Pedagogia : Jurnal Pendidikan

Content and Perspective of Students in the Professional Education Process

2025-04-15T17:44:44+00:00

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

Student Difficulties and Teacher Strategies in Learning Accounting Spreadsheets

2025-06-11T19:05:54+00:00

This study aims to find out: 1) types of student learning difficulties in learning Accounting Spreadsheet at SMK Negeri 1 Salatiga, 2) factors causing learning difficulties, and 3) teacher strategies in overcoming these difficulties. This research uses a qualitative method with a case study approach. Data collection techniques include interviews, observation, and documentation, with triangulation techniques for data validity. The stages of data analysis include data reduction, data presentation, and conclusion drawing. The results showed that: (1) the types of student difficulties are classified as moderate, namely lack of understanding in operating computers and difficulty memorising spreadsheet formulas. (2) Factors causing learning difficulties consist of internal factors such as limited understanding in using computers and memorising formulas, and external factors such as not having a personal laptop and unsupportive devices. (3) Teachers‘ strategies to overcome students’ difficulties include applying learning methods using room passwords and providing routine practice questions.

Highlights:

Moderate Student Challenges – Students struggle with using computers and memorizing spreadsheet formulas.
Internal & External Factors – Issues stem from limited skills and lack of personal tech devices.
Teacher Solutions – Applied room password methods and frequent practice to aid learning.

Keywords: Learning Difficulties, Teaching Strategies, Spreadsheet

Essay Test Integrated with Socio-Scientific Project-Based Learning for Scientific Argumentation

2025-07-16T19:53:00+00:00

Scientific argumentation is a key competency for developing students' logical, critical, and systematic thinking. However, current teaching methods have not effectively fostered this skill. This study aims to evaluate the impact of a learning model that integrates a Problem-Based Learning (PBL) approach focused on Socio-Scientific Issues (SSI) in enhancing students’ scientific argumentation abilities. The research was conducted at SMAN 8 Muaro Jambi during the 2024/2025 academic year, involving 105 grade XI phase F students selected through purposive sampling. Class XI F1 served as the experimental group, while XI F2 was the control group. A quasi-experimental design was applied using an unequal pre-test post-test control group model. Data analysis employed a One-Way ANCOVA test. The results indicate that the SSI-based PBL model had a moderate effect on students’ written scientific argumentation skills, as shown by [F(1,67) = 5.521, p = 0.022, np² = 0.076]. Therefore, it can be concluded that the implementation of SSI-based PBL positively contributes to improving students’ scientific argumentation abilities.

Highlights:

Emphasizes the role of Problem-Based Learning in improving argumentation skills.
Uses Socio-Scientific Issues to engage students in real-world contexts.
Demonstrates a moderate positive effect on students’ written scientific arguments.

Keywords: Scientific Argumentation, Problem-Based Learning, Socio-Scientific Issues, Quasi-Experimental Design, Critical Thinking

Boosted Reading Comprehension Using PQRST (Preview Question Read Summarize Test) with Images and Short Videos

2025-06-11T19:06:21+00:00

The purpose of this study was to compare the ability to read narrative texts between students taught using the integrated PQRST method with STAD assisted by short videos and pictures series, and to describe students' perceptions of the use of the two different methods. The research method used in this study is a quasi-experimental study. This study will be conducted at SMP Negeri 1 Tahunan Jepara Regency, Central Java. The subjects of the study were students of class 9B as the experimental class and class 9C as the control class. Data collection used tests and questionnaires. Data analysis used descriptive analysis and independent sample t-test. Based on the results of the study, it can be concluded that the ability to read narrative texts of students taught using the PQRST method oriented to the STAD model assisted by short videos is better than students taught using the PQRST method oriented to the STAD model assisted by pictures series. These results indicate that the PQRST method oriented to the STAD model assisted by short videos is effective in improving students' ability to read narrative texts.

Highlights:

Method Comparison: The study found that short video-assisted learning significantly improved narrative reading skills over picture series.
Effective Combination: Integrating PQRST with STAD and short videos forms a potent approach to enhance students’ comprehension.
Student Perception: Students responded positively to short video integration, highlighting its effectiveness and engagement.

