Paedagogia : Jurnal Pendidikan
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From Theory to Practice: The Effects of Community of Practice Implementation on Out-of-School Youth in the Philippines
Full text linkCommunities of Practice (CoP) aims to provide services and skills to partner communities while also establishing links to communicate learned knowledge to broader groups of people. This study identified and analyzed the impact of communities of practice in Barangay Nagtenga, Sta. Cruz, Ilocos Sur. It used a mixed quantitative and qualitative study approach to evaluate the level of satisfaction of the 18 CoP participants as well as their CoP learning and experience. The data demonstrated high levels of CoP satisfaction, notably with resource speakers and the quality of service provided. Participants shared their learning experiences during the CoP, focusing on themes such as knowledge acquisition, skill development, learning transfer to practice, and entrepreneurial management. This study emphasizes the importance of CoPs in empowering marginalized groups and promoting personal and professional development. Recommendations include maintaining and growing CoP initiatives, as well as conducting frequent evaluations to ensure continuous improvement
THE ROLE OF TEACHERS IN TRANSACTIONAL AND TRANSFORMATIONAL LEARNING
Full text linkThe main focus of the research is to describe the main concepts of transactional learning and transformational learning. Research was carried out through literature studies, with data collection using a "thematic" or "conceptual categories" approach where the results of the study of various references were organized according to topics or issues. The results of the research show that in transactional learning, the existence of the teacher has complete authority, occupies a central position, has advantages and knows everything, while students are in a position of not knowing, and therefore learning is indoctrinative, top down, centralized, prioritizing intellectual aspects, success learning is measured on the knowledge mastered by students cognitively. Transformative learning places greater emphasis on social and cultural transformation in students, so that they have the ability and insight to face and solve problems. The existence of teachers in transformative learning is actually parallel to the existence of students. Teachers and students are learning subjects and the object is reality. Transformative learning places dialogue as the main method in learning, and therefore the existence of teachers and students learn from each other
Improving the Computational Thinking Abilities of Junior High School Students Through Problem-Based Learning
Full text linkThis study aims to improve the Computational Thinking (CT) abilities of seventh-grade students at SMPN 37 Surabaya, based on initial findings indicating that most students in this class exhibit low CT abilities. Efforts to improve CT abilities were made through implementing the Problem-Based Learning (PBL) model, which is effective in facilitating problem-solving skills. The research method used was Classroom Action Research (CAR) with a spiral approach by Stephen Kemmis and Robin McTaggart, conducted over multiple cycles to monitor the gradual development of students' CT abilities. Data were collected through post-tests at the end of each cycle to evaluate improvements in students' CT abilities. Data analysis was conducted using a CT assessment rubric, categorizing students based on CT skills and foundations. The data analysis results indicated an increase in CT scores across each research cycle. In Cycle I, there was an increase of 0.2 in CT scores, with a completion rate of and an average CT score of . In Cycle II, the CT score improvement reached , with a completion rate of and an average CT score of . These findings demonstrate that the implementation of the PBL model significantly improves students' CT abilities. The progression from low to medium and high skill categories by the end of Cycle II highlights the effectiveness of PBL in developing students' CT abilities, making this model relevant for improving critical and systematic thinking skills among students
Communities of Practice: A Strategy for Re-engaging Out-of-School Youth by Nurturing Prospects and Fostering Connections
Full text linkThis research focuses on the potential of the Communities of Practice (CoPs) that might be utilized to bring back the out-of-school youth (OSY) to formal schooling. Even with the attempts to increase enrollment in schools, some of the Filipino youths still have no access to education, and still have difficult life struggles that include loss of jobs and social exclusion. This study discusses the experience and issues with which OSY encounter in CoPs and comprises the valuable prospects for them further. The exploratory research question of the study depicts the experiences of OSY within CoPs in terms of the sense of belonging, social connectedness, and perceived upcoming possibilities. It also narrows down challenges like; they lack financial capital, or have lack of access to services. Subjects of the study were selected within the area of Barangay Nagtenga, Sta. Cruz, Ilocos Sur. Participants and observations were obtained through interviews, and fundamental trends such as isolation, restricted social relationships, and low earnings were identified. From the study, there is a recommended plan on how to bring about the CoPs that focus on the learning from peers, skills enhancement, and community activities for the enhancement of OSY. This research clearly brings out the significance that can be achieved through community-Based strategies in re-engaging and promoting out-of-school youth
Analysis of students' generic science skills at Muhammadiyah 22 Surakarta Elementary School.
