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INDONESIA
PEDAGOGIA
Published by Universitas Pendidikan Indonesia
ISSN : 16935276     EISSN : 25797700     DOI : -
Core Subject : Education,
Education
PEDAGOGIA (e-ISSN 2579-7700, p.ISSN 1693-5276 is a peer-reviewed (double blind review) journal published by Faculty of Education, Indonesia Univerity of Education. The goal of this journal is to facilitate scholars, researchers, and teachers for publishing the original research articles or review articles. Pedagogia : Jurnal Ilmu Pendidikan is available in print and online version. PEDAGOGIA published three editions in one year in April, August and December.
Arjuna Subject : -
Articles 215 Documents
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STUDI META-ANALISIS CIRCUIT LEARNING MODEL TERHADAP PENINGKATAN KETERAMPILAN MENULIS SISWA Asep Deni Gustiana; Rahman Rahman
PEDAGOGIA Vol 19, No 2 (2021)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v19i2.34497

Abstract

AbstrakPenelitian ini bertujuan untuk menganalisis effect size (ES) dari circuit learning model terhadap keterampilan menulis siswa. Metode penelitian menggunakan pendekatan kuantitatif dengan teknik meta-analisis hasil publikasi penelitian ilmiah pada e-jurnal Nasional dan Internasional yang berkaitan dengan penerapan circuit learning model terhadap ketermapilan menulis siswa. Sampel dalam penelitian ini adalah delapan artikel ilmian yang terbit di jurnal Nasional dan Prosiding Internasional. Hasil pengolahan data mengggunakan aplikasi JASP menunjukkan nilai sig (0.001) α(0.05) maka Ho ditolak, artinya nilai rerata ES lebih besar dari kriteria ketuntasan minimal (80). Kesimpulannya penerapan model circuit learning memberikan pengaruh yang signifikan dalam meningkatkan keterampilan menulis siswa. Rekomendasi penelitian ini bahwa model circuit learning dapat dijadikan alternatif pembelajaran oleh guru dalam meningkatkan keterampilan menulis siswanya.AbstractThis study aims to analyze the effect size (ES) of the circuit learning model on students' writing skills. The research method uses a quantitative approach with meta-analysis techniques of the results of scientific research publications in National and International e-journals related to the application of circuit learning models to students' writing skills. The sample in this study were eight scientific articles published in National journals and International Proceedings. The results of data processing using the JASP application show the sig value (0.001) α(0.05) then Ho is rejected, meaning that the mean value of ES is greater than the minimum completeness criteria (80). In conclusion, the application of the circuit learning model has a significant effect in improving students' writing skills. The recommendation of this research is that the circuit learning model can be used as an alternative learning by teachers in improving the writing skills of their students.
PENGARUH MEDIA PEMBELAJARAN BERBASIS ARTICULATE STORYLINE TERHADAP MOTIVASI BELAJAR DAN KEPUASAN BELAJAR Danita Kurnia Anfira; Sri Dwiastuti; Dewi Puspita Sari
PEDAGOGIA Vol 19, No 2 (2021)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v19i2.37188

