PAEDAGOGIA
https://jurnal.uns.ac.id/paedagogia
<p> </p><table style="background-color: lightblue; border: 1px solid darkblue; box-shadow: 0px 0px 3px;"><tbody><tr><td style="padding: 10px;"><strong><img src="/public/site/images/srimulyani/paeda.jpg" alt="" /></strong></td><td style="text-align: justify; padding: 10px; font-size: 11px; line-height: 17px;"><table width="728" border="0" cellspacing="0" cellpadding="0"><colgroup><col width="169" /><col width="559" /></colgroup><tbody><tr><td width="169" height="19">J<strong>ournal title</strong></td><td width="559"><strong>: PAEDAGOGIA</strong></td></tr><tr><td height="19"><strong>Editor in Chief</strong></td><td><strong>: <a href="/paedagogia/about/editorialTeamBio/2022">Dr.rer.nat. Sri Mulyani, M.Si</a></strong></td></tr><tr><td height="19"><strong>Managing Editor</strong></td><td><strong>: <a href="https://www.scopus.com/authid/detail.uri?authorId=57195477468">Dr. Ari Syahidul Shidiq, M.Pd</a></strong></td></tr><tr><td height="19"><strong>First Published</strong></td><td><strong>: 1998</strong></td></tr><tr><td height="19"><strong>ISSN</strong></td><td><strong>: P-ISSN 0126-4109 / E-ISSN 2549-6670</strong></td></tr><tr><td height="19"><strong>Frequency</strong></td><td><strong>: Biannual published in February and August</strong></td></tr><tr><td height="19"><strong>Acredited</strong></td><td><strong>: <a href="https://sinta.kemdikbud.go.id/journals/profile/4613">SINTA 3</a></strong></td></tr><tr><td height="19"><strong>Doi</strong></td><td><strong>: Prefix 10.20961 by Crossref</strong></td></tr><tr><td height="19"><strong>Article Publishing Charge</strong></td><td><strong>: Rp. 500.000, 00</strong></td></tr><tr><td height="19"><strong>Publisher</strong></td><td><strong>: Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta Indonesia</strong></td></tr></tbody></table></td></tr></tbody></table><p><strong>PAEDAGOGIA,</strong> accredited Sinta 3 (Based on the Decree on Ministry of Education, Culture, Research, and Technology Number 0041/E5.3/HM.01.00/2023), is a prestigious, biannual scholarly journal published in February and August. Our mission is to disseminate the latest findings in educational research, providing a platform for academics and researchers to contribute to advancing the field. </p><p><strong>As of now, we have transitioned to exclusively accepting articles in the English language to</strong> ensure a broader international readership and facilitate global knowledge exchange. Authors submitting their manuscripts to PAEDAGOGIA are kindly requested to adhere to this language requirement. </p><p>The journal boasts a print ISSN of 0126-4109 and an online ISSN of 2549-6670. For those seeking additional insights, <strong>access the archives of previous issues of Paedagogia up to March 2017 on our dedicated page</strong>: <strong><a href="http://jurnal.fkip.uns.ac.id/index.php/paedagogia" target="_new">http://jurnal.fkip.uns.ac.id/index.php/paedagogia</a></strong>. We enthusiastically invite scholars and researchers to explore the wealth of knowledge and insights available in our archives, fostering a deeper understanding of educational research over the years.</p>Universitas Sebelas Mareten-USPAEDAGOGIA0126-4109<p>Copyright transfer agreement,</p><p>if not available, then ownership automatically belongs to the publisher.</p><p>If possible, every article should be accompanied by a copyright transfer agreement, which can be downloaded and signed by the article owner.</p>Feasibility Test of Articulate Storyline 3 Learning Media Based on Local Wisdom for Optimizing Students’ Algebraic Thinking Skills
https://jurnal.uns.ac.id/paedagogia/article/view/84145
<span id="docs-internal-guid-10705bf3-7fff-c7b6-d0a3-e78588309998"><span>This research focuses on assessing the suitability of learning media developed using Articulate Storyline 3. The foundation of local wisdom is integrated into the media to enhance algebraic thinking skills among students. The study analyzes the learning media's design, content, and effectiveness, emphasizing its potential to optimize algebraic thinking. The research employs a comprehensive evaluation, incorporating expert validation, small-scale testing, and field trials. Thirty-seven students were involved as research participants, with seven individuals for the pilot and 30 for the field scale tests. Meanwhile, five experts were employed to validate the designed instructional media. The instrument used to assess the feasibility of the instructional media was a questionnaire consisting of 32 items for student responses and 36 items for expert