Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Zainal Abidin
UIN Sultanah Nahrasiyah Lhokseumawe
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
PENGARUH MODEL PROJECT-BASED LEARNING BERBASIS CANVA TERHADAP KREATIVITAS BELAJAR SISWA DI KELAS DIGITAL Khairunnisa; Maya Safitri; Zainal Abidin
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.16533

Abstract

The low level of student creativity in the digital classroom at MIN 3 Lhokseumawe, caused by the predominance of lecture-based teaching and a lack of interactive digital media, served as the background for this study. The objectives of this study are to: (1) describe how the Canva-based Project-Based Learning (PjBL) model is implemented in digital learning; (2) examine the increase in student creativity following the implementation of this model; and (3) examine the differences in learning creativity between students using the Canva-based PjBL model and those using traditional learning techniques. This study employed a pretest-posttest control group design, a quasi-experimental method, and a quantitative methodology. Sixty fifth-grade students from MIN 3 Lhokseumawe served as the research sample. Thirty students in the experimental class used a Canva-based PjBL methodology, while the other thirty students in the control class used traditional teaching methods. Exams and interviews were used as data collection methods. The results of the study showed that: (1) Student creativity increased after implementing the Canva-based PjBL model in a digital classroom, with the pre-test average score of 46.7 rising to 62.6 on the post-test (an increase of 15.9 points); (2) there was a significant difference in learning creativity between students who used the Canva-based PjBL model and those who used conventional learning, with a significance value of 0.001 (p < 0.05) and an effect size of 0.945 (large category). Thus, in digital classrooms, the Canva-based PjBL approach significantly and positively enhances students’ learning creativity.
ANALISIS KESALAHAN PENULISAN PADA PEMBELAJARAN BAHASA INDONESIA SISWA KELAS V DIGITAL DI MIN 4 KOTA LHOKSEUMAWE Suci Ratulmuna; Samsul Bahri; Zainal Abidin
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.v12i3.17321

Abstract

Writing is one of the most complex language skills because it requires students to apply spelling rules accurately and consistently. This study aims to describe the forms of writing errors made by fifth-grade students of the Digital Class at MIN 4 Kota Lhokseumawe, to identify the factors that cause these errors, and to describe the efforts made by the teacher to correct them. This research used a descriptive qualitative approach. Data were collected through participatory observation, in-depth interviews with the class teacher, and documentation of 17 students' procedural texts, and were analyzed using the Miles and Huberman model of data reduction, data display, and conclusion drawing. The validity of the data was ensured through source and technique triangulation as well as member checking. The results show that 133 writing errors were found and classified into five categories: spelling errors (41 errors, 30.8%), punctuation errors (26 errors, 19.5%), non-standard word errors (25 errors, 18.8%), capitalization errors (22 errors, 16.5%), and preposition errors (19 errors, 14.3%). The errors were caused by internal factors, such as low motivation to reread written work and limited reading habits, and external factors, such as habitual use of informal spoken Indonesian and heavy exposure to digital chat abbreviations, which proved more influential than regional language interference. The teacher has made various efforts, including direct explanation, direct and indirect correction, corrective feedback, habituating self-checking, and continuous writing practice, although these efforts still need to be intensified and integrated with literacy habituation at school and at home.
Co-Authors Khairunnisa Maya Safitri Samsul Bahri Suci Ratulmuna