Abstract

AbstrakPenelitian bertujuan untuk mengetahui pengaruh media pembelajaran berbasis Articulate Storyline terhadap motivasi dan kepuasan belajar, serta efektivitasnya pada pembelajaran daring. Metode yang digunakan adalah Quasi-Experimental, desain penelitian Pretest-Posttest Nonequivalent Control Group Design. Sampel penelitian siswa kelas XI MIPA 2 dan XI MIPA 6. Pengumpulan data melalui observasi, wawancara, dokumentasi, angket motivasi dan kepuasan belajar, tes kognitif. Uji hipotesis menggunakan Manova untuk mengetahui adanya pengaruh, uji regresi untuk mengetahui sejauh mana pengaruh, dan uji N-Gain untuk mengetahui efektivitas media. Hasil uji Manova menunjukkan nilai sig 0,00 0,05 sehingga H0 ditolak. Hasil uji regresi aspek motivasi belajar: hasrat mencapai keberhasilan (17,16%), dorongan dan kebutuhan belajar (15%), cita-cita masa depan (15,61%), penghargaan dalam proses belajar (12,65%), kegiatan yang menarik dalam belajar (21,68%), dan lingkungan belajar yang kondusif (17,92%) . Hasil uji regresi aspek kepuasan belajar: tangible (29,56%), assurance (16,33%), empathy (23,68%), reliability (24,37%), dan responsifeness (5,94%). Hasil N-Gain 68,44%. Dapat disimpulkan bahwa ada pengaruh media terhadap aspek motivasi dan kepuasan belajar, serta efektivitas media pembelajaran berbasis Articulate Storyline berada di kategori cukup efektif (sedang) terhadap motivasi dan kepuasan belajar siswa.AbstractThis study aims to determine the effect of Articulate Storyline-based learning media on learning motivation and satisfaction, as well as its effectiveness in online learning. The method used is Quasi-Experimental, the research design is Pretest-Posttest Nonequivalent Control Group Design. The sample was students of class XI MIPA 2 and XI MIPA 6. Collecting data through observation, interviews, documentation, questionnaires motivation and learning satisfaction, cognitive tests. Hypothesis testing using Manova to determine the effect, regression test to determine the extent of the effect, and N-Gain test to determine the effectiveness of the media. The results of the Manova test showed a sig value of 0.00 0.05 so that H0 was rejected. Regression test results of learning motivation aspects: desire to achieve success (17.16%), motivation and learning needs (15%), future aspirations (15.61%), appreciation in the learning process (12.65%), activities interesting in learning (21.68%), and a conducive learning environment (17.92%). The results of the regression test for learning satisfaction aspects: tangible (29.56%), assurance (16.33%), empathy (23.68%), reliability (24.37%), and responsiveness (5.94%). The N-Gain result is 68.44%. It can be concluded that there is an effect of media on aspects of motivation and learning satisfaction, and the effectiveness is in the category of being quite effective (medium) on motivation and learning satisfaction.
IMPLEMENTATION OF ONLINE LEARNING AT SPECIAL SCHOOLS FOR CHILDREN WITH DISABILITIES DURING THE COVID-19 PANDEMIC SITUATION Riksma Nurahmi Rinalti Akhlan
PEDAGOGIA Vol 19, No 2 (2021)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v19i2.36219

Abstract

Corona Virus Disease (Covid-19) that hit all parts of the world has a wide impact in various aspects of life, including education. As a special school teacher who often implements individual learning, it will be a challenge to implement online learning, it will even be a unique experience in changing the learning process from offline (face to face in class) to online (without face to face and outside the classroom). the biggest question is how the implementation of online learning can be carried out well considering the principles, rules and learning styles of children with disabilities that are unique and in very diverse ways. This research was conducted with a descriptive qualitative approach. The technique used is a survey technique. The distribution of questionnaires was carried out from June 4 to June 15, 2020 with a total of 560 respondents from 16 provinces in Indonesia. Online learning as the most possible alternative for the continuity of the learning process during the Covid-19 pandemic is basically responded to and responded to by both teachers and parents, even though teachers and parents realize that online learning is a new way full of knowledge and experience, so that it is still felt and considered ineffective, and even hopes to return to the conventional face-to-face system.
STRATEGI GURU TAMAN KANAK-KANAK DALAM MENERAPKAN PEMBELAJARAN DI ERA NEW NOMAL Harlistyarintica, Yora; Harun, Harun
PEDAGOGIA Vol 19, No 1 (2021)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v19i1.32352