validators, with 17 points allocated to media experts and 19 to mathematics experts. The results demonstrate a high feasibility rating of 93,38%, indicating the efficacy of the Articulate Storyline 3-based learning media. Furthermore, students responded positively to the media, with an overall interest rating of 88,39%. The research also reveals a moderate increase in algebraic thinking skills, as reflected in the average n-gain index of 0,46 for small-scale testing and 0,39 for field-scale testing. The recommendations for future research include considerations for using free hosting to ease accessibility, enhancing interactivity in the presentation of teaching materials, and expanding the learning media to encompass diverse subjects aligned with students' needs. This study contributes valuable insights into developing and assessing technology-based learning tools, emphasizing their potential to optimize algebraic thinking skills among students.</span></span>Wian AzrilliaRina OktaviyanthiKhotimah KhotimahMark Lester B. Garcia
Copyright (c) 2024 PAEDAGOGIA
http://creativecommons.org/licenses/by-sa/4.0
2024-02-262024-02-2627111510.20961/paedagogia.v27i1.84145Stimulating Higher Education Students' Entrepreneurial Intention: Observing the Influence of Entrepreneurship Education and Lecturers' Personal Competence
https://jurnal.uns.ac.id/paedagogia/article/view/84237
<span id="docs-internal-guid-31d9ce24-7fff-6f63-88e0-be0cdab6ec79"><span>Entrepreneurship is becoming an increasing topic of discussion. It has attracted the attention of academics worldwide due to its beneficial impact on economic and social development worldwide. For this reason, it is essential to stimulate the intention to engage in entrepreneurial endeavors as early as possible, preferably while still a student. Unfortunately, no research has explored the role of higher education, such as universities, as providers and supporters of a supportive environment in fostering entrepreneurial intentions, which can ultimately produce entrepreneurs. Based on these problems, this research examines essential factors such as entrepreneurship education and lecturers' competencies, which influence students' entrepreneurial intentions. Using a quantitative method involving 314 respondents through Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis, this research concludes that entrepreneurship education and lecturers' personal competencies positively and significantly influence students' entrepreneurial intention. This research also offers educational institutions and the government an increase in students' intentions to become entrepreneurs. On the other hand, this study suggests that both the mixed methods approach and longitudinal models should be expanded to provide a more thorough knowledge of the readiness of individuals to engage in entrepreneurial enterprise.</span></span>Sariat ArifiaKaton PratondoZaid ZaidAce SomantriMahbub Pasca Al Bahy
Copyright (c) 2024 PAEDAGOGIA
http://creativecommons.org/licenses/by-sa/4.0
2024-02-262024-02-26271162310.20961/paedagogia.v27i1.84237Integrating Local Science and School Science: The Benefits for Preserving Local Wisdom and Promoting Students’ Learning
https://jurnal.uns.ac.id/paedagogia/article/view/83925
<p dir="ltr"><span>Integrating local science into science learning benefits students and the culture. However, science teaching tends to focus only on the scientific content presented in the books but ignores the local culture. This paper explores local science in community cultural activities to be implemented in science learning to introduce students to cultural values following the concept of science. It identifies local science, describes the oral arguments produced by the tribal council, and analyzes the lesson plan by five science teachers in the Nagekeo district, East Nusa Tenggara. The data used in this analysis are observation and identification, interviews, and assessment sheets. The findings show that the local science in Nagekeo cultural activities that can be integrated into science learning includes the traditional unit and measurement systems, Newton's laws in their application to the traditional game, biodiversity in the traditional hunt, the concept of heat transfer, and its application in the construction of traditional houses, and vibrations, waves, and sounds in the traditional musical instrument. Recommendations from this research are embracing local science in science learning to provide meaningful learning for students and preserve local culture for each generation in the future so that it does not become extinct. </span></p><div><span><br /></span></div>Yohanes Freadyanus KasiAri WidodoAchmad SamsudinRiandi RiandiNovia NoviaWati SukmawatiAri Syahidul Shidiq
