PAIDAGOGIA: Jurnal Inovasi Pendidikan dan Pembelajaran

Analysis of the Pedagogical Competence of Prospective Primary School Teachers in Terms of Developing Learning Process Assessment Plans

2025-10-24T07:20:36+00:00

The development of pedagogical competence among prospective primary school teachers faces various challenges stemming from the educational environment and the complexity of teaching. To respond to these challenges, studies that examine pedagogical competence from multiple perspectives are needed. However, research from the evaluation aspect is still very limited. This study aimed to analyze the pedagogical competence of prospective primary school teachers in preparing learning process assessment plans. The sample consisted of 62 second-year students. The data collection instrument was student work documents, which were evaluated using an assessment rubric. The scores obtained from this process were converted into quantitative values ranging from 0 to 100. These quantitative values were then analyzed descriptively to obtain the mean, standard deviation, percentiles, and proportion. The analysis showed that the students' pedagogical competence had a mean score of 80.82 ± 5.75. When converted, this quantitative score is equivalent to a B+ grade, which is interpreted as Good. Individually, the lowest score was 65.50, which is comparable to a C grade and is interpreted as Fair. The highest score was 88.50, equivalent to an A grade with an Excellent interpretation. The 25th percentile was 77, comparable to a B grade and interpreted as Good. In terms of proportion, A grades (Excellent) predominated. However, when viewed from the interpretation categories, the highest proportion was the Good interpretation (49.99%). Based on these findings, it can be concluded that student teachers are ready to assess learning outcomes in the classroom. Nonetheless, further improvement is needed to reach the Excellent category.

Analysis of the Learning Interest Profile of Fourth-Grade Students at MI Nurul Islahil Islami in the IPAS Subject in the 2024–2025 Academic Year

2026-01-12T05:53:34+00:00

This study aims to examine the learning interest profile of fourth-grade students at MI Nurul Islahil Islami in the Integrated Science and Social Studies (IPAS) subject in the 2024–2025 academic year. The research employed a quantitative, descriptive method. The research subjects were all 29 fourth-grade students, determined using a total sampling technique. The data collection instrument was a closed-ended questionnaire with two response options ("Yes" and "No") for four indicators of learning interest, as outlined by Slameto (2010): enjoyment, student engagement, interest, and attention. Data were analysed descriptively using percentages and classification categories. The findings show that students' interest in IPAS is generally low, with 50% classified as low, 35% as medium, and 15% as high. Based on the indicators, enjoyment (55% low), interest (65% low), and attention (60% low) were in the low category, while student engagement (35% low, 40% medium, 25% high) was in the medium category. These results indicate that learning tends to be passive because the teacher predominantly uses lecture methods without support from learning media, resulting in students' engagement, enthusiasm, and focus not being optimal. The implications of this study highlight the need for more varied, interactive learning strategies supported by visual media to increase students' interest in IPAS.

The Effect of The Project-Based Learning (PjBL) Model on Students' Cognitive Learning Outcomes

2026-01-12T05:55:32+00:00

This study investigates the effect of the Project-Based Learning (PjBL) model on students' cognitive learning outcomes, compared with Problem-Based Learning (PBL), in senior high school biology. The research was motivated by persistently low cognitive achievement and teacher-centred practices observed at SMA Negeri 3 Selong, where many Grade X students scored below the minimum mastery criterion and struggled to construct coherent scientific arguments. A quantitative quasi-experimental design with a non-equivalent control group pretest–posttest design was employed. The population consisted of all Grade X students (N = 84), with purposive sampling used to select two intact classes: X-8 as the experimental group (PjBL; n = 21) and X-7 as the control group (PBL; n = 21). The experimental class engaged in an authentic project constructing aquascapes from recycled jars, while the control class followed PBL-based instruction on the same content. Cognitive learning outcomes (C1–C4) were measured using a multiple-choice and an essay test. Assumption checking using the Shapiro–Wilk and Levene's tests indicated that posttest data met the requirements for parametric analysis. An independent-samples t-test on posttest scores revealed a statistically significant difference between groups (p = 0.001), with the PjBL class outperforming the PBL class by an average of 17.476 points. These findings demonstrate that PjBL has a significant and positive impact on students' cognitive learning outcomes in biology and is more effective than PBL in enhancing lower- and middle-order cognitive processes. The study recommends systematic integration of PjBL in science classrooms and further research with larger, multi-site samples, including additional outcome variables such as motivation, critical thinking, and creativity.

The Effect of a Problem-Based Learning (PBL) Model Integrated with Mind Mapping on The Learning Motivation of Grade X Students

2026-01-12T05:54:24+00:00

Low student motivation for learning in the biology curriculum remains a challenge that calls for innovative instructional approaches. One alternative is the Problem-Based Learning (PBL) model integrated with the Mind Mapping technique, which is believed to promote active engagement and improve students' understanding. This study aimed to examine the effect of a Problem-Based Learning (PBL) model integrated with Mind Mapping on students' learning motivation regarding water pollution among Grade X students at MA Miftahul Ulum Bettet Pamekasan. The study employed a quantitative, quasi-experimental design with a post-test-only control group. The sample consisted of two classes: an experimental class that implemented PBL integrated with Mind Mapping and a control class that used the lecture method, each with 25 students. The research instrument was a learning motivation questionnaire. Data were analyzed using tests of normality and homogeneity, and an independent-samples t-test in Jamovi version 2.3.26. The results indicated a p-value of 0.705 (p > 0.05), indicating no statistically significant difference in learning motivation between the experimental and control groups. Therefore, it can be concluded that implementing Problem-Based Learning integrated with Mind Mapping did not have a significant effect on students' learning motivation. Nevertheless, this model is still recommended as an innovative instructional strategy that may enrich students' learning experiences.

The Effect of The Implementation of Science Park on Students' Motivation and Learning Enthusiasm

2026-01-12T06:07:48+00:00

This study addresses the urgent need to counter declining motivation and learning enthusiasm in physics. The research aimed to examine the effect of implementing a simple science park—organised as low-cost experimental stations—on students' motivation and enthusiasm for learning physics. Using a qualitative descriptive design with a pre–post comparison between an experimental and a control class, data were collected through classroom observations, a short test, and a motivation questionnaire. Results show that the average motivation score increased from 60% before the intervention to 80% after the science-park-based activities, supported by questionnaire responses indicating higher interest, focus, persistence in completing tasks, and reduced boredom. These findings suggest that structured, hands-on science park experiments can meaningfully enhance students' affective engagement in physics learning. It is recommended that schools and teachers adopt or adapt science park models using simple, local materials, and that future research with larger samples and more rigorous designs further investigate long-term effects on motivation, achievement, and critical thinking.