmad; Daud, Dalla Haji
Pedagogia : Jurnal Pendidikan Vol. 15 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i2.2173

Abstract

General Background: Higher education requires students to master conceptual knowledge alongside scientific reasoning through structured argumentation involving claims, evidence, and reasoning. Specific Background: However, students’ conceptual understanding in basic physics often remains weak due to unstructured learning practices that fail to reveal reasoning processes and support evidence-based explanations. Knowledge Gap: Although argumentation-based learning is recognized in science education, its structured implementation using Claim-Evidence-Reasoning (ABL-CER) in higher education physics contexts remains insufficiently examined. Aims: This study aims to determine the effect of ABL-CER on students’ conceptual understanding in Basic Physics. Results: Using a quasi-experimental posttest-only control group design with 71 students, the experimental group achieved a higher mean score (72.43) than the control group (64.50), with a significant difference (Sig. 0.001 < 0.05). Novelty: This study demonstrates that structured argumentation through CER explicitly supports conceptual reasoning by requiring students to formulate claims, select relevant evidence, and connect them through scientific reasoning. Implications: The findings suggest that ABL-CER provides a systematic and assessable framework for strengthening conceptual understanding, particularly in physics topics prone to misconceptions, and supports its application in higher education and teacher preparation contexts. Highlights • Experimental class achieved higher posttest scores than comparison group• Structured reasoning process supports deeper conceptual processing• Argumentation activities facilitate evaluation and revision of ideas KeywordsArgumentation-Based Learning; Claim Evidence Reasoning; Conceptual Understanding; Basic Physics; Higher Education
Webgos E-Module Development for Elementary Descriptive Writing Learning Outcomes: Pengembangan E-Module Webgos untuk Pembelajaran Menulis Deskripsi Sekolah Dasar Ramadhani, Fitri; Syukri Syamsuri, Andi; Ratnawati, Ratnawati
Pedagogia : Jurnal Pendidikan Vol. 15 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i2.2210

Abstract

General Background: Writing is a fundamental language skill in elementary education that supports communication competence and literacy development. Specific Background: However, many elementary students experience difficulties in descriptive writing, particularly in generating ideas, organizing sentences, and using appropriate vocabulary, while learning materials remain dominated by conventional printed modules. Knowledge Gap: Previous studies on Google Sites learning media have rarely developed structured e-modules specifically designed to guide descriptive writing learning processes. Aims: This study aims to develop a Webgos (Web Google Sites)–based e-module and evaluate its validity, practicality, and effectiveness for fifth-grade elementary students. Results: Using the ADDIE research and development model, the developed e-module obtained high validity scores from media and material experts (87%–97%), demonstrated high practicality based on learning implementation observations (98%) and positive teacher and student responses, and showed improved learning outcomes with average scores increasing from 45 in the pretest to 88 in the posttest with an N-Gain value of 0.79 in the high category. Novelty: The study presents an integrated Webgos e-module combining Google Sites structure, Canva-based materials, and interactive evaluation in a single digital learning system. Implications: The findings indicate that Webgos-based e-modules provide a feasible digital learning medium to support descriptive writing instruction in elementary education. Highlights • Web-based digital module designed through systematic ADDIE development stages• Expert validation confirmed high feasibility of the developed learning media• Student achievement scores increased substantially after module implementation Keywords Webgos E-Module; Google Sites Learning Media; Descriptive Writing Skills; Elementary School Students; ADDIE Development Model
Transformasi Pembelajaran PAI Berbasis Siklus di Madrasah Tsanawiyah: Cyclical Transformation of Islamic Education Learning in Madrasah Purba, Alvira Asri Br; Salminawati, Salminawati; Dahlan, Zaini
Pedagogia : Jurnal Pendidikan Vol. 15 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i2.2211