Copyright (c) 2024 PAEDAGOGIA
http://creativecommons.org/licenses/by-sa/4.0
2024-02-262024-02-26271243710.20961/paedagogia.v27i1.83925Pedagogical Competence of Elementary School Teachers in Multiliteracy Learning within Independent Curriculum
https://jurnal.uns.ac.id/paedagogia/article/view/84005
<p><span id="docs-internal-guid-0b6c3a65-7fff-91b9-1157-f8385e839b4f"><span>This research aims to determine the pedagogical competence of elementary school teachers in implementing multiliteracy learning in the Merdeka Curriculum, especially the practical part in the classroom, and to find out the supporting and inhibiting factors experienced by teachers in implementing multiliteracy learning in the Merdeka Curriculum in teaching and learning practices in the school. The research was carried out. This research uses a descriptive qualitative approach. Data collection uses observation, interviews, and documentation with analysis techniques with validity tests according to Miles Huberman and NVivo 12 Plus software. The results of this research show that teachers at SD Negeri 2 Pejawaran have implemented pedagogical competence well, characterized by a safe and comfortable learning environment for students in multiliteracy learning, student-centered learning in multiliteracy learning, Assessment, feedback and reporting that is centered on multiliteracy learning students, Using diverse sources of learning information, Critical evaluation of sources of information, Production, presentation, and variety of information through various texts, Supporting the use of multiliteracy to promote goodness. The supporting factors are fellow teachers, reading corner, students, library, Merdeka Mengajar application, and Mading. Apart from that, the inhibiting factor is the availability of books in the school library.</span></span></p>Hanum Hanifa SukmaRashika Ardafa SahilaYeyen Febrilia
Copyright (c) 2024 PAEDAGOGIA
http://creativecommons.org/licenses/by-sa/4.0
2024-02-262024-02-26271385110.20961/paedagogia.v27i1.84005Geometry Representation Abilities: What is The Impact of Using The 6E-Instructional Model Integrated with Augmented Reality?
https://jurnal.uns.ac.id/paedagogia/article/view/83957
<p dir="ltr"><span> This research aims to analyze the impact of the 6E-Instructional Model Integrated Augmented Reality in improving students' 3D geometric representation abilities. A type of quasi-experimental design, one group pretest-posttest, is used for objective research of answers. The subjects of this research were 8th-grade students at a private school in Indramayu Regency, Indonesia, totaling 288 students divided into eight classes. Based on this number, one class of class VIII B was selected as the research sample. Furthermore, the research instrument uses a geometric representation ability test. In addition, the data obtained from the test results were analyzed using the paired sample t-test. The research concluded that AR technology can be integrated into constructivist learning, including 6E Instructional Mode. Furthermore, based on the paired sample t-test, it was concluded that using 6E-IM integrated AR increased the 3D geometric representation abilities of class VIII students in one of the private schools in the Indramayu Regency. Therefore, this research provides a foundation for advanced learning in mathematics, especially regarding integrated technology and learning models.</span></p><div><span><br /></span></div>Sudirman SudirmanArdi Dwi Susandi
Copyright (c) 2024 PAEDAGOGIA
http://creativecommons.org/licenses/by-sa/4.0
2024-02-262024-02-26271526210.20961/paedagogia.v27i1.83957The Implementation of Guided Inquiry Learning Model with Edmodo to Improve Students’ Learning Outcomes on Acid-Based Subject Matter
https://jurnal.uns.ac.id/paedagogia/article/view/83970
