Pedagonal : Jurnal Ilmiah Pendidikan

Augmented Reality and Learning Motivation: Effects on Elementary Students’ Mathematics Learning Outcomes in Three-Dimensional Geometry

2026-09-05T00:24:45+00:00

This study examined the effects of Augmented Reality (AR) and learning motivation on elementary students’ mathematics learning outcomes in three-dimensional geometry. A quasi-experimental method with a 2 × 2 factorial design was employed involving 41 fifth-grade students of SDN Klender 12 Pagi, East Jakarta, who were assigned to an experimental group learning with AR and a control group receiving conventional image-based instruction. Data were collected through a validated and reliable mathematics achievement test and learning motivation questionnaire and were analyzed using a two-way analysis of variance at a significance level of 0.05. The results showed that AR significantly improved students’ mathematics learning outcomes (p = 0.010), with a mean score of 84.35 compared with 75.10 in the control group. Learning motivation also had a significant effect (p < 0.001), and a significant interaction between AR and learning motivation was found (p = 0.037), with the highest mean score (89.20) obtained by highly motivated students who learned with AR. These findings indicate that AR is an effective medium for improving elementary students’ understanding and achievement in three-dimensional geometry, particularly when it is combined with strategies that sustain students’ learning motivation.

The Effect of a Deep Learning-Based Scientific Collaboration Model on Fifth-Grade Students’ Learning Outcomes

2026-07-17T11:39:28+00:00

This study aimed to determine the effect of the Deep Learning-based Scientific Collaboration (SCICOLLA) model on fifth-grade students’ learning outcomes in Science and Social Studies (IPAS) at SD Negeri Sabrang Lor No. 78 Surakarta. A quantitative pre-experimental study with a one-group pretest–posttest design was conducted with 27 students selected through total sampling. Learning outcomes were measured using a validated and reliable multiple-choice test of Higher-Order Thinking Skills (HOTS), supported by observation, interviews, and documentation. The data were analyzed using the Shapiro–Wilk normality test, the paired sample t-test, the Wilcoxon signed-rank test, and N-Gain analysis. Students’ mean learning outcome increased from 59.07 on the pretest to 87.41 on the posttest, and the minimum score rose from 27 to 60. The paired sample t-test (t = 13.969, p < 0.001) and the Wilcoxon signed-rank test (p = 0.001) showed a significant difference, and the N-Gain score of 0.717 was in the high category. These findings indicate that the Deep Learning-based SCICOLLA model, through mindful, meaningful, and joyful collaborative inquiry, has a significant positive effect on fifth-grade students’ learning outcomes.

Digital Media in Indonesian Language Learning: Teachers’ Practices, Students’ Responses, and Implementation Challenges

2026-08-18T06:01:22+00:00

Digital technology has transformed Indonesian language learning in schools, but its classroom use depends on how teachers apply it, how students respond to it, and the obstacles schools face. This qualitative descriptive study examined teachers’ practices, students’ responses, and implementation challenges related to digital media in Indonesian language learning at the junior high school level. Data were collected through in-depth interviews with an Indonesian language teacher and open-ended questionnaires completed by 32 students and were analyzed through data reduction, data display, and conclusion drawing. Regarding teachers’ practices, the teacher integrated PowerPoint, instructional videos, Canva, Google Classroom, WhatsApp, laptops, projectors, and smartphones and selected them according to the characteristics of the material. Regarding students’ responses, students reported that digital media made the material easier to understand and increased their learning interest, activeness, intrinsic motivation, and confidence. Regarding implementation challenges, unstable internet connections, limited supporting devices, and uneven digital literacy hindered optimal use, which the teacher addressed by adapting media, limiting data-intensive applications, and rotating school devices. These findings suggest that teachers’ digital competence and school support for infrastructure and training are needed to optimize digital media in Indonesian language learning.

Implementing Constructivist, Humanistic, and Connectivist Theories in Elementary Education to Explore Students’ Potential

2026-07-23T02:31:18+00:00

Every elementary school student has intellectual, emotional, social, and creative potential that needs to be explored and developed through appropriate learning. This study aimed to analyze how constructivist, humanistic, and connectivist theories can be implemented in elementary education to explore students’ potential and to identify the challenges and solutions of their implementation. A library research design was employed by reviewing scientific articles and proceedings published between 2020 and 2026, retrieved mainly through Google Scholar, and analyzed using qualitative content analysis. The results showed that constructivist theory explores students’ potential through active knowledge construction in project-based learning, group discussions, simple experiments, and problem-solving; humanistic theory nurtures it through a safe and enjoyable learning climate, appreciation of individual differences, and self-actualization; and connectivist theory expands it through digital technology and information networks that build 21st-century skills. Integrating the three theories is expected to develop students’ critical thinking, creativity, independence, collaboration, and character. However, implementation is still constrained by teachers’ limited understanding, inadequate facilities, and the influence of digital culture, so strengthening teacher competence, improving infrastructure, integrating character education, building school–parent collaboration, and conducting continuous evaluation are required.

