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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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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

Page 29 of 29 | Total Record : 286

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