<span id="docs-internal-guid-61f1a3b2-7fff-214a-47f7-df6aaeb55176"><span>This study aims to determine whether guided inquiry learning assisted by Edmodo can improve the learning outcomes of high school students on acid-base subject matter. The research method used is a quasi-experiment with a quantitative approach; the research design used is a posttest-only control group design. The research subjects were students of class XI MIPA 5 (experimental group), consisting of 29 students, and class XI MIPA 6 (control group), consisting of 26 students. Data collection techniques used learning outcome tests and observation sheets to implement the learning process. The results of descriptive analysis showed that the experimental class obtained an average value of learning outcomes higher than the control class, which amounted to 81.3 for the experimental class and 71.5 for the control class. The results of inferential statistical analysis of student learning outcomes showed that the data of the two groups were not normally distributed and came from a homogeneous population. Hypothesis testing using the Mann-Whitney test obtained asymp. Sig. < α (0.001 < 0.05) so that H0 is rejected and Ha is accepted. Therefore, guided inquiry learning assisted by Edmodo can improve the learning outcomes of high school students on acid-base subject matter.</span></span>Hasrilia BeskaraMuhammad DanialTaty Sulastry
Copyright (c) 2024 PAEDAGOGIA
http://creativecommons.org/licenses/by-sa/4.0
2024-02-262024-02-26271637210.20961/paedagogia.v27i1.83970Enhancing Quality of Guidance and Counseling in Vocational Schools: Testing the Effectiveness of Evaluation Instruments Based on the CIPP Model
https://jurnal.uns.ac.id/paedagogia/article/view/84673
<p dir="ltr"><span>This study assesses the CIPP (Context, Input, Process, Product) model's effectiveness in evaluating guidance and counseling programs within the Merdeka curriculum of Vocational High Schools. Collaborating with three experts—guidance and counseling specialists, educational technology experts, and practitioner teachers—the research employs assessment tests and pre-test/post-test questionnaires for 10 Guidance and Counseling Teachers at Vocational High School 3 Banjarmasin. Evaluation results, covering general, specific, and material aspects, show a high level of agreement among the three evaluators. General evaluation exhibits high reliability (ICC = 0.750), and thorough and material evaluations demonstrate high reliability with ICC values of 0.794 each. The trial of 10 Guidance and Counseling Teachers reveals a significant improvement in their evaluation skills after implementing the CIPP model. Average post-test results are notably higher than pre-test, highlighting the positive impact of the CIPP evaluation model on enhancing these skills. The research concludes that the CIPP evaluation model is reliable and consistent in measuring guidance and counseling program effectiveness in the Merdeka curriculum of Vocational High Schools. Empirical and theoretical support establishes a strong foundation for considering future implementation of the CIPP model in educational program evaluations. This model's application is anticipated to elevate the quality and relevance of educational programs, particularly in the context of guidance and counseling in Vocational High Schools, with potential practical and managerial benefits.</span></p><div><span><br /></span></div>Muhammad Andri SetiawanNina Permata SariEklys Cheseda MakariaNajwa Shabrina DinantyGazali Rahman
Copyright (c) 2024 PAEDAGOGIA
http://creativecommons.org/licenses/by-sa/4.0
2024-02-262024-02-26271738210.20961/paedagogia.v27i1.84673Civic Education in Border: Forms of Strengthening Nationalism for Indonesian-Malaysian Border Communities in Sebatik Island
https://jurnal.uns.ac.id/paedagogia/article/view/84530
<table width="604" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="406"><p dir="ltr"><span>The existence of Citizenship Education in Indonesia has a significant and strategic role in the effort to build the character of the nation. Citizens with the Spirit of Nationalism are one form of the nation's character. Citizenship education is taught from elementary school to college by the School of Citizenship Education (SCE). Citizenship Education in the Community is called the Community of Citizenship Education (CCE). The existence of Citizenship Education in strengthening the nationalism of citizens is also present in the border area, precisely in Sebatik Island Nunukan Regency, North Kalimantan Province, which is directly adjacent to Malaysia. However, people in this region use ringgit money to buy, sell, and use Malaysian products to meet their daily needs, as well as the alleged existence of dual citizenship that is legally prohibited in Indonesia, which shows indications of weakening nationalism. This research uses a Qualitative Approach with the Case study method with the Informant who took a purposive sampling of Government, Community Leaders, Youth Leaders, Teachers, Military, and Journalists. This research aims to find forms of Citizenship Education for people in border areas of the State to Strengthen Nationalism. The results show that Forms of Strengthening border community nationalism are implemented through Community Citizenship Education by the Government, Entrepreneurs, Youth, and Media. Meanwhile, the School of Citizenship Education is implemented by Citizenship Education Teachers.</span></p><div><span><br /></span></div><p> </p><p><strong> </strong></p></td></tr></tbody></table>Wahyudi WahyudiRoro Nanik SetyowatiRianda UsmiMi'rojul Huda
