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All Journal Jurnal Pendidikan Dasar Journal of Education and Learning (EduLearn) Jurnal Ilmiah Pendidikan Dasar JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan Mimbar Sekolah Dasar International Journal of Pedagogy and Teacher Education Bravo's : Jurnal Program Studi Pendidikan Jasmani dan Kesehatan Social, Humanities, and Educational Studies (SHEs): Conference Series Jurnal Didaktika Dwija Indria JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) EduBasic Journal: Jurnal Pendidikan Dasar DEDIKASI: Community Service Reports Eduvest - Journal of Universal Studies Jurnal Penelitian Pendidikan Indonesia
Matsuri, Matsuri
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Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Mechanical Engineering Neuroscience Physics Social Sciences Other

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Analisis Kemampuan Berpikir Kritis Siswa Pada Pembelajaran PKN Kelas IV SD Khasanah, Uswatun; Matsuri, Matsuri; Karsono, Karsono
Didaktika Dwija Indria Vol 14, No 4 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i4.118519

Abstract

Kemampuan berpikir kritis merupakan keterampilan penting yang perlu dikembangkan sejak sekolah dasar, namun pembelajaran PKn di kelas IV SD Negeri Ngadirejo 04 siswa belum terbiasa mengemukakan pendapat, menganalisis masalah, dan menarik kesimpulan secara mandiri. Penelitian ini bertujuan mendeskripsikan kemampuan berpikir kritis siswa kelas IV pada pembelajaran PKN materi gotong royong berdasarkan empat indikator: interpretasi, analisis, inferensi, dan evaluasi. Penelitian menggunakan pendekatan deskriptif kualitatif dengan subjek 11 siswa kelas IV, data dikumpulkan melalui observasi tiga pertemuan pembelajaran, wawancara mendalam dengan guru kelas dan tiga siswa, serta dokumentasi Modul Ajar dan aktivitas pembelajaran. Analisis data dilakukan secara induktif dengan model Miles dan Huberman melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan, disertai triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis siswa secara keseluruhan belum berkembang optimal. Aspek interpretasi dan analisis muncul dalam diskusi dan pengerjaan lembar kerja peserta didik, namun masih terbatas pada jawaban permukaan tanpa alasan yang mendalam dan keterkaitan yang jelas dengan konsep PKn. Aspek inferensi muncul secara parsial dan hanya ketika guru memberi instruksi eksplisit untuk menyimpulkan, sedangkan aspek evaluasi tidak muncul sama sekali selama pembelajaran karena siswa belum terbiasa menilai atau menanggapi argumen dan hasil kerja kelompok lain. Temuan ini mengindikasikan bahwa keterbatasan kemampuan berpikir kritis siswa berkaitan dengan faktor individu.
Analisis keefektifan pembelajaran daring dalam muatan pelajaran PPKn kelas 5 sekolah dasar Santoso, Sigit; Mahfud, Hasan; Matsuri, Matsuri
Didaktika Dwija Indria Vol 10, No 2 (2022): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v10i2.64823

Abstract

The purpose of this study was to determine the effectiveness of online learning on civic education subjects for Class V Elementary School 1 Semali. The subjects of this study were class teachers and students of class V Elementary School 1 Semali, totaling 25 children. There are 3 discussions to determine the effectiveness of online learning, namely the implementation of online learning, the activeness of students when participating in online learning, and student learning outcomes. Data collection techniques in this study included interviews, observation, and document analysis. The data of this study indicate that the implementation of online learning in class V of the State Elementary School 1 Semali is going well, but the students are not active during learning. This results in the teacher's assessment being less than optimal so that student scores tend to decrease during online learning. Based on the data, it can be concluded that the effectiveness of online learning in the subject of Citizenship Education Class V Elementary School 1 Semali for the academic year 2021/2022 is less effective because of the 3 indicators only 1 aspect is in the good category while the other 2 aspects in the poor category and tends to decrease.
Analisis problem-solving skills IPAS materi perubahan wujud benda pada peserta didik kelas IV sekolah dasar Fauziah, Maryam Nurul; Matsuri, Matsuri; Saputri, Dwi Yuniasih
Didaktika Dwija Indria Vol 13, No 3 (2025): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v13i3.91487