Abstract

General Background: Islamic Religious Education learning faces challenges in responding to digital-era demands and shifting student expectations toward more participatory and contextual learning processes. Specific Background: In private Madrasah Tsanawiyah across Deli Serdang Regency, learning practices show variability in pedagogical approaches, assessment, and institutional support. Knowledge Gap: Existing studies have not sufficiently explained how learning transformation occurs across different institutional contexts nor produced an integrative conceptual model based on multi-site analysis. Aims: This study aims to analyze actual learning conditions, identify forms of transformation, examine supporting and inhibiting factors, and formulate a cross-site conceptual model of learning transformation. Results: Findings indicate that transformation occurs gradually through revisions of instructional documents, a shift from teacher-centered to student-centered learning, implementation of formative assessment, and continuous reflection and feedback practices. The process is influenced by teacher pedagogical competence, digital literacy, leadership, collaborative culture, and infrastructure limitations, alongside administrative burdens and bureaucratic constraints. Novelty: The study proposes an integrative conceptual model positioning learning transformation as a dynamic cycle involving policy implementation, pedagogical practice, reflection, evaluation, and feedback across institutional systems. Implications: Sustainable transformation depends on reconstructing teachers’ professional paradigms and strengthening institutional support systems rather than relying solely on administrative adjustments.      
AI Integration Strategies for Teacher Professional Competence Development: Strategi Integrasi AI untuk Pengembangan Kompetensi Profesional Guru Abdilah, Rahmat; Haryono, Haryono
Pedagogia : Jurnal Pendidikan Vol. 15 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i2.2212

Abstract

General Background: The rapid development of artificial intelligence (AI) has introduced significant transformations in education, particularly in supporting teacher professional competence. Specific Background: AI is increasingly utilized in lesson planning, assessment, feedback, and administrative tasks, yet its integration into teacher professional development remains complex and context-dependent. Knowledge Gap: Existing studies predominantly focus on student outcomes or teacher perceptions, with limited synthesis addressing strategies, challenges, and systemic factors influencing AI integration for teacher competence. Aims: This study aims to synthesize forms of AI utilization, integration strategies, and implementation challenges in strengthening teacher professional competence through a Systematic Literature Review approach. Results: Findings indicate that practice-based professional development is the most consistent strategy, while AI literacy, self-efficacy, and policy support act as key mediating factors; major challenges include literacy gaps, ethical concerns, inadequate infrastructure, and limited policy alignment. Novelty: The study proposes a synthesis framework positioning AI as an object whose effectiveness depends on pedagogical, psychological, and structural policy factors rather than as a standalone technological solution. Implications: The results highlight that strengthening teacher professional competence requires a systematic process integrating teacher readiness, contextual training, and institutional policy support, emphasizing that AI adoption must be aligned with broader educational systems. Highlights• AI utilization centers on planning, assessment, feedback, and administrative support• Practice-based training demonstrates consistent outcomes in competency development• Integration depends on literacy, self-efficacy, infrastructure, and policy alignment KeywordsArtificial Intelligence; Teacher Professional Competence; AI Literacy; Professional Development; Systematic Literature Review
Role Playing Reveals Student Communication and Collaborative Interaction in IPAS: Role Playing Mengungkap Komunikasi dan Interaksi Kolaboratif Siswa dalam IPAS Suciati, Enggar; Sari, Nurratri Kurnia
Pedagogia : Jurnal Pendidikan Vol. 15 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i2.2219

