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All Journal DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Jurnal Locus Penelitian dan Pengabdian
Suherli Kusmana
Universitas Swadaya Gunung Jati, Indonesia
Aerospace Engineering Automotive Engineering Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Mathematics Social Sciences

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Model Pembelajaran Berdiferensiasi Berorientasi Literasi Numerasi dalam Meningkatkan Kemampuan Berpikir Kritis Siswa SD Abdul Sukur; Suherli Kusmana; Yusida Gloriani
Jurnal Locus Penelitian dan Pengabdian Vol. 5 No. 5 (2026): JURNAL LOCUS: Penelitian dan Pengabdian
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/locus.v5i5.5613

Abstract

Kemampuan berpikir kritis merupakan salah satu keterampilan esensial abad ke-21 yang perlu dikembangkan sejak jenjang Sekolah Dasar, namun implementasi pembelajaran di kelas masih belum sepenuhnya mengakomodasi perbedaan karakteristik siswa, sehingga penguatan literasi, numerasi, dan kemampuan berpikir kritis belum optimal. Penelitian ini bertujuan untuk mengembangkan model pembelajaran berdiferensiasi berorientasi literasi numerasi serta menguji kelayakan dan efektivitasnya dalam meningkatkan kemampuan berpikir kritis siswa. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan model ADDIE yang meliputi tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Subjek penelitian adalah siswa kelas V Sekolah Dasar di Kecamatan Bantarujeg, Kabupaten Majalengka. Teknik pengumpulan data dilakukan melalui observasi, wawancara, angket, tes, dan dokumentasi. Hasil penelitian menunjukkan bahwa model yang dikembangkan memenuhi kriteria layak berdasarkan validasi ahli serta efektif dalam meningkatkan kemampuan berpikir kritis siswa, ditunjukkan oleh peningkatan skor rata-rata dari 66,4 menjadi 82,1 dengan nilai N-Gain sebesar 0,47 (kategori sedang). Selain itu, terjadi peningkatan ketuntasan belajar dan keaktifan siswa selama proses pembelajaran. Kesimpulannya, model pembelajaran berdiferensiasi berorientasi literasi numerasi layak dan efektif digunakan sebagai alternatif pembelajaran untuk meningkatkan kemampuan berpikir kritis siswa Sekolah Dasar.
Teachers’ Developmental Roles in Local Wisdom-Based Character Education Across Learning Phases: A Phenomenological Study at Primary School Marina Luksiana Azhan; Fuji Afriani; Anggianita Putri Wulandari; Suherli Kusmana
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 9 No. 1 (2026): VOLUME 9, NUMBER 1, 2026
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Local wisdom-based character education plays a vital role in strengthening students' cultural identity and character development. However, studies examining teachers' roles in implementing local wisdom-based character education across different developmental phases remain limited, particularly within the cultural context of Cirebon, Indonesia. This study aimed to analyze teachers' roles, instructional strategies, and implementation challenges across Phases A, B, and C while developing an implementation framework for local wisdom-based character education. A qualitative phenomenological approach was employed involving three purposively selected teachers representing Phases A, B, and C at SDN 1 Kedawung. Data were collected through semi-structured interviews and documentation. Data analysis followed phenomenological procedures involving bracketing, identification of meaning units, thematic clustering, and synthesis of participants' lived experiences, supported by the interactive analysis model of Miles, Huberman, and Saldaña. Trustworthiness was ensured through triangulation, member checking, and researcher reflexivity. The findings revealed that teachers adapted their roles and instructional strategies to students' developmental characteristics across learning phases. Local wisdom-based activities, including Cirebon mask dance, batik-making, educational visits to the Kesepuhan Palace, and regional culinary projects, fostered discipline, responsibility, cooperation, creativity, cultural appreciation, and self-confidence. This study proposes a six-stage implementation framework integrating teacher roles, developmentally appropriate instructional strategies, local wisdom, and character outcomes, providing a practical model for implementing contextually relevant character education in elementary schools.
Co-Authors Abdul Sukur Anggianita Putri Wulandari Fuji Afriani Marina Luksiana Azhan Yusida Gloriani