Keywords: Narrative Text, Short Videos, Pictures Series

Instagram Based Reading Strategies Improve Students’ Comprehension Skills

2025-06-30T19:27:57+00:00

This study aimed to investigate the effectiveness of using Instagram as a social media platform to enhance students’ reading comprehension among tenth-grade students at SMK 02 Empat Lawang. The research employed a quasi-experimental design involving two groups: an experimental class taught using Instagram and a control class taught through conventional methods. The participants consisted of 62 students, divided equally between the two groups. Data were collected through pre-tests and post-tests comprising 40 multiple-choice questions related to narrative texts. Statistical analysis, including paired sample t-tests and independent t-tests, revealed a significant improvement in reading comprehension in the experimental class compared to the control class. The mean post-test score of the experimental group (75.40) was significantly higher than that of the control group (54.67), indicating that integrating Instagram into reading instruction effectively enhanced students’ engagement and comprehension. The findings suggest that incorporating social media, particularly Instagram, into educational practices can serve as a powerful tool for improving language skills in the digital age.

Highlights:

Innovative use of Instagram for reading narrative texts.
Significant improvement in students’ post-test scores.
Suggests Instagram’s pedagogical value in digital learning.

Keywords: Instagram, Reading Comprehension, Social Media, Narrative Text, Digital Learning

Correlation between Self-Efficacy and Motivation with Self-Direct Learning of Elementary School Students

2025-05-24T19:14:06+00:00

Students’ low self-directed learning is often attributed to insufficient external support, leading to poor academic habits and dependency on rewards. Such conditions may reduce knowledge retention and weaken both self-efficacy and learning motivation. Despite its importance, the interplay between internal factors like self-efficacy and learning motivation in fostering self-directed learning among elementary students remains underexplored. This study investigates the relationship between self-efficacy and motivation to learn through self-directed learning in upper-grade elementary students in Surakarta. Using a quantitative correlational approach, data were collected from 140 students through Proportional Random Sampling and analyzed using product moment and multiple correlation techniques. The findings show a significant positive correlation between self-efficacy and self-directed learning (r = 0.556, p < 0.05), and between learning motivation and self-directed learning (r = 0.630, p < 0.05). Both variables together also significantly correlate with self-directed learning (R = 0.649, p < 0.05). This study empirically confirms the dual role of self-efficacy and motivation as predictors of self-directed learning among elementary students. The results highlight the importance of fostering internal factors to enhance learning independence, while encouraging further research into additional influences such as external support, time management, and learning strategies.

Highlights:

Self-efficacy and learning motivation have a significant positive correlation with students' independent learning.
Correlation analysis shows that self-efficacy and learning motivation jointly contribute to increased learning independence (R = 0.649; p < 0.05).
Independent learning is influenced by internal factors, particularly students’ confidence and intrinsic motivation.

Keywords: Self-Efficacy, Learning Motivation, Self-Direct Learning

Culturally Responsive Teaching Modules to Improve Reading Comprehension of Narrative Text for Elementary School Students

2025-05-25T18:48:18+00:00

This study aims to develop and examine the effectiveness of a Culturally Responsive Teaching (CRT)-based module to enhance narrative text reading comprehension among grade 4 elementary students. CRT was selected for its strength in integrating the local cultural context of West Java into the learning process, creating a cognitive bridge between students' daily experiences and the material. The research employed a modified 4D R&D model that included cultural analysis. Participants involved material, language, and media experts, teachers, and 30 fourth-grade students from SDN Puncakmanis, Sukabumi Regency. Data were collected using expert validation, questionnaires, and reading comprehension tests. Results indicated that the CRT-based module was valid (material 87.27%, language 88.33%, media 85%), practical (teachers 93.33%, students 87.22%), and effective—evidenced by an N-Gain of 0.61 (medium category) and an improvement in learning completeness from 40% to 100%. The findings suggest that CRT-based learning can significantly improve students' reading skills and support the integration of cultural relevance in education. However, the study's limitation lies in its specific cultural scope (West Java), suggesting a need for adaptation in other regions with different cultural backgrounds. Additionally, implementation was limited to a single school, requiring broader application for generalization.

Highlights:

Culturally Relevant: Integrates West Java culture to boost reading comprehension.
Well-Validated: Scored highly in expert and user evaluations.
Effective Results: Improved learning completeness from 40% to 100%.

