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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Fransisca Ayu Prasetyo Murti
Universitas PGRI Semarang
Education

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ANALISIS SINTESIS PENGARUH PENGGUNAAN MEDIA SOSIAL TERHADAP PERKEMBANGAN MORAL PESERTA DIDIK SEKOLAH DASAR Fransisca Ayu Prasetyo Murti; Dini Rakhmawati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15613

Abstract

The rapid rise of digital technology, particularly social media, has fundamentally reshaped the moral landscape of elementary school students. This study synthesizes existing research to unpack both the positive and negative sides of social media usage on young learners' moral development, viewed through established psychological lenses. Using a research synthesis approach, we analyzed 10 selected scientific articles published between 2021 and 2025. The findings reveal a double-edged sword: on the flip side, unmonitored screen time on platforms like TikTok and Instagram triggers behavioral issues, such as a decline in politeness, poor online etiquette, and a tendency to mimic negative trends. On the bright side, when parents and teachers step in to guide them, social media can actually boost learning motivation, sharpen self-regulation, and help children internalize positive moral and spiritual values. Ultimately, because children at this age are highly impressionable, equipping them with digital literacy and embedding character education into school culture are absolutely critical to steering their digital habits in a positive direction.
PENGARUH PEMBELAJARAN AKTIF BERBANTUAN KARTU SUKU KATA TERHADAP MEMBACA PERMULAAN SISWA SEKOLAH DASAR Fransisca Ayu Prasetyo Murti; Muhtarom
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.17334

Abstract

Early reading ability is a crucial cognitive foundation for lower-grade elementary school students, but its acquisition is often suboptimal due to conventional passive learning paradigms. This study aims to investigate the effect of active learning strategies assisted by syllable card media on the early reading skills of first and second-grade elementary school students. This quantitative study utilized a quasi-experimental design. The research instruments were systematically validated through expert judgment by 5 peers and empirically tested on a field sample of 30 students. Evaluation of instrument quality integrated Classical Test Theory (SPSS) and Modern Test Theory via the Rasch Model using Ministep 5.1.5.2 software. Content validation yielded an Aiken's V index ranging from 0.67 to 0.93, confirming that all structural items were valid. Inter-rater reliability analysis demonstrated a high level of internal consistency with a Cronbach's Alpha coefficient of 0.805, robustly supported by a Fleiss' Kappa coefficient of 0.684, which indicates a substantial and statistically significant agreement among raters (p = 0.000). Furthermore, the modern Rasch analysis verified measurement stability with a Person Reliability index of 0.71 and an Item Reliability index of 0.74, with all item parameters classified as fit within the measurement model (Infit/Outfit MNSQ ranges of 0.82–1.28). In conclusion, the developed assessment model meets strict psychometric standards, and the implementation of active learning significantly accelerates basic literacy acquisition in the foundational phase of primary education.
Co-Authors Dini Rakhmawati Muhtarom