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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 296 Documents
 26   27   28   29   30 
The Deep Learning Quality and Pedagogical Competence on Academic Resilience: Kualitas Deep Learning dan Kompetensi Pedagogik terhadap Resiliensi Akademik Bagja Riyanto; Sapoetro, Nico Tri Raharjo; Socrates, Teguh Putra; Aman, And
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.v15i2.2177

Abstract

  General Background: Teachers’ pedagogical competence within the Merdeka Curriculum is essential for supporting meaningful and student-centered learning processes. Specific Background: In Social Studies education, deep learning requires active student engagement supported by structured pedagogical interaction, which relates to the development of academic resilience. Knowledge Gap: Prior studies have largely examined deep learning, pedagogical competence, and academic resilience separately, with limited integration of these variables, particularly in junior high school Social Studies contexts. Aims: This study aims to analyze the relationship between the quality of deep learning implementation and teachers’ pedagogical competence on students’ academic resilience at SMP Negeri 1 Semarang. Results: The findings reveal that both variables show positive and significant relationships with academic resilience, both partially and simultaneously, where resilience develops through active engagement in structured learning challenges supported by directed pedagogical interaction. Novelty: This study positions academic resilience not merely as an individual attribute but as a construct shaped through the interaction between cognitive demands of deep learning and pedagogical support within classroom practice. Implications: The study highlights the importance of designing cognitively challenging and well-structured learning activities, supported by constructive feedback, appropriate scaffolding, and a non-judgmental classroom environment to sustain student engagement and manage learning difficulties. Highlights• Structured learning challenges with guided interaction relate to student persistence• Teacher capability in classroom design and feedback supports adaptive learning responses• Combined classroom practices explain a measurable portion of resilience variation KeywordsDeep Learning; Pedagogical Competence; Academic Resilience; Social Studies Learning; Merdeka Curriculum  
Technology Challenges and Opportunities in Indonesian School Education: Tantangan dan Peluang Teknologi dalam Pendidikan Sekolah Indonesia Mali, Yustinus Calvin Gai; Tresiani, Ike; Harwanto, Novie Feronika; Renita, Reza; Putriani, Arlinda; Widiprastyanti, Anita; Yuntiawati, Meykke Alvia; Erinta , Elmi; Samsuar, Rizky Setiawan; Arya, Raynaldo Gusti; Setia, Narendra
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.v15i2.2208

Abstract

General Background: Technology has become an essential component in contemporary education, supporting teaching and learning practices across diverse contexts. Specific Background: This study explores technology use in schools across three Indonesian islands Sumatra, Kalimantan, and Sulawesi through a holistic review of 34 newspaper and online articles published between 2022 and 2024. Knowledge Gap: Previous studies have rarely utilized newspaper sources to examine region-specific technological issues in Indonesian education, particularly across multiple islands. Aims: The study aims to identify key issues and challenges associated with integrating technology into teaching and learning practices in these regions. Results: The findings reveal that limited infrastructure, including inadequate computers and slow internet access, remains a major challenge, especially in Kalimantan and Sulawesi, while more structured technological initiatives are evident in Sumatra; despite constraints, schools demonstrate adaptive strategies such as digital literacy programs, coding activities, and the use of simple technologies to support learning engagement. Novelty: The study introduces a holistic literature review approach based on newspaper data to map educational technology conditions across geographically diverse regions. Implications: The results highlight the need for collaborative support among schools, government, and private sectors, as well as the importance of preparing pre-service teachers to utilize low-bandwidth and simple technologies suitable for remote educational settings. Highlights• Limited infrastructure remains a central barrier in multiple regions• Rural classrooms adopt adaptive digital practices despite constraints• Teacher education requires focus on simple technology utilization KeywordsEducational Technology; Rural Education; Digital Infrastructure; Teacher Education; Indonesia
Qualitative Research: Teachers' Impact on Graduates' Employability Quality: Penelitian Kualitatif: Dampak Guru terhadap Kualitas Kesiapan Kerja Lulusan Sumantrie, Pipin; Limbong, Martalina; Purba, Yunis Veronika; Silaban, Cesarina; Manalu, Jespin Saurlina
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.v15i2.2218

Abstract

General Background: Early childhood is a critical phase for developing social competencies such as empathy, cooperation, and communication. Specific Background: In the digital era, millennial parents adopt teach free parenting, a flexible and communicative approach that allows children to learn through experience within guided boundaries. Knowledge Gap: Empirical evidence on how this parenting model is implemented and its role in early childhood social development in Indonesia remains limited. Aims: This study aims to describe the implementation of teach free parenting by millennial parents and examine its role in children’s social development in Lamongan kindergartens. Results: Using a qualitative case study with interviews involving parents and teachers, findings show that this approach balances autonomy and parental guidance, fostering confidence, empathy, cooperation, and communication skills through open interaction and consistent support. Challenges include environmental factors, gadget use, and differences in family parenting, while collaboration between parents and schools supports its application. Novelty: The study presents teach free parenting as an adaptive form of democratic parenting in the digital context. Implications: The findings provide practical guidance for parents and educators in applying adaptive parenting to support children’s social development. Highlights• Flexible caregiving approach balances autonomy with structured guidance• Social competencies emerge through dialogue and experiential learning• Parent–school synergy supports consistent developmental processes KeywordsTeach Free Parenting; Millennial Parents; Early Childhood; Social Development; Democratic Parenting
Unplugged Coding Integration Improves Computational Thinking and Collaboration: Integrasi Unplugged Coding Meningkatkan Computational Thinking dan Kolaborasi Siswa Sari, Novita Wulan; Handoyo, Eko; Sumartiningsih, Sri
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.v15i2.2227