Abstract

This study aims to analyze the problem-solving skills of fourth-grade elementary school students in understanding changes in the state of objects. The study was conducted at SDN Dukuhan Kerten using a quantitative survey method, involving 26 students. The instrument used was a descriptive test with three questions covering the concepts of melting and freezing, evaporating and condensing, and sublimating and crystallizing. The results of the analysis showed that students had difficulties, especially in planning and implementing solutions. In question number 1 (melting and freezing), the greatest difficulty lies in planning problem solving, with a percentage of conceptual understanding of 73%. In question number 2 (evaporating and condensing), the main difficulty is implementing the plan, although the percentage of indicator achievement is the highest (61.8%). In question number 3 (subliming and crystallizing), conceptual errors and implementing the plan are the biggest challenges, although problem evaluation shows the highest achievement (56.4%). Theoretical implications show the importance of teaching that combines conceptual understanding with high-level cognitive skills, while practical implications require educators to strengthen planning and implementing solutions in learning and integrate real-life situations and evaluation of problem-solving as an integral part of the learning process.
Analisis kemampuan berpikir kritis peserta didik ditinjau dari gaya berpikir pada pembelajaran ppkn menghargai keragaman di sekolah dasar Khoirunni'ma, Fifi; Matsuri, Matsuri; Mahfud, Hasan; Surya, Anesa
Didaktika Dwija Indria Vol 12, No 5 (2024): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v12i5.87279

Abstract

This research aims to describe students' critical thinking abilities in terms of thinking styles when learning civic education about identity and my environment in class V of Panularan State Elementary School for the 2023/2024 academic year. This research uses a qualitative approach with a case study method. The subjects of this research were the class teacher and 12 students. This research uses questionnaire techniques, interviews, observations and documents as complements. Testing the validity of the data uses triangulation of sources and techniques. The data analysis model uses the Creswell model. The results show that there are four types of students' thinking styles, namely skuensial konkret, skuensial abstrak, acak abstrak, and acak konkret. The critical thinking abilities of class V students in terms of thinking styles in PPKn learning material respect diversity have their own characteristics. Every thinking style possessed by students has a tendency towards an indicator. This research focuses on the characteristics of thinking styles towards the level of critical thinking in Civics so that it can be used as a reference for classifying students in the Civics learning process. The implication of this research is that it can add insight regarding certain tendencies possessed by one thinking style and another in using their thinking abilities
Pengaruh Model Numbered Head Together Terhadap Kemampuan Berpikir Kritis Dalam Pembelajaran Penjas Kelas V Di Sekolah Dasar Putra, Reyhan Aulia; Matsuri, Matsuri
Didaktika Dwija Indria Vol 13, No 6 (2025): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v13i6.103711

Abstract

Reyhan Aulia Putra. K7121236. Pembimbing I: Dr. Matsuri, M.Pd. PENGARUHMODEL NUMBERED HEAD TOGETHER TERHADAP KEMAMPUANBERPIKIR KRITIS DALAM PEMBELAJARAN PENJAS KELAS V DISEKOLAH DASAR SE-GUGUS V KOKAP TAHUN AJARAN 2024/2025.Skripsi, Surakarta: Fakultas Keguruan dan Ilmu Pendidikan Universitas SebelasMaret. Surakarta, Mei 2025Learning refers to the efforts made by educators to encourage students toengage in learning activities. Elementary Schools (SD) provide basic education andhelp students develop essential 4C skills: creativity, critical thinking,communication, and collaboration. Critical thinking is especially important inphysical education, which involves psychomotor processes requiring analysis andevaluation. Learning models at the elementary level can be adapted to matchstudents' developmental stages, making the material easier to understand. TheNumbered Heads Together (NHT) model promotes collaboration and activeparticipation, thereby enhancing critical thinking skills. This study aims to examinethe effect of the NHT model on critical thinking in physical education. A quantitativeapproach with a quasi-experimental method was used. The research took place atSDN 1 Pripih, SDN Gambir, and SDN Banjaran, involving 46 fifth-grade students inCluster V of Kokap District. Critical thinking skills were categorized as very critical,critical, quite critical, less critical, and very less critical. Hypothesis testing using theIndependent Sample T-test showed a significance value (Sig. 2-tailed) of 0.001 withtcount > ttable (11.924 > 2.045). It was concluded that the implementation of theNumbered Heads Together model positively affects critical thinking skills inphysical education.Kata Kunci: Numbered Head Together, Kemampuan Berpikir kritis, Elementary School
Analisis tahapan asesmen diagnostik kognitif dalam pembelajaran bahasa Indonesia di sekolah dasar Wahyuni, Tri; Matsuri, Matsuri; Ardiansyah, Roy
Didaktika Dwija Indria Vol 13, No 1 (2025): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v13i1.91860