Keywords: Teaching Module, Culturally Responsive Teaching, Reading Comprehension Skills, Narrative Text, Elementary School

Digital Storytelling For Enjoyable and Effective Learning in the Technological Era (2020–2025)

2025-05-25T18:48:18+00:00

Digital transformation in education has led to the development of more interactive and engaging learning methods. One strategy gaining momentum is digital storytelling, which delivers content through visual and narrative-based technologies. This article qualitatively examines digital storytelling’s role in enhancing learning effectiveness and engagement from 2020 to 2025, based on recent research findings. Through a literature review approach, it explores the use of digital media such as flipbooks, animated videos, and web-based storytelling tools. These media have been shown to improve students’ reading interest, idea articulation, conceptual understanding, critical thinking, and media literacy in elementary education. The findings suggest that combining technology with storytelling creates a more meaningful, multimodal learning experience aligned with the demands of 21st-century education. Theoretically, this approach supports the development of adaptive, contextual digital narrative-based learning. Practically, successful implementation requires improved teacher competence and curriculum adaptation to technological developments. A limitation of this study is the lack of direct empirical evidence from classroom applications, as the analysis relies entirely on secondary data. In conclusion, digital storytelling is a relevant and effective approach for tackling modern educational challenges and should be further developed to enrich learning practices in elementary schools.

Highlights:

Boosts Skills: Improves reading, thinking, and media literacy.
Engaging Format: Uses visuals and stories for richer learning.
Needs Support: Requires trained teachers and tech-ready curriculum.

Keywords: Digital Storytelling, Interactive Learning Media, Educational Transformation, 21st Century Skills, Educational Technology

Strengthening Students' Islamic Character Through the Islamic Personal Development Program

2025-07-16T19:53:27+00:00

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

Civic Literacy Strengthening Through Curriculum and Community Synergy

2025-07-16T19:52:32+00:00

The enhancement of civic literacy at the elementary school level has become essential amid globalization and technological advancement. This study aimed to examine the implementation of civic literacy movements through a literature review approach. The method used involved reviewing relevant studies and policy documents. The findings revealed that civic literacy can be strengthened through curriculum integration, active teacher roles, school-based literacy programs, and community support. Effective strategies include contextual learning approaches, character value reinforcement, and cross-sector collaboration. This study concludes that the civic literacy movement plays a crucial role in shaping students into critical, participatory, and character-driven citizens.

Highlights:

Enhancing civic literacy prepares students to face globalization and technology.
Integration in curriculum and teacher involvement are key strategies.
Collaboration among schools, communities, and sectors strengthens outcomes.

Keywords: Civic Literacy, Primary Education, Curriculum Integration, Character Education, Globalization

Indonesian Language as a Means of Positive Student Character Building

2025-07-17T19:52:54+00:00

Indonesian language learning in elementary schools not only aims to improve language skills, but also serves as a character building tool for students. This study aims to describe the role of Indonesian language learning in students' character building and identify the teacher's strategy as a teacher in integrating character values. The approach used was descriptive qualitative through total sampling technique involving all fourth grade students at SDN 2 Sitiwinangun. Data were collected through interviews, observation and documentation, then analyzed using the Miles and Huberman model. This model includes data reduction, data presentation, and conclusion drawing. The results of this study show that Bahasa Indonesia contributes greatly to character building. As many as 84% of students stated that this learning teaches honesty, 89% assessed that teachers emphasize good manners, and 79% said that reading texts are full of good values. The strategies used by teachers include modeling (79%), giving meaningful tasks (74%), educational reprimands (68%), and habituation of polite language (63%). The results of this study show that Indonesian language learning is effective in shaping students' positive character through the integration of moral values in the learning process, so that it becomes an important provision in social and community life.

Highlights:

Indonesian lessons instill honesty, manners, and moral values.
Teachers use modeling, tasks, and polite language habits.
Language learning supports students’ social development.

