Pedagogi : Jurnal Pendidikan dan Pembelajaran

Analysis of Students’ Cultural Literacy in Social Science Using the Structure of the Observed Learning Outcome Taxonomy

Nurul Kholipah — 2025-11-10

Cultural literacy refers to the ability to understand, preserve, and develop both local and national culture. In today's era, society often lacks the foundation to filter external cultural influences, significantly impacting younger generations particularly elementary school students who are still vulnerable. This study aims to analyze the cultural literacy skills of Grade Five students in Science and Social Studies using the Taxonomy of the Structure of the Observed Learning Outcome, as well as the factors that influence these skills. A qualitative descriptive approach was employed, involving 12 students, one subject teacher, and one library officer from Public Elementary School Minggirsari. The researcher served as the key instrument, using data collection techniques such as participant observation, in-depth interviews, document analysis, and tests. The findings revealed that students' cultural literacy skills are generally at the multistructural level of thinking. Several factors influence this outcome, including the application of learning methods, students' interests, environmental exposure, availability of facilities, school policies, and technological development. Future research is suggested to involve a broader and more diverse group of subjects in terms of ethnicity, religion, and socioeconomic background to obtain more comprehensive insights.

Development of Canva-Based Interactive Media to Improve English Reading Skills in Elementary School

Bintang Mulia Khusna — 2025-12-17

Teaching English in elementary schools often encounters challenges related to students’ low interest and limited reading skills. This study aims to develop an interactive learning media called Funread using Canva and to evaluate its validity, practicality, and effectiveness in improving the reading skills of fifth-grade students at Kamongan State Elementary School. The research employed a development method using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects were fifth-grade students, with data collected through tests, questionnaires, and interviews. The results indicate that the learning media was rated as feasible by media experts (90%) and material experts (94%), both categorized as “Very Good”, and was considered practical based on responses from students and teachers (100%). The learning media was also proven to be effective, demonstrated by a significant value of 0.039 (<0.05), an increase in the average reading score of the experimental class by 14.94 points (compared to 12.94 points in the control class), and a Cohen’s d effect size of 0.72, categorized as large. In conclusion, the Canva-based interactive media is highly effective in enhancing English reading skills and offers practical implications as an innovative alternative for improving students’ motivation, participation, and overall learning quality in the classroom.

Habits of Mind and Mathematical Creative Thinking: Evidence from a Correlational Study in Integral Calculus

Hesty Marwani Siregar — 2025-12-31

In an era of increasing societal complexity and rapid change, developing mathematical creative thinking has become a central challenge in mathematics education worldwide, particularly in cognitively demanding domains such as integral calculus. While conceptual understanding remains fundamental, research indicates that students’ engagement in creative mathematical problem solving is strongly influenced by dispositional and metacognitive factors. Among these, habits of mind are increasingly recognized as essential in supporting persistence, flexibility, and reflective thinking when students confront complex mathematical problems. This study investigates the relationship between habits of mind and mathematical creative thinking among undergraduate mathematics education students enrolled in an integral calculus course. Using a correlational research design, data were collected from 60 students through a habits of mind questionnaire and an open-ended mathematical creative thinking test assessing fluency, flexibility, and originality. The findings show that participants’ habits of mind and mathematical creative thinking were generally underdeveloped, with most students falling within moderate to low achievement categories. Correlation analysis revealed a very strong positive association between the two variables, indicating that students with more developed habits of mind tend to demonstrate higher levels of creative thinking in integral calculus. Habits of mind accounted for a substantial proportion of variance in students’ mathematical creative thinking, providing empirical support for their role as a dispositional foundation for creative thinking in advanced mathematics learning. These findings underscore the importance of instructional approaches that intentionally cultivate students’ habits of mind alongside conceptual understanding to foster sustained creative mathematical engagement.

A Phenomenological Study of Parental Emotional Acceptance of Children with Hearing Disabilities in Indonesia

Yurisa Ilham Wilian — 2025-12-31

This study aims to examine how parents of children with hearing disabilities in Indonesia experience and construct emotional acceptance, with particular attention to the subjective meanings and emotional dynamics following their child’s diagnosis, as interpreted through an Interpretative Phenomenological Analysis (IPA) framework. This research employed a qualitative design using Interpretative Phenomenological Analysis. Data were collected through in-depth, semi-structured interviews and non-participant observations involving three parents of children with hearing disabilities enrolled at a public special education school (SLBN) in Central Java, Indonesia. The study focused on capturing parents’ lived experiences and meaning-making processes. Data analysis followed systematic IPA procedures, including idiographic analysis and cross-case interpretation, supported by triangulation and member checking to enhance credibility. The findings reveal that parents experience emotional acceptance through dynamic and fluctuating processes that resemble the stages of denial, anger, bargaining, depression, and acceptance as proposed by Kübler-Ross. However, these stages do not emerge in a linear sequence. Instead, parents’ emotional experiences shift depending on psychological conditions, interpersonal relationships, spiritual beliefs, and access to emotional support. Denial functions as an initial protective mechanism, anger reflects feelings of helplessness and loss of control, bargaining represents attempts to preserve hope, and depression manifests as emotional exhaustion and social withdrawal. Acceptance develops as parents reconstruct meanings of disability and parenthood, demonstrated through adaptive actions such as learning sign language and redefining expectations for their child’s development. This study contributes theoretically by demonstrating that emotional acceptance among parents of children with hearing disabilities is an ongoing, interpretative, and non-linear meaning-making process rather than a fixed emotional trajectory.