Abstract

The aim of this research is to describe how teachers implement the phases of cognitive diagnostic evaluation in Indonesian learning. Qualitative research method with a descriptive approach. The research's participants include school administrators, teachers, and students. Data collecting strategies include interviews, observations, and documentation.   The Miles and Huberman model is used while analysing data. The execution of diagnostic assessment at SDN Gedangan 2 is examined based on diagnostic assessment stages that have successfully completed the planning, implementation, and follow-up/diagnosis stages
Penerapan pembelajaran stad (student team achievement division) berbantuan media komik untuk meningkatkan keterampilan pemecahan masalah materi analisis data peserta didik kelas v sd Agustina, Arfika Aulia; Matsuri, Matsuri
Didaktika Dwija Indria Vol 14, No 2 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i4.108437

Abstract

This research aims to: 1) explore the implementation of the Student Team Achievement Division (STAD) learning model integrated with comic media to develop problem-solving skills in data analysis for fifth-grade students at SD Negeri Banyuanyar 1; and 2) enhance students’ problem-solving abilities in data analysis through the STAD model assisted by comic media. The study adopts a Classroom Action Research (CAR) approach, involving the classroom teacher and 28 students as participants. Data were gathered through observation, interviews, documentation, and tests, with triangulation employed to ensure data validity. An interactive data analysis method was used throughout the research. The results show a consistent improvement in students’ problem-solving performance, with the average score increasing from 50 in the pre-action stage to 68 in the first cycle, and further to 84 in the second cycle. Classical completeness also improved, rising from 32% during the pre-action phase to 68% in cycle 1, and reaching 86% in cycle 2. The study concludes that: 1) the STAD learning model combined with comic media is feasible and can be implemented effectively; and 2) the model significantly improves fifth-grade students’ problem-solving skills. Theoretically, the findings offer valuable insight into the integration of STAD and comic media within mathematics instruction. Practically, the use of comic media in the STAD model demonstrates clear benefits and positive impacts, serving as a useful reference for future educational research.This research aims to: 1) explore the implementation of the Student Team Achievement Division (STAD) learning model integrated with comic media to develop problem-solving skills in data analysis for fifth-grade students at SD Negeri Banyuanyar 1; and 2) enhance students’ problem-solving abilities in data analysis through the STAD model assisted by comic media. The study adopts a Classroom Action Research (CAR) approach, involving the classroom teacher and 28 students as participants. Data were gathe
Penerapan model direct instruction untuk meningkatkan kemampuan berpidato peserta didik kelas VI sekolah dasar Abidah, Aqila Zain; Matsuri, Matsuri
Didaktika Dwija Indria Vol 14, No 2 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v13i5.104709

Abstract

This study aimed to improve the speech-delivery skills of sixth-grade students at SDN 01 Seloromo through the Direct Instruction model. The study was conducted as Classroom Action Research (CAR) over three cycles using the Kemmis and McTaggart model. Each cycle followed five stages: orientation, presentation, structured practice, guided practice, and independent practice. Data were collected through observation, interviews, and performance assessments based on pronunciation, intonation, volume, fluency, and body gestures. Initially, only 33.33% of students met the Minimum Mastery Criteria (KKTP). After implementing the model, student mastery improved to 71.42% in Cycle I, 85.71% in Cycle II, and 90.47% in Cycle III. Teacher activity also increased from 78.33% to 95%, and student engagement rose from 58.33% to 75%. The use of media such as intonation symbols and expression boards helped enhance student performance. The findings suggest that Direct Instruction effectively improves speech skills and can be a useful strategy for teaching public speaking in elementary schools.
Peningkatan Hasil Belajar Materi Tanggung Jawab dalam Pembelajaran PKn Melalui Pembelajaran Aktif Tipe Role Reversal Question Peserta Didik Kelas V Armandha, Bryan Afri; Daryanto, Joko; Matsuri, Matsuri
Didaktika Dwija Indria Vol 14, No 4 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i4.119534

Abstract

The study aimed to describe the improvement in learning outcomes on responsibility material in Civics for fifth-grade students of SD N 2 Tambakan Klaten using the Pembelajaran aktif Role Reversal Question Type Model. This collaborative Classroom Action Research involved 13 students, with the teacher as the implementer and the researcher as the observer. Conducted in two cycles, data were collected through tests, observations, and documentation and analyzed quantitatively and qualitatively. Success was defined as ≥75% of students scoring ≥70. In the pre-action stage, the average score was 53.84, with 1 student (7.69%) achieving ≥70, while 12 students (92.31%) scored below. In Cycle I, the average increased by 10% to 64.61, and the proportion of students scoring ≥70 rose to 23.08%. In Cycle II, the average improved by 11% to 76.15. The study concluded that the Role Reversal Question Model effectively enhanced learning outcomes. The steps include preparing material-based questions, explaining activities, dividing students into groups, assigning group discussions, creating individual questions, conducting role-reversal Q&A sessions, and providing feedback.
Pengaruh model pembelajaran self regulated learning (srl) terhadap keterampilan berpikir kritis pada pembelajaran ipa ditinjau dari internal locus of control Nawa Salsabiela, Nanda Cossin; Ardiansyah, Roy; Matsuri, Matsuri
Didaktika Dwija Indria Vol 13, No 2 (2025): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v13i2.77299