Abstract

AbstrakPara guru selama era new normal masih mengadakan pembelajaran dengan sistem jarak jauh. Penelitian ini bertujuan untuk mengetahui bentuk-bentuk strategi guru dalam menerapkan pembelajaran selama era new normal khususnya di jenjang TK. Penelitian ini menggunakan metode deskriptif-kualitatif. Teknik pengumpulan data menggunakan wawancara semi terstruktur dan dokumentasi. Informan dalam penelitian ini yaitu 9 guru dari 5 TK di Kota Yogyakarta yang dipilih menggunakan teknik purposive sampling. Temuan penelitian menunjukkan bahwa selama era new normal proses pembelajaran didominasi dengan dua strategi yaitu pembelajaran di rumah dalam bentuk pemberian tugas dan pembelajaran online menggunakan bantuan aplikasi WhatsApp, Zoom Meeting, dan Google Meet. Kendala yang dihadapi para guru yaitu masih ada orang tua yang enggan untuk mengirimkan foto atau video sebagai bukti anak telah melakukan kegiatan di rumah dan pembelajaran online yang telah dijadwalkan sering kali tidak tepat waktu. Guru dalam mengatasi kendala dengan cara selalu berkomunikasi dan menjalin kerja sama dengan para orang tua agar selama pembelajaran di era new normal tetap bisa mengoptimalkan dimensi perkembangan anak.AbstractTeachers during the new normal era still conducted distance learning. This study aims to determine the forms of teacher strategies in implementing learning during the new normal era, especially at the kindergarten level. This study used the descriptive qualitative method. Data collection techniques using semi-structured interviews and documentation. The informants in this study were 9 teachers from 5 kindergartens in Yogyakarta City who were selected using the purposive sampling technique. The research findings show that during the new normal era the learning process was dominated by two strategies, namely learning at home in the form of assigning assignments and online learning using the help of the WhatsApp application, Zoom Meeting, and Google Meet. The obstacles faced by the teachers are that there are still parents who are reluctant to send photos or videos as proof that the child has been doing activities at home and online learning that has been scheduled is often not on time. Teachers in overcoming obstacles by always communicating and cooperating with parents so that during learning in the new normal era they can still optimize the dimensions of child development.
KECENDERUNGAN PENERIMAAN GURU TERHADAP ANAK BERKEBUTUHAN KHUSUS (ABK) DI SEKOLAH DASAR Eviani Damastuti; Dewi Ratih Rapisa
PEDAGOGIA Vol 19, No 2 (2021)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v19i2.40933

Abstract

Abstrak Di Kalimanatan Selatan dipertegas dengan keluarnya Peraturan Daerah nomor 4 tahun 2019 tentang perlindungan dan pemenuhan hak penyandang disabilitas terutama pasal 12 yang menyebutkan setiap penyelenggara pendidikan pada semua jalur, jenis dan jenjang pendidikan memberikan kesempatan dan perlakuan yang setara dan berkewajiban menerima peserta didik penyandang disabilitas. Oleh karena itu, penelitian ini bertujuan untuk mengetahui kecenderungan penerimaan guru terhadap Anak Berkebutuhan Khusus (ABK) di Sekolah Dasar di Kalimantan Selatan. Penelitian ini mengunakan pendekatan kualitatif. Subyek dalam penelitian ini adalah Kepala Sekolah, Guru Kelas yaitu guru-guru dan kepala sekolah di  SD N I Pelambuan, SDN IV Pelambuan, SDN Tingggiran II.I, dan SDN Purwosari Baru I. Teknik Pengumpulan data melalui wawancara mendalam (Depth Interviews), angket, observasi dan dokumentasi. Teknik analisis data dalam penelitian ini yaitu proses pengumpulan data, reduksi data, display data dan penarikan kesimpulan. Hasil penelitian yang menunjukkan bahwa penerimaan guru-guru Sekolah Dasar di SD N 1 Pelambuan, SDN 4 Pelambuan, SDN Tingggiran 2 terhadap keberadaan anak berkebutuhan khusus di sekolah mereka sudah cukup baik, namun dalam hal pembelajaran bagi anak berkebutuhan khusus guru masih merasa terbebani karena guru merasa belum memiliki kemampuan dalam  melayani anak berkebutuhan khusus sesuai kebutuhannya seperti memodifikasi pembelajaran untuk anak berkebutuhan khusus, hal ini karena sebagian besar latar belakang pendidikan guru-guru tersebut tidak ada yang berasal dari lulusan pendidikan khusus/ pendidikan luar biasa. AbstractIn South Kalimantan this was emphasized by the issuance of Regional Regulation number 4 of 2019 concerning the protection and fulfillment of the rights of persons with disabilities, especially Article 12 which states that every education provider in all paths, types and levels of education provides equal opportunities and treatment and is obliged to accept students with disabilities. Therefore, this study aims to determine the trend of teacher acceptance of children with special needs in elementary schools in South Kalimantan. This research uses a qualitative approach. Subject in this study were the principal, class teachers, namely teachers and principals at SD N I Pelambuan, SDN IV Pelambuan, SDN Tingggiran II.I, and SDN Purwosari Baru I. Data collection techniques through in-depth interviews (Depth Interviews), questionnaire and documentation study. Data analysis techniques in this study are the process of data collection, data reduction, data display and conclusion. The results of the research show that the acceptance of elementary school teachers at SD N 1 Pelambuan, SDN 4 Pelambuan, SDN Tingggiran 2 on the existence of children with special needs in their schools is quite good, but in terms of learning for children with special needs teachers still feel burdened because the teacher feel that they do not have the ability to serve children with special needs according to their needs such as modifying learning for children with special needs, this is because most of the educational backgrounds of these teachers do not come from special education / special education graduates.
IINSTRUMEN PENILAIAN PEDAGOGICAL CONTENT KNOWLEDGE (PCK) UNTUK MENGUKUR KEMAMPUAN MENGAJAR CALON GURU Nurita Apridiana Lestari; Tama Alan Deta
PEDAGOGIA Vol 19, No 2 (2021)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v19i2.36504