Keywords: Indonesian Language Learning, Character Building, Elementary Education, Teacher Strategies, Moral Values

Improving Speaking Skills Through Hand Puppet Media for Class III Students

2025-07-21T02:05:18+00:00

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

Implementation of School Literacy Program in Islamic Religious Education Learning

2025-07-17T19:53:19+00:00

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

VARK (Visual, Auditory, Read/Write and Kinesthetics) Model with Digital Scrapbook for Improving Al-Quran Reading Skills

2025-06-11T19:05:28+00:00

This study uses a research design adapted from Plomp (1997), which is considered a general model that is easy to apply in the development of learning models. The stages in this research include: (1) Initial investigation or preliminary study; (2) Design; (3) Realisation/Construction; (4) Expert validation test, pilot test, evaluation, and revision; and (5) Implementation. The main purpose of this research is to develop a learning model for primary school students, especially grade V students. The developed learning model refers to VARK (Visual, Auditory, Read/Write, and Kinesthetic) based on Digital Scrapbook. This model aims to familiarise students in reading the Qur'an well and improve their skills. This approach incorporates a variety of learning styles to support a thorough mastery of Qur'ānic reading skills. Digital Scrapbook-based VARK is designed to suit students' needs and facilitate variations in their ways of learning. This research is expected to produce an innovative learning model that is effective and easy to implement in the context of Islamic values-based basic education.

Highlights:

Improved Reading Ability: Students taught using the PQRST-STAD method with short videos performed better than those using picture series.
Method Effectiveness: Short videos enhance the effectiveness of integrated PQRST-STAD for reading narrative texts.
Future Recommendations: Further development is needed in designing creative and detailed video/image content for learning.

Keywords: Digital Scrapbook, Al-Quran, Reading Skills

Interactive Excel E-Module for Grade VII Informatics Learning

2025-07-21T19:54:51+00:00

This research aims to develop e-modules for seventh grade Informatics subject on Excel introduction material and evaluate teacher and learner responses using the 4D development model. The defining stage includes initial analysis, learner analysis, and preparation of learning objectives, which show the need for e-modules because there are no special modules available and only rely on online materials. The e-module design is organized according to the learning outcomes of Merdeka Curriculum and packaged in an attractive format using Word, Canva, and Flip PDF Corporate, complete with text, videos, and quizzes. Validation by three media experts and one material expert resulted in an average score of 80.58% (“Valid”), so the product was fully developed and published electronically. Responses to the e-module were collected from one teacher and 74 students, with results of 92.5% for teachers and 83% for learners-both rated “Excellent”. The e-module was further disseminated through links and QR codes. Although the technical use of the free Flip PDF to bring up watermarks and coordination during response collection was difficult, this product proved to be effective, innovative, and feasible to use in informatics learning.

Highlights:

Needs-Based Design – Developed due to lack of specific Excel modules.
Validated & Rated Excellent – Expert and user evaluations showed high effectiveness.
Multimedia Integration – Included videos, quizzes, and engaging formats for better learning.

Keywords: E-Module Development, Informatics Learning, Merdeka Curriculum, Flip PDF, Student Engagement

Deep Learning with Project-Based Learning (PjBL) Model for Student Creativity

2025-07-17T01:49:58+00:00

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

Analysis of Students' Learning Needs for Teaching Materials in Informatics Subject at Senior High School.

2025-03-27T02:44:24+00:00

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

Students Who Drive the Spirit of Learning through the Actualization of the Teaching Campus Program

2025-06-29T19:27:09+00:00

Educational inequality in Indonesia’s frontier, outermost, and disadvantaged (3T) areas results in low student motivation and limited access to quality education. To address this, the Teaching Campus Program—part of the Merdeka Belajar Kampus Merdeka (MBKM) initiative—deploys university students to assist in under-resourced schools. This study examines how the program enhances student motivation through direct involvement of Teaching Campus participants. Using descriptive qualitative methods, data were collected through observation and documentation to capture real interactions between students and program participants. The findings reveal that university students positively influence learning motivation by applying creative strategies, including digital media, project-based learning, educational games, and positive peer modeling. These approaches helped students act as academic mentors and emotional supporters, increasing confidence and engagement among schoolchildren. The study supports Self-Determination Theory and Social Cognitive Theory by demonstrating how autonomy, competence, relatedness, and self-efficacy can be fostered in rural educational environments through peer-based learning. Practically, the findings inform schools, policymakers, and universities on designing more effective Teaching Campus implementations. Despite its contributions, the study is limited to a single school and lacks comparative data. Further research is needed to evaluate long-term outcomes and apply findings across diverse educational contexts to ensure broader impact.

Highlights:

Enhances student motivation through creative, engaging teaching methods.
Promotes autonomy and self-efficacy aligned with psychological learning theories.
Supports practical improvement for 3T schools via university student involvement.

Keywords: Educational Inequality, Teaching Campus Program, Student Motivation, Rural Education, Peer-Based Learning