Abstract

General Background The integration of 21st-century competencies, particularly computational thinking and collaboration, remains a central priority in primary education. Specific Background In practice, elementary education encounters structural constraints such as digital inequality and the abstract nature of science content, which limit the effective development of these competencies through conventional instruction. Knowledge Gap Existing studies rarely synthesize how educational game–based unplugged coding simultaneously supports computational thinking and collaborative skills within primary-level science learning. Aims This study conducts a systematic literature synthesis to examine the integration of computational thinking and collaboration through educational game media using unplugged coding approaches. Results Based on 20 selected articles following PRISMA 2020 procedures, findings indicate that unplugged coding significantly increases computational thinking performance by approximately 25%–42% compared to traditional approaches, while collaborative integration strengthens social interaction and active participation. Additionally, this approach supports conceptual understanding of abstract science topics by facilitating accurate mental model construction. Novelty The study identifies a synergistic learning configuration combining physical activity, algorithmic rule structures, and group interaction as a unified pedagogical system rather than isolated instructional elements. Implications These findings highlight unplugged coding as an inclusive, scalable, and pedagogically aligned strategy for strengthening computational thinking and collaboration in primary education, particularly under conditions of limited digital infrastructure. Highlights• Unplugged learning design demonstrates measurable gains in logical problem structuring• Cooperative gameplay strengthens student engagement and social interaction patterns• Physical simulation supports deeper conceptual reasoning in abstract science topics KeywordsComputational Thinking; Collaboration; Unplugged Coding; Educational Games; Elementary Education
DESAIN PEMBELAJARAN ADAPTIF BERBASIS PERSONALISASI KOGNITIF UNTUK MENDORONG PENDEKATAN DEEP LEARNING : ADAPTIVE LEARNING DESIGN BASED ON COGNITIVE PERSONALIZATION TO ENCOURAGE DEEP LEARNING APPROACHES Maula, Ibnu Rizqil; Astuti, Tri
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.v15i2.2232

Abstract

General Background: The global educational shift requires movement from surface learning toward complex problem-solving supported by intelligent systems. Specific Background: Adaptive learning grounded in Cognitive Load Theory is increasingly deployed to address diverse working memory capacities through data-driven adjustment. Knowledge Gap: Current implementations remain dominated by behavioral personalization while overlooking internal cognitive dynamics during learning processes. Aims: This study synthesizes empirical evidence to examine mechanisms of cognitive personalization, evaluate its contribution to deep learning indicators, and identify pedagogical constraints through a Systematic Literature Review. Results: Analysis of 13 studies reveals that adaptive systems operate as cognitive architects by dynamically reducing extraneous cognitive load, fostering higher-order thinking skills, improving retention, and stabilizing learning emotions. However, challenges arise from dual-task interface complexity, limited teacher data literacy, infrastructure constraints, and ethical concerns regarding data privacy and algorithmic bias. Novelty: The study advances a Human-in-the-Loop framework integrating AI with fading strategies to prevent analytical dependency while maintaining learner autonomy. Implications: The findings extend Cognitive Load Theory through dynamic load management and highlight the necessity of reconstructing teacher competencies toward AI-Pedagogical Content Knowledge while encouraging future validation across diverse learner contexts. Highlights• Dynamic load reduction mechanisms support sustained conceptual understanding and retention• Intelligent scaffolding increases higher-order reasoning but requires gradual assistance withdrawal• Implementation barriers relate to interface complexity, educator readiness, and system accessibility KeywordsAdaptive Learning; Cognitive Personalization; Deep Learning; Cognitive Load; HOTS
Kahoot Based Mufradat Learning Implementation for Non Specialist Teachers: Implementasi Pembelajaran Mufradat Berbasis Kahoot bagi Guru Non Spesialis Azhar, Fairuz Azhar Hibatullah; Sauri, Sofyan; Khalid, Shofa Musthofa
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.v15i2.2233

Abstract

General Background: The integration of digital media in early childhood education has become essential to support interactive and visual learning processes aligned with cognitive development stages. Specific Background: In Raudatul Atfal Fathul Ulum Garut, Arabic vocabulary learning is conducted by teachers without specialized linguistic backgrounds, requiring adaptive instructional strategies. Knowledge Gap: Previous studies largely emphasize media outcomes at higher education levels, leaving limited understanding of implementation mechanisms in early childhood contexts with non-specialist teachers. Aims: This study aims to describe the implementation stages of Kahoot-based mufradat learning, focusing on planning, execution, and evaluation processes. Results: Using a qualitative case study approach, findings reveal a structured transformation through three phases: planning via curated audio-visual content, implementation through gamified class orchestration that extends student attention, and evaluation using digital reports for objective cognitive monitoring. The use of Kahoot confirms multimedia learning theory by facilitating dual-channel processing that strengthens memory and sustains engagement. Novelty: The study highlights Kahoot as a pedagogical competence bridge that enables non-specialist teachers to deliver accurate and interactive Arabic vocabulary instruction. Implications: The findings suggest that gamification platforms can serve as strategic solutions for addressing teacher specialization gaps and support policy directions toward technology integration in early childhood education. Highlights• Structured three phase process ensures systematic instructional transformation• Gamified interaction prolongs student concentration beyond conventional duration• Digital reporting supports objective monitoring of cognitive development KeywordsKahoot; Mufradat Learning; Non Specialist Teachers; Early Childhood Education; Gamification

Page 30 of 30 | Total Record : 296

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