Full text linkScience learning in elementary schools is expected to provide students with an understanding of scientific terms through experiments that can provide generic science skills. But this is still rarely done at the elementary school level. This study aims to analyze the science generic skills of elementary school students as an effort by the teacher to create learning that is able to make students understand and remember scientific terms. This study is qualitative approach. Sources of data in this study were obtained from class teachers and fifth grade students at Elementary School Muhammadiyah 22 Surakarta. Data collection techniques using observation, interviews and documentation. Test the validity of the data using the credibility test and source triangulation. Data analysis techniques consist of data collection, data presentation, drawing conclusions, and verification. The results showed that students' generic science skills in science learning obtained a percentage of 75%. The highest score is in the aspect of symbolic language (25%) shown by the activities of students mentioning symbols, symbols and scientific terms in presentations related to the water cycle process. The lowest score 0% absence of student activities. The research contribution is teachers must teach science through experimental activities of measuring rainfall, or similar experiments that are adapted to the topic of the material so that aspects of generic science skills can be developed in a more balanced way in each aspect so as to be able to provide more comprehensive science skills and knowledge in learners
THE IMPLEMENTATION OF INSTRUCTIONAL LEADERSHIP OF HEADMASTER AT MAN 1 PALU
Full text linkThe objectives of this research are: 1) To discover the description of the instructional leadership of Headmaster at Madrasah Aliyah Negeri 1 Palu; 2) To discover the strategy for implementing instructional leadership of headmaster at Madrasah Aliyah Negeri 1 Palu. The type of this research is descriptive-qualitative with a pedagogical, sociological and philosophical approaches. The data collection techniques are observation, interviews and documentation. The results of research showed that: 1) The application of instructional leadership is reflected on the leadership of headmaster which is oriented around improving the quality of education in Madrasah Aliyah Negeri 1 Palu; 2) The strategy for implementing instructional leadership of headmaster is by maximizing supervision and training at the level of school, and involving the teachers and educational staff in workshops or seminars to improve the quality of education in Madrasah Aliyah Negeri 1 Palu. The implications: 1) Headmaster needs to increase creativity in bringing up new ideas in directing and supervsing teachers and educational staff to improve the quality of educational services at Madrasah Aliyah Negeri 1 Palu; 2) Headmaster needs to implement strategies of supervision, discussion, training for teachers and educational staff, and involving parents of students in making policies relating to the improvement of quality of the learning process at Madrasah Aliyah Negeri 1 Palu
STUDENTS’ PERCEPTION OF DIGITAL STORYTELLING TO IMPROVE SPEAKING SKILL AT AN INDONESIAN ISLAMIC HIGHER EDUCATION
Full text linkDigital storytelling is a method that combines the art of storytelling with digital media in various forms such as videos, images, text, and so on. Digital storytelling integrates technology into the classroom to facilitate the learning process. Especially in English language learning, this method supports the improvement of students' English language skills. This study aims to identify students' perceptions of digital storytelling to improve students' speaking skills at an Indonesian Islamic college. This mixed-method study involved 30 second-semester students at Datokarama State Islamic University in Palu. Quantitative data using questionnaires were analysed based on percentages while qualitative data in the form of interviews were analysed with three stages, namely, data reduction, display, and verification. Five aspects of perception are of concern in this study, namely attitude, motivation, interest, experience, and expectations. The research results from the five aspects prove that students have a positive perception of the use of digital storytelling in improving their speaking skills. Digital storytelling makes it easier for students to understand the material well, gives them confidence in interacting and cooperating in the classroom, and creates a fun learning process
IMPROVING EARLY CHILDREN'S SOCIAL COGNITIVE ABILITY THROUGH ART LEARNING IN TERNATE, NORTH MALUKU