Copyright (c) 2024 PAEDAGOGIA
http://creativecommons.org/licenses/by-sa/4.0
2024-02-262024-02-26271839210.20961/paedagogia.v27i1.84530Profile of Self-Regulated Learning on First-Year Students at Science Education Department in Online Learning
https://jurnal.uns.ac.id/paedagogia/article/view/84009
<p dir="ltr"><span>Online learning requires students to study independently and manage lectures according to the time set. Researchers need to know the criteria for self-regulated learning of first-year students at the Physics Education Department. This paper aims to determine self-regulated learning during online learning. The study used a quantitative research approach with a survey method. The Online Self-Regulated Learning Questionnaire (OLSQ) collected the data, a 20-item scale with a 5-point Likert-type response format. The sample of this study was 131 students of physics and chemistry education study programs. Each was randomly selected to see how their respective study programs implemented independent learning activities during online learning. The results showed that each indicator of independent learning in online learning received a positive response through the OLSQ instrument that had been distributed. The disciplined behavior indicator has a higher percentage, followed by the exercise self-control indicator. Generally, the pre-service students have self-regulated learning with high criteria. This result can provide a good contribution and open for further research. The implication of this research can be a reference for lecturers to improve online and self-regulated learning quality.</span></p><div><span><br /></span></div>Evelina Astra PatriotPandu Jati Laksono
Copyright (c) 2024 PAEDAGOGIA
http://creativecommons.org/licenses/by-sa/4.0
2024-02-262024-02-262719310210.20961/paedagogia.v27i1.84009Islamic Boarding School Education and Its Renewal According to K.H. Abdullah Syukri Zarkasyi
https://jurnal.uns.ac.id/paedagogia/article/view/83899
<p><span id="docs-internal-guid-58322240-7fff-08c2-9f15-13bca8e92631"><span>Education is currently faced with problems of crime and deviant behavior, which hinder the effectiveness of teaching Islamic teachings. Effective educational management and experienced leaders are required. One solution is to implement an integrated curriculum as proposed by KH. Abdullah Syukri Zarkasyi in reforming Islamic boarding school education. This research aims to understand the concept of Islamic boarding school education and its renewal according to KH. Abdullah Syukri Zarkasyi. This type of research is qualitative, using the literature review method by obtaining data through journals, books, and documentaries and comparing, contrasting, and critiquing data using thematic analysis techniques. The research results show that according to K.H Abdullah Syukri Zarkasyi, good Islamic boarding school education is based on the values of the five souls of Islamic boarding schools and is total. The reform of Islamic boarding school education that he proposed was rooted in the concept of the five souls of Pondok Modern Darussalam Gontor. K.H. Abdullah Syukri Zarkasyi emphasized three fundamental things in this reform: the totality of life in education, integral education, and Islamic boarding school education orientation.</span></span></p>Muhammad Thoriqul IslamImam QodariNawa Marjany
Copyright (c) 2024 PAEDAGOGIA
http://creativecommons.org/licenses/by-sa/4.0
2024-02-262024-02-2627110311210.20961/paedagogia.v27i1.83899Empowering Future Teachers: The Role of Student Organizations in Enhancing Public Speaking and Teaching Skills
https://jurnal.uns.ac.id/paedagogia/article/view/82263