Abstract

General Background: Communication skills are a core component of 21st-century learning, particularly in integrated Natural and Social Sciences (IPAS), where students are required to actively express ideas and engage in social interaction. Specific Background: Role-playing is applied as an active learning strategy to facilitate communication practice among grade IV students in IPAS learning contexts. Knowledge Gap: Previous studies primarily emphasize general communication outcomes using quantitative approaches, while detailed qualitative exploration of communication processes and indicators remains limited. Aims: This study aims to explore students’ communication skills through role-playing activities in IPAS learning. Results: Using a descriptive qualitative design involving 22 students, findings indicate that most students demonstrate clear pronunciation (90.91%) and fluency (86.36%), alongside increased confidence, appropriate gestures, and improved mastery of subject content. Students also begin to utilize facial expressions, eye contact, and collaborative interaction during group activities. Novelty: The study identifies the emergence of collaborative communication through group discussion, role distribution, and peer feedback, extending beyond traditional communication indicators. Implications: These findings suggest that role-playing supports holistic communication development, integrating verbal, nonverbal, affective, and social dimensions, and provides a practical strategy for fostering interactive and meaningful IPAS learning. Highlights• High clarity and fluency observed in student dialogue performance• Group interaction fosters peer feedback and shared understanding• Learning activities integrate conceptual mastery with expressive behavior KeywordsStudent Communication; Role Playing Method; IPAS Learning; Collaborative Communication; Elementary Education
Strategi Guru Akidah Akhlak Berbasis I2M3 dan Inkuiri: I2M3 and Inquiry Strategies in Akidah Akhlak Learning syahri, melani purnama; s, Zulkarnain; Riadi, Dayun
Pedagogia : Jurnal Pendidikan Vol. 15 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i2.1985

Abstract

General Background: Learning processes in Islamic education require strategies that promote student engagement and critical thinking development within meaningful classroom interactions. Specific Background: The I2M3 learning approach interactive, inspirational, enjoyable, challenging, and motivating has been introduced in Akidah Akhlak education to support active participation and contextual understanding among students. Knowledge Gap: However, classroom practices in Akidah Akhlak often remain conventional, resulting in limited student involvement and underdeveloped critical thinking skills despite initial implementation of innovative approaches. Aims: This study aims to describe teacher strategies in implementing I2M3-based inquiry learning and examine their role in fostering student activeness and critical thinking skills at SMP Insan Kamil Islamic School Bengkulu. Results: Using a descriptive qualitative method through observation, interviews, and documentation, the findings show that teachers systematically apply inquiry-based strategies aligned with I2M3 principles, including interactive discussions, contextual learning, collaborative projects, and reflective activities. These strategies increase student participation, encourage analytical thinking, and support meaningful engagement with moral and religious concepts. Novelty: The study highlights the integration of inquiry strategies within the I2M3 framework as a structured approach in Akidah Akhlak learning. Implications: The findings suggest that such strategies contribute to developing active, critical, and character-oriented learners, while also identifying challenges related to student diversity, time constraints, and learning resources that require adaptive teaching practices. Highlights• Inquiry-based classroom practices structured sequential student engagement• Contextual moral case analysis strengthened reasoning processes• Collaborative activities supported participation across diverse learner abilities KeywordsTeacher Strategy; I2M3 Learning; Inquiry Learning; Active Learning; Critical Thinking
Geography Teachers’ Perceptions of GeoAI Use in Learning: Persepsi Guru Geografi terhadap Pemanfaatan GeoAI dalam Pembelajaran Purwa Priyana, Ekky; Somantri , Lili
Pedagogia : Jurnal Pendidikan Vol. 15 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i2.2079

Abstract

General Background: The integration of artificial intelligence in education, particularly GeoAI, represents a significant advancement in geography learning within the context of the Industrial Revolution 4.0. Specific Background: GeoAI combines geospatial technologies and artificial intelligence to support spatial analysis and interactive learning; however, its classroom utilization depends heavily on teachers’ perceptions and competencies. Knowledge Gap: Previous studies have emphasized artificial intelligence in general education, yet limited research specifically examines geography teachers’ perceptions of GeoAI utilization at the senior high school level. Aims: This study aims to analyze the levels of understanding, implementation, and reflection of geography teachers regarding GeoAI utilization in geography learning at public senior high schools in Coblong District, Bandung City. Results: The findings reveal that teachers’ understanding of GeoAI is uneven, implementation is generally adequate—primarily through Google Maps—and reflective ability is very strong in supporting learning processes. Novelty: This study provides a contextual analysis of teachers’ perceptions encompassing understanding, implementation, and reflection of GeoAI within geography education. Implications: The results highlight the need for strengthening conceptual understanding, digital competence, and geospatial literacy through training programs and policy support to advance GeoAI integration in geography learning. Highlights• Uneven conceptual mastery of GeoAI among geography teachers• Classroom practices dominated by accessible geospatial platforms• Strong reflective capacity supports technology-based learning development KeywordsGeoAI; Teacher Perception; Geography Learning; Digital Competence; Geospatial Literacy
Development Of A Wordwall-Assisted Pancasila Education E-Book To Enhance Students’ Tolerance And Learning Interest: Pengembangan E-Book Pendidikan Pancasila dengan Bantuan Wordwall untuk Meningkatkan Toleransi dan Minat Belajar Siswa ramadhani, indri; Nursalam, Nursalam; Azis, Abdul
Pedagogia : Jurnal Pendidikan Vol. 15 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i2.2223