Full text linkThis study aims to improve the social cognitive abilities developed by Bandura through art learning in early childhood. The research method uses action research developed by Lewin. Data collection techniques using observation sheets or observations. Data analysis techniques using t-test. The research sample of students was 30 children in group B. Cognitive abilities were not only developed by Piaget and Vygotsky, but also by Bandura. The cognitive theory developed by Bandura is known as social cognitive because it emphasizes more on the process of modeling and imitating to acquire knowledge. Early childhood cognitive development can be done through various methods and techniques as well as learning materials and resources. Art ability is developed in every curriculum in early childhood. The results showed that the end of the cycle obtained data t-count 3.98> t-table 1.697 at a significance level of 0.05. Thus it can be concluded that social cognitive abilities through art learning are effectively used. It is suggested, to improve social cognitive abilities can be done through art learning.
 
ACTUALIZATION OF HISTORICAL EMPATHY TO ACHIEVE THE STUDENT PROFILE OF PANCASILA
Full text linkHistorical empathy is an aspect that is relevant to the student profile of Pancasila. The achievement of historical empathy can be a way to achieve a student profile of Pancasila. This study aims to: 1) analyze the correlation of students' historical empathy preferences with elements of the student profile of Pancasila; 2) formulate a historical empathy actualization model to achieve a student profile of Pancasila by referring to students' cognitive and affective preferences in learning history. This study uses a quantitative method to determine the correlation of historical empathy with elements of the student profile of Pancasila and a qualitative method to formulate interrelationships between components in the study and formulate a historical empathy actualization model to achieve a student profile of Pancasila. The results showed: 1) there was a significant correlation in the three aspects of empathy with the elements and sub-elements of the student profile of Pancasila; 2) based on students' cognitive and affective preferences in history learning, an actualization model can be formulated using two models, namely actualization that is relevant is the use of edutainment in history learning and project learning based on learning products
Preventing Disruptive Behavior in Elementary School Students: An Academic Investigation from a Multicultural Islamic Education Lens
Full text linkThe objective of this study is to identify strategies for enhancing the social development of children within inclusive educational settings. The present study employs a qualitative research design and adopts a phenomenological framework. The study was conducted in SD Muhammadiyah 3, Ikrom Wage Sidoarjo, with a sample size of five individuals who were chosen as participants. The data collection process involved the utilisation of in-depth interviews and observation techniques, which were subsequently followed by data reduction and data display procedures. Subsequently, the data underwent analysis by the method of triangulation. The present study yielded the subsequent findings: The term "character" refers to the attributes, traits, and qualities that define an individual's personality and behaviour. It encompasses a The social attributes of pupils at SD Muhammadiyah 3 Ikrom were enhanced, encompassing virtues such as honesty, civility, social responsibility, tolerance, democracy, and justice. The process of enhancing character development is implemented for all students, especially those who possess exceptional requirements. The implementation of multicultural education is accomplished through two primary methods: firstly, by incorporating it into the curriculum across many disciplines taught in the classroom, and secondly, by fostering a school environment that embraces and upholds the principles and values of multicultural education. The process of integrating subjects is facilitated with the active participation of educators who have received specialised training. Educators receive periodic training sessions focused on strategies and approaches for instructing students with exceptionalities. In the context of educational institutions, the process of school acculturation is often implemented during the initial orientation phase for incoming students. During student orientation, it is crucial to prioritise the instruction of habits and fostering a sense of acceptance towards individuals with diverse backgrounds