<span id="docs-internal-guid-8c3491fc-7fff-0197-f738-be37e25a0884"><span>Recognizing the pivotal role of teachers in shaping education, extensive research has been conducted to assess their effectiveness. Among the prominent challenges faced by many educators is mastering public speaking, a crucial skill for effective classroom instruction. This study delves into whether participation in student groups can augment aspiring elementary school teachers' public speaking and teaching competencies while emphasizing the significance of public speaking skills within the teaching profession. Employing descriptive qualitative methods such as interviews, observations, and document analysis, the research elucidates the profound impact of public speaking proficiency on teaching effectiveness. The study encompasses four key stages: preparation, implementation, analysis, and reporting. Twelve students participated as respondents, focusing on those actively engaged in group activities. Additionally, six lecturers from the Primary School Teacher Education Study Program, Muhammadiyah University of Surakarta, knowledgeable about the fundamental skill requirements for aspiring teachers and the program director, served as supplementary subjects. The findings suggest that engagement in student groups can significantly enhance aspiring teachers' public speaking skills, thereby better equipping them for successful careers in education.</span></span>Zahra AlfiNur Amalia
Copyright (c) 2024 PAEDAGOGIA
http://creativecommons.org/licenses/by-sa/4.0
2024-02-262024-02-2627111312010.20961/paedagogia.v27i1.82263Exploring Listening Relationship Pattern of Information Approval Process in Science Learning: A Qualitative Investigation Using TBLA (Transcript Based Lesson Analysis)
https://jurnal.uns.ac.id/paedagogia/article/view/84024
<p dir="ltr"><span>This study reveals listening relationship patterns in the information approval process used to improve the quality of learning dialogue, especially in science learning. A qualitative method with a case study approach was used to analyze listening relationship patterns in science learning during one semester. A total of 3 science teachers, 31 students, and two academics involved in lesson study for learning communities were selected to capture a mutual listening relationship pattern in receiving information with a natural performance and not tense when observing. Observation, documentation, and clinical interviews were used as data collection techniques. Video and audio recorders were involved as documentation tools for this study. Transcript-based lesson analysis (TBLA) was included in conducting data analysis. The listening relationship patterns analysis results in classical discussion sessions in cycles 1–3, which tend to have semi-equal listening relationship patterns. Meanwhile, the listening relationship pattern in group discussion sessions in cycles 1 to 3 tends to be the isolated listening relationship group pattern. The shift in the pattern of listening relationships in group discussion sessions is caused by several factors, including student collaboration awareness, heterogeneous composition of students, tasks, and questions that challenge students, and appropriate interruptions of teacher direction. The research results provide a reference for reflection on developing teacher professionalism to improve more effective and meaningful learning.</span></p><div><span><br /></span></div>Maya Umi HajarDedy Dwi Putra
Copyright (c) 2024 PAEDAGOGIA
http://creativecommons.org/licenses/by-sa/4.0
2024-02-262024-02-2627112112810.20961/paedagogia.v27i1.84024Enhancing Mathematical Disposition in Geometry Instruction : The Role of E-Comics in Realistic Mathematics Education
https://jurnal.uns.ac.id/paedagogia/article/view/83787
<p dir="ltr"><span>Success in learning mathematics can be measured through five aspects called the five strands of mathematical proficiency. These five aspects need to be taught fairly, resulting in a change in students' mathematical attitudes where this aspect is still minimally looked at and researched. Therefore, the research aims to analyze changes in students' mathematical dispositions by reviewing the role of e-comics in Realistic Mathematics Education (RME). This context-based mathematics learning approach is assumed to provide meaningful learning for students. This mixed-methods research with a sequential explanatory research design was carried out on 30 elementary school students by combining quantitative data collection and analysis techniques with qualitative data support. The research showed that using e-comics in RME learning significantly improved students' mathematical dispositions with a large effect size (Cohen’s effect size = 0,98). In a qualitative review involving data triangulation, evidence was found that using e-comics in RME learning has a role in facilitating the development of each student indicator, as evidenced in the high students’ enthusiasm or response in learning both in observations, questionnaires, and documentation studies. In this way, it is hoped that this innovation can be researched and developed further on a more diverse scale and content. In addition, this research provides further opportunities for research and teacher training related to developing RME learning designs and e-comics in learning.</span></p><div><span><br /></span></div>Trisna NugrahaAsep Samsudin