The Effect of Hands-On Minds-On Activity-Based Experiential Learning Model on Science Process Skills and Learning Motivation of Elementary School Students

2026-07-28T07:28:35+00:00

This study examined the effect of an experiential learning model integrated with hands-on and minds-on activities on elementary school students’ science process skills and learning motivation in Natural and Social Sciences (IPAS) lessons on changes in the state of matter. A quantitative approach using a quasi-experimental method with a nonequivalent control group design was employed. The participants were 66 fourth-grade students, consisting of 35 students from SDN Sukaraja II as the experimental group and 31 students from SDN Cikapek as the control group. Data were collected through an essay test, a Likert-scale questionnaire, and observation sheets, and were analyzed using descriptive statistics, the Kolmogorov–Smirnov normality test, Levene’s test of homogeneity, and the independent samples t-test at a significance level of 0.05. The results showed that the model significantly improved students’ science process skills (Sig. = 0.002) and learning motivation (Sig. = 0.003). The mean science process skills score of the experimental group increased by 26.61%, while its mean learning motivation score increased by 22.24%, with 97.14% of the students reaching the high motivation category. These findings indicate that integrating experiential learning with practical and cognitive activities effectively enhances science process skills and learning motivation among elementary school students.

Improving Speech and Text Writing Skills through Digital Peer Feedback Using Padlet

2026-09-28T07:26:36+00:00

This study aimed to improve students’ speech text writing skills through digital peer feedback using Padlet. The study was motivated by students’ difficulties in developing ideas, organizing speech structures coherently, choosing appropriate diction, and providing constructive feedback on their peers’ writing. Classroom action research based on the John Elliott model was conducted in two cycles, each consisting of planning, action, observation, and reflection, involving 39 Grade VIII students of SMP Negeri 2 Bogor. Data were collected through writing tests, observation checklists, and questionnaires and were analyzed descriptively with methodological triangulation. The results showed that digital peer feedback through Padlet improved students’ speech text writing skills. The mean score increased from 56.9 in the Cycle I pre-test to 76.9 in the Cycle I post-test and reached 92.4 in the Cycle II post-test, with all students scoring at least 86. Students also became more active and confident in giving and receiving feedback and produced speech texts that were more coherent and persuasive. Therefore, digital peer feedback using Padlet, supported by explicit feedback modeling and teacher facilitation, is an effective strategy for improving speech text writing skills.

Comparing Statistical Literacy and Reasoning Abilities among Undergraduate Students

2026-10-09T03:10:34+00:00

This study aimed to compare the statistical literacy and statistical reasoning abilities of undergraduate students at the University of Bengkulu (Sumatra) and Pakuan University (Java) and to identify the factors contributing to their differences. An explanatory sequential mixed-methods design was employed. Quantitative data were obtained from a validated post-test on hypothesis testing administered to 55 students at the University of Bengkulu and 33 students at Pakuan University in the 2024/2025 academic year, followed by interviews. The data were analyzed descriptively and with a two-way analysis of variance. The statistical literacy of students at the University of Bengkulu was mostly at the consistent noncritical level (69.09%), whereas that of students at Pakuan University was mostly at the critical level (75.76%). Most students at both universities reached the integrated reasoning level (72.73% and 78.79%, respectively). Significant differences between the universities were found in statistical literacy (p = 0.001) and statistical reasoning (p = 0.019), whereas gender and its interaction with university had no significant effect. The differences were associated with more intensive and contextual project-based learning, students’ enthusiasm and learning independence, and a weekly statistics discussion group at Pakuan University.

Effects of Lined Ice Cream Stick Media and Learning Motivation on Elementary Students’ Numeracy Skills

2026-09-10T01:21:18+00:00

This study examined the effects of lined ice cream stick media and learning motivation on elementary students’ numeracy skills and their interaction. A quasi-experimental method with a non-equivalent control group design and a 2 × 2 factorial design was employed. The participants were 54 second-grade students of SDN Klender 12 Pagi, East Jakarta, divided into an experimental group (n = 27) taught with lined ice cream stick media and a control group (n = 27) taught with conventional finger counting. Data were collected through a numeracy skills test and a learning motivation questionnaire and analyzed using a two-way ANOVA at a significance level of 0.05. The experimental group obtained a higher post-test mean numeracy score (14.00) than the control group (12.00). Lined ice cream stick media had a significant effect on numeracy skills (F = 5.912; p = 0.018), as did learning motivation (F = 6.342; p = 0.018), and a significant interaction between the two factors was found (F = 7.912; p = 0.008), indicating that the effect of the media depended on students’ motivation levels. These findings suggest that simple, low-cost concrete media combined with motivation-sustaining strategies can support the development of elementary students’ numeracy skills.

Effectiveness of the Two Stay Two Stray Learning Model Assisted by Flip Chart Media in Improving Fifth-Grade Students' Written Communication Skills in Indonesian Language Learning at MI Tegalpanjang

2026-09-25T08:53:28+00:00

This research aimed to examine the effectiveness of the Two Stay Two Stray (TSTS) cooperative learning model assisted by flip chart media in improving students' written communication skills compared with the Direct Instruction (DI) model. This study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design involving 38 fifth-grade students at MI Tegalpanjang. Data were collected through validated and reliable pretest–posttest essay tests and analyzed using normality and homogeneity tests, an independent-samples t-test, N-Gain analysis, and Cohen's d effect size. The results showed that the experimental class achieved a mean posttest score of 83.06 with a high category and an N-Gain of 0.70, while the control class obtained a mean posttest score of 73.47 with a moderate category and an N-Gain of 0.58. The independent-samples t-test revealed significant differences between the two groups in both the posttest scores (p = 0.034) and N-Gain values (p = 0.047). Furthermore, the effect size analysis indicated a large effect in both the experimental class (2.991) and the control class (1.664), with the TSTS model demonstrating a greater impact than the Direct Instruction model. It can be concluded that the Two Stay Two Stray cooperative learning model assisted by flip chart media is more effective than the Direct Instruction model in improving elementary school students' written communication skills in Indonesian language learning.