Abstract

AbstrakGuru dan calon guru harus memiliki kualifikasi akademik yang baik, khususnya kompetensi pedagogik dan kompetensi profesional. Kompetensi pedagogik terkait dengan kemampuan guru dalam melaksanakan pembelajaran, sedangkan kompetensi profesional meliputi kemampuan guru dalam menguasai materi bidang studi. Sehingga diperlukan instrument untuk dapat mengetahui kualitas pedagogik dan konten yang dimiliki oleh calon guru khususnya sebelum bekerja di sekolah. Pengembangan instrument pedagogical content knowledge (PCK) dilakukan dengan metode pengembangan dengan 4 tahapan yaitu 4D (Define, Design, Develop, and Disseminate). Pengembangan instrument soal dikhususkan pada materi Fisika Dasar dan materi pembelajaran fisika. Instrumen penilaian Pedagogical Content Knowledge (PCK) telah dikembangkan sesuai dengan prosedur dan telah teruji validitasnya secara empiris dan mendapatkan surat pencatatan hak cipta. Selain itu, berdasarkan hasil angket respon dan skor jawaban mahasiswa pada uji coba terbatas dapat diketahui profil kemampuan PCK mahasiswa yang masih memerlukan peningkatan dan pembimbingan lebih intensif melalui kegiatan akademik. AbstractTeachers and prospective teachers must have good academic qualifications, especially pedagogic competence and professional competence. Pedagogic competence is related to the teacher's ability to carry out learning, while professional competence includes the teacher's ability to master the subject matter. So that an instrument is needed to be able to determine the pedagogic quality and content possessed by prospective teachers, especially before working in schools. The development of pedagogical content knowledge (PCK) instruments is carried out using a development method with four stages, namely 4D (Define, Design, Develop, and Disseminate). The development of the question instrument is devoted to fundamental physics and physics learning materials. The Pedagogical Content Knowledge (PCK) assessment instrument has been developed following the procedures and has been empirically tested for validity and received a copyright registration letter. In addition, based on the results of the response questionnaire and student answer scores in the limited trial, it can be seen that the PCK ability profile of students still requires improvement and more intensive guidance through academic activities.
NEEDS OF COMPETENCIES IN FINANCIAL LITERACY FOR YOUTH WITH INTELLECTUAL DISABILITIES Debora Pratiwi Sibarani; Mohammad Ali
PEDAGOGIA Vol 20, No 3 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v20i3.49470

Abstract

This study aims to analyze the need for financial literacy competencies in cognitive, psychomotor, and affective aspects for youth with intellectual disabilities at Yayasan Rumah Kampus Pena. The research method used is a mixed method with a case study approach and sequential explanatory design in two stages: a questionnaire instrument with 20 respondents as the subjects for quantitative data and field observation and in-depth interviews with parents, students, and experts for qualitative data. The reliability test of the questionnaire was carried out using the Kuder Richardson formula 20 (KR-20), with supporting analysis from the discriminating power test. In addition, experts analyzed the validity test of the questionnaire items using content validity. Meanwhile, the practitioners approved the observation guidance and interview questions where the research occurred as the results, 1). Financial literacy competencies of most students with intellectual disabilities were below the basic or minimum level of proficiency in financial literacy; 2). Competency Standards for Graduates should include knowledge, skills, and attitudes aspects with content areas of Money and Financial Transactions (Financial Planning and Management; 3). The experts' judgment on financial literacy competencies formulation received a score of 89% in the "Very Good" category by experts.
AKSESIBILITAS ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH INKLUSI irva azizah
PEDAGOGIA Vol 19, No 3 (2021)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v19i3.34106