Abstract

The aim of this study is to know the impact of the Learning Model Self-Regulated Learning (SRL) on Critical Thinking Skills (KBK) on learning IPA reviewed from the Internal Locus of Control. (ILC). This type of research is quasi-experimental. The sample of this study was 88 pupils, of which 46 pupils were grouped into experimental classes for treatment using the SRL learning model and 42 pupils treated using the Direct Instruction learning model. (DI). Data collection techniques use tests and scales. The data was then analyzed using the Anava Two Way Hypothesis Testing Technique and the Schaffe Advanced Testing Method. The results of the study showed that there was an influence between the SRL learning model and the DI learning model on pupils with low, medium, and high ILC against KBK on IPA learning with a significance level of 0,000 > 0,05. Students with a high ILC have a better KBK score (87,46) when given the SRL learning model. While students with low internal locus have a better and responsive KBK score (67,86) when given with the DI learning model. However, overall learners with low, medium, and high ILCs were better when given the SRL learning model with a marginal rate of 73.41.
Co-Authors Abidah, Aqila Zain Adi, Fadhil Purnama Agustin, Reni Dwi Agustina, Arfika Aulia Al Fatikhah, Aulia Fadia Amelia, Febrisha Arya Amini, Fatdila Alika Anesa Surya Anggraito, Dewoso Anugerah, Elga Pramesthi Lutfi Armandha, Bryan Afri Arsita, Devi Aryfien, Wahyu Noor Astuti, Siti Aisyah Puji Aulia Wulandari Ayati, Ika Khatimah Nur Chumdari Chumdari, Chumdari Dian Kurniasari Eka Saputri, Chorin Luthfa Elysia, Sarah Masyitha Eva Yulianti Fauziah, Maryam Nurul Fitrianti, Linda Fitriyanti, Eko Hadiyati, Intan Pratiwi Hapsari, Ririk Woro Hasan Mahfud Hidayah, Hidayah Hidayati, Agustinawati Tri Huda, Muhammad Sholihul Idam Ragil Widianto Atmojo Jenny Indrastoeti Siti Poerwanti, Jenny Indrastoeti Siti Joko Daryanto Karsono Karsono Kartika Chrysti Suryandari Khoirunni'ma, Fifi Kholidin Kholidin, Kholidin Kholifah, Cindy Nur Kosasih, Alam Hadi Kristyowening, Dewi Kusumaningrum, Nur Indah Lusiana, Nunung Lutfi Anugerah, Elga Pramesti M. Sukarno Mariana Mariana Martini, Adis Eva Mawarni, Ida Mintasih Indriayu, Mintasih Musyafiah, Afifatul Nabilah, Laili Nawa Salsabiela, Nanda Cossin Norhalimah, Norhalimah Nugraheni, Septia Luthfi Nurhidayat, Muhammad Nurjanah, Elvina Isna Poerwanti, Jenny Indriastoeti Siti Pradesiwi, Annisa Rahma Prahastina, Lara Pratama, Yusuf Aly Priasthi, Wanda Puspitasari, Anindya Putra, Reyhan Aulia Rahmayanto, Fega Arif Ramadhani, Annisa Diah Retnowati, Ayu Ana Fitri Retnowati, Rohmatul Putri Rhokhayati, Rhokhayati Riyadi Riyadi Rosyid, Haniifah Alyaa Azmiira Roy Ardiansyah, Roy S P, Jenny Indrastoeti Sadiman Sadiman Santosa, Eka Budhi Saputri, Dwi Yuniasih Saputri, Galuh Ajeng Saputri, Rose Andriyani Sari, Dyah Ajeng Kartika Sasmita, Gilang Sholikah, Rifatus Sigit Santoso siska putri setyaningrum Siti Kamsiyati Siti Poerwanti, Jenny Indrastoeti Solikhati, Freida Amia Sri Marmoah St. Y. Slamet Subandi, Ira Wati Sulastri Sulastri Supianto Supianto, Supianto Sutantina, Tri Syahidah, Istnafillah tri wahyuni Utama, Septian Putra Vetrisya, Ayu Wibowo, Sonny Ari Wicaksana, Prinsa Damar Widaryanti, Alin Widiarni, Maria Mega Ajeng Widyaningrum, Gabriella Sihnanda Ajeng Wijayanti, Rahma Wahyu Yuliasari, Brigita Yuniarti, Hermin Zaroh, Ayuk Sofika