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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang At-Taksis Jurnal Pendidikan Dasar
Amelia Khodijah
Universitas Sains Al-Qur’an
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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URGENSI TES PSIKOLOGI MINAT DAN BAKAT PADA ANAK USIA SEKOLAH DASAR Ulfatul Khasanah; Amelia Khodijah; Febrian Karunadiah Putri
At-Taksis: Jurnal Pendidikan Dasar PGMI STAI Sangatta Vol. 3 No. 2 (2026): Maret
Publisher : Pendidikan Guru Madrasah Ibtidaiyah (PGMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55799/attaksis.v3i2.883

Abstract

Tes psikologi minat dan bakat memiliki peran penting dalam membantu mengidentifikasi potensi, kecenderungan, serta kemampuan dasar anak sejak usia sekolah dasar. Pada tahap perkembangan ini, anak berada pada fase pembentukan karakter, minat belajar, dan arah pengembangan diri sehingga diperlukan upaya sistematis untuk mengenali potensi yang dimilikinya. Artikel ini bertujuan untuk mengkaji urgensi pelaksanaan tes psikologi minat dan bakat pada anak usia sekolah dasar serta implikasinya terhadap proses pembelajaran dan perkembangan peserta didik. Metode yang digunakan adalah studi kepustakaan dengan menelaah berbagai sumber literatur berupa buku, jurnal ilmiah, dan hasil penelitian yang relevan dengan topik tes psikologi, minat, dan bakat anak. Hasil kajian menunjukkan bahwa tes psikologi minat dan bakat dapat membantu guru dan orang tua dalam memahami karakteristik individu anak, merancang strategi pembelajaran yang sesuai, serta mengarahkan anak pada kegiatan yang mendukung potensi optimalnya. Selain itu, tes ini berperan dalam mencegah kesalahan penempatan belajar dan mengurangi tekanan akademik yang tidak sesuai dengan kemampuan anak. Dengan demikian, tes psikologi minat dan bakat memiliki urgensi yang tinggi untuk diterapkan di tingkat sekolah dasar sebagai upaya mendukung perkembangan akademik, sosial, dan emosional anak secara optimal.
HUBUNGAN DISKUSI KELOMPOK DENGAN KEMAMPUAN BERBICARA SISWA KELAS V MI MA’ARIF KALIBEBER Amelia Khodijah; Nashokah; Chairani Astina
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16428

Abstract

Speaking ability is one of the language skills that needs to be developed in elementary school students, yet observations show that many students remain passive and lack confidence in expressing opinions during Indonesian language lessons. While group discussion is widely recommended to address this problem, studies that statistically measure the strength of its relationship with speaking ability at the madrasah ibtidaiyah level remain limited. This study aimed to determine the relationship between group discussion and students’ speaking ability in the fifth-grade Indonesian language subject at MI Ma’arif Kalibeber Mojotengah during the 2025/2026 academic year. This study employed a quantitative approach with a correlational design, involving 25 fifth-grade students selected through a saturated sampling technique. Data were collected using a Likert-scale questionnaire, an oral speaking test, observation, and documentation, and were analyzed using descriptive statistics, the Shapiro-Wilk normality test, and the Spearman Rank correlation test. The findings indicate that the group discussion variable obtained a mean score of 64.56 (good category), while speaking ability obtained a mean score of 16.12 (good category); the Spearman Rank correlation test produced a coefficient of 0.983 with a significance value of 0.000 < 0.05, indicating that H₀ was rejected and Hₐ accepted. These findings contribute to the development of cooperative learning theory in language education and extend current understanding of how peer interaction fosters oral communication skills among elementary students. The conclusion emphasizes the importance of structured group discussion activities in strengthening students’ courage, fluency, and confidence in speaking. The implications of this study include theoretical contributions to the literature on cooperative learning and speaking skill development, and practical implications for teachers and madrasah in designing discussion-based learning activities to improve students’ oral communication. This study also provides opportunities for further research involving larger samples and broader school contexts.
Co-Authors Chairani Astina Febrian Karunadiah Putri Nashokah Ulfatul Khasanah