Abstract

Penulisan artikel ini bertujuan untuk membahas hal-hal penting apa saja yang perlu ada untuk pemenuhan aksesibilitas ABK di sekolah inklusi. Artikel ini menggunakan metode literature review atau studi pustaka di mana artikel ini disusun dengan menggunakan bahan literatur dari hasil penelitian yang sudah ada sebelumnya. Teknik analisis yang digunakan dalam penulisan artikel ini ialah analisis isi dokumen Pedoman Umum Penyelenggaraan Pendidikan Inklusif (Sesuai Permendiknas No 70 Tahun 2009) (Direktorat Pembinaan PKLK Pendidikan). Hasil dan pembahasan dari penulisan artikel ini menyebutkan bahwa aksesibilitas anak berkebutuhan khusus di sekolah inklusi itu meliputi layanan akademik dan ketersediaan sarana prasarana dan kesiapan sekolah inklusi. Adapun kesiapan sekolah inklusi mencakup komitmen sekolah penyelenggara inklusi, baik dari mengelola atau memanage dana, fasilitas maupun kurikulum. Tentu pengelolaan sekolah inklusi dengan sekolah reguler sangat berbeda. Ada beberapa yang perlu dimodifikasi seperti pada pembelajaran dan penilaian bagi ABK.
TEACHER'S PROFILE AS AN AGENT OF CHANGE IN PREPARING SCHOOL AND PEOPLE AT THE NEW NORMAL ERA Memet Casmat; Andayani Andayani
PEDAGOGIA Vol 20, No 1 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v20i1.46082

Abstract

In the Covid-19 Pandemic, the teacher's role is not only as a teacher in a formal school but is expected to be an agent of renewal in the face of a new normal where we must all be able to live with the coronavirus. This research aims to understand teachers' experiences as community coaches or extensions and the most appropriate type of training during this pandemic. The data in this descriptive study was obtained from the spread of questionnaires to 16,546 respondents who were teachers at the early childhood education (PAUD) to high school (SMA) levels throughout Indonesia. Data processing and analysis were done descriptively and obtained some results. Notably, 77.8% of respondents have experience in providing training, and the most training materials ever given by teachers as coaches are about education, which is 88.9%. Related to the skills needed to act as a coach with material about life in the Era New Normal, most teachers assume that speaking in public, developing presentation materials, and using technology are skills that must be possessed. Furthermore, the study's results can be a reference for developing training forms with teachers as coaches or extensionists, especially in the New Normal era.
DEVELOPMENT OF STATISTIC'S TEACHING AIDS ON MEAN, MEDIAN, MODUS TOPIC FOR SIXTH GRADE ELEMENTARY SCHOOL STUDENTS Endang Sri Agustini; M Arman Putra Karwana; M Rizky Ramandani; Winda Putri Yulianti; Zulkardi Zulkardi; Hapizah Hapizah; Budi Mulyono; Meryansumayeka Meryansumayeka
PEDAGOGIA Vol 20, No 2 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v20i2.45939

Abstract

This study aims to develop a statistical teaching aid that is valid, effective, and practical on the material of Mean, Median, and Mode of Class VI Elementary School students. The development was carried out using the ADDIE (Implementation, Design, Development, Implementation, Evaluation) method, and the data was collected through observation and interviews, which were then analyzed descriptively. This article starts with how to make and test the props, which then comes to the part where the props made are by the original purpose of making the props and by the characteristics of good teaching aids. The validity of the teaching aids is based on the validator's assessment. For effectiveness, it is assessed from the results of students working on solutions about the Mean, Median, and Mode using the Statistics Board Teaching Aid. At the same time, practicality is known from the trial results to find out the difficulties experienced by students. The study results indicate that the Statistics Board is a valid, efficient, and practical money-teaching tool. The study results indicate that the Statistics Board is a valid, efficient, and practical teaching aid.

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