Abstract

General Background: Pancasila education is essential for developing students’ character, particularly tolerance in multicultural contexts. Specific Background: In elementary schools, learning still relies on conventional methods with limited digital media, resulting in low student engagement and inadequate development of tolerance and learning interest. Knowledge Gap: Previous studies mainly emphasize cognitive outcomes, while the integration of Wordwall with e-book media for character development remains limited. Aims: This study aims to develop a Wordwall-assisted Pancasila Education e-book and evaluate its feasibility, practicality, and outcomes on students’ tolerance and learning interest. Results: Using the ADDIE-based Research and Development approach, the e-book demonstrates interactive, collaborative, and contextual features through reflection, discussion, and game-based activities. Expert validation and user responses indicate that the product is valid and practical. The implementation shows increased student participation, respect for differences, and learning motivation compared to conventional methods. Novelty: The study proposes an integrated digital learning model combining Wordwall and e-book media to support both cognitive and character development. Implications: The findings indicate that interactive digital media integrated with character-based content can support meaningful learning and foster affective and cognitive outcomes in elementary education. KeywordsPancasila Education; Digital Learning Media; Wordwall; Tolerance Character; Learning Interest Highlights• Interactive digital module integrates game-based activities with character learning• Student participation and respect for diversity increase in classroom activities• Validation and user responses indicate high usability in elementary settings
Differentiated Problem Based Learning Elevates Vocational Student Collaboration Skills: Pembelajaran Berbasis Masalah Berdiferensiasi Meningkatkan Kolaborasi Siswa Vokasi Al Husaeni, Dwi Fitria; Rahman, Eka Fitrajaya; Mulyanti, Budi; Riza, Lala Septem; Sulistiyono, Yakub Eriyanto; Pratiwi, Pratiwi
Pedagogia : Jurnal Pendidikan Vol. 15 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i2.1886

Abstract

General Background Collaboration skills are essential competencies in contemporary education, particularly within problem-based and interactive learning environments. Specific Background Problem-Based Learning integrated with deep learning and differentiated approaches has been proposed to support meaningful engagement and teamwork among vocational students. Knowledge Gap However, empirical evidence on how differentiated PBL combined with deep learning systematically strengthens collaboration skills in formal vocational education remains limited. Aims This study aims to examine the application of differentiated PBL with deep learning to strengthen students’ collaboration skills through iterative classroom action cycles. Results The findings show a progressive increase in collaboration skills from 30.22% in the first cycle to 87.21% in the third cycle, accompanied by improved teaching quality from 46% to 87%, indicating a strong positive relationship between instructional quality and collaborative performance. Novelty The study introduces the integration of differentiation across material, process, and product within PBL and combines qualitative and quantitative observations in a vocational classroom context. Implications These results highlight the importance of adaptive instructional design, learning style mapping, and structured group interaction to foster inclusive, collaborative learning aligned with 21st-century competencies. Highlights• Progressive cycles demonstrate substantial growth in cooperative performance indicators• Adaptive grouping and varied learning products support inclusive participation dynamics• Instructional quality aligns consistently with improved teamwork engagement KeywordsCollaboration Skills; Problem Based Learning; Differentiated Learning; Deep Learning; Vocational Education

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