Copyright (c) 2024 PAEDAGOGIA
http://creativecommons.org/licenses/by-sa/4.0
2024-02-262024-02-2627112913610.20961/paedagogia.v27i1.83787Project-Based Learning Progression: Identifying The Impact of Learning on Students' Motivation and Learning Outcomes
https://jurnal.uns.ac.id/paedagogia/article/view/81242
<p><span id="docs-internal-guid-e0762df4-7fff-3e0e-55f9-050cd3231b6f"><span>The study aims to address the issue of low motivation and poor learning outcomes in Social Studies. Many students find Social Studies dull due to its focus on memorization, which leads to passive learning. Additionally, teachers' limited familiarity with various learning approaches contributes to students' lack of motivation. The study investigates whether implementing a project-based learning (PBL) model can positively impact motivation and learning outcomes in Social Studies. Fifth-grade students from SDN 17 Poso participated in the quasi-experimental research, divided into experimental and control groups. Pretests and posttests were administered before and after the learning period, respectively, to both groups. Data collection methods included tests, questionnaires, and documentation. Pretests helped establish baseline knowledge levels and facilitated comparison to evaluate the effectiveness of the PBL intervention. Results indicated a significant improvement in motivation and learning outcomes among students exposed to the project-based learning model. The study's implications extend to enhancing teaching methodologies and strategies to foster better engagement and achievement in Social Studies.</span></span></p>Arif FirmansyahNurul Fitriah ArasMardi LestariMuchdar Muchdar
Copyright (c) 2024 PAEDAGOGIA
http://creativecommons.org/licenses/by-sa/4.0
2024-02-262024-02-2627113714410.20961/paedagogia.v27i1.81242Learning Innovation Opportunities Using Interactive Multimedia to Facilitate Sociological Learning in Improving Collaboration Skills
https://jurnal.uns.ac.id/paedagogia/article/view/84561
<p dir="ltr"><span>The development and progress of technology has brought changes in the world of education. Digital learning media makes students more active in utilizing sophisticated technology to support activity learning. Convenience access to telephone mobile or telephone smart gives students more freedom to access the materials they need. Learning sociology teaches students the importance of someone as a creature working the same in life socially. Therefore, students need skills collaboration to support their development skills personal. Skills collaboration can supported with interactive multimedia as a means of learning. Interactive multimedia presents various features interactive in text, images, and videos. However, schools do not yet own facility adequate learning for to support enhancement skills and collaboration with students in matter technology. Types of research this study is the survey method. The focus study is 202 students in class X of a high school. Data collection methods include questionnaires and interviews. The analysis is through four stages, data collection, data reduction, withdrawal conclusion of initial data, and presentation results study. Research results show the need for interactive multimedia in learning sociology to increase skills in collaboration. Specifically, 50.2% of students have not yet done do activity collaborative in learning sociology using interactive multimedia. In addition, 95.5% of students require interactive multimedia to learn material sociology. Lastly, 95.5% of students use technology for study. Implications from this study are that students and teachers can optimize the utilization of technology with the development of interactive multimedia that can be used to reach objective expected learning that is increasing skills collaboration among students and make more students excel and do well in school the environment public. Based on the acquisition of analytical data, then concluded that the existence of interactive multimedia is required to increase skills collaboration students in learning sociology.</span></p>Mutiara Kusuma Ananda PramusitaSariyatun SariyatunHassan Suryono
Copyright (c) 2024 PAEDAGOGIA
http://creativecommons.org/licenses/by-sa/4.0
2024-02-262024-02-2627114515310.20961/paedagogia.v27i1.84561