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All Journal BAHASTRA IRJE (Indonesian Research Journal in Education) Jurnal Ilmiah Langue and Parole Jurnal Ilmiah Pendidikan Scholastic JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Polingua : Scientific journal of Linguistics, Literature and Language Education Didaktik : Jurnal Ilmiah PGSD STKIP Subang JURNAL CERDAS PROKLAMATOR Metafora: Jurnal Pembelajaran Bahasa Dan Sastra Edu Cendikia: Jurnal Ilmiah Kependidikan Jurnal Kata : Penelitian tentang ilmu bahasa dan sastra JGK (Jurnal Guru Kita) Ta'dib
Syofiani, Syofiani
Universitas Bung Hatta
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Teori Perkembangan Anak dan Teori Belajar sebagai Landasan Psikologis Pendidikan Dasar: Implikasi terhadap Praktik Pembelajaran di Sekolah Dasar Diana Syahfitri; Devika Sri Yunda; Syofiani; Rieke Alyusfitri
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01 Maret 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11438

Abstract

Elementary education plays a fundamental role in shaping students’ cognitive, social, and emotional development. Therefore, the learning process in elementary schools should be grounded in strong psychological foundations, particularly child development theories and learning theories. This article aims to analyze child development theories and learning theories as psychological foundations of elementary education and their implications for instructional practices in elementary schools. This study employed a qualitative approach using library research. Data were obtained from educational psychology textbooks, child development theory books, learning theory references, and relevant scholarly journal articles. Data analysis was conducted through content analysis of the selected literature. The findings indicate that child development theories proposed by Piaget, Erikson, and Vygotsky provide a comprehensive understanding of elementary school students’ characteristics in terms of cognitive, psychosocial, and socio-cultural aspects. Meanwhile, behaviorist, cognitive, constructivist, and humanistic learning theories offer a conceptual framework for teachers in designing learning activities that are appropriate to students’ developmental stages and learning needs. The implications of this study emphasize the importance of the teacher’s role as a learning facilitator, the adjustment of instructional methods, media, and assessment, the implementation of student-centered learning, and the creation of a learning environment that supports children’s development. Thus, integrating child development theories and learning theories as psychological foundations of elementary education is expected to promote effective, meaningful, and developmentally appropriate learning
Problematika Implementasi Kurikulum Merdeka di SDN 114/II Rantau Pandan: Studi Kasus Guru Kelas Ismarina Rosida; Dilla Desfrita Wahyuni; Syofiani; Rieke Alyusfitri
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01 Maret 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11492

Abstract

This study aims to describe the challenges of implementing the Independent Curriculum in elementary schools from the perspective of classroom teachers. The study used a qualitative approach with a case study conducted at SDN 114/II Rantau Pandan. The subjects were classroom teachers directly involved in the implementation of the Independent Curriculum. Data were collected through in-depth interviews, learning observations, and documentation studies, then analyzed using an interactive analysis model. The results showed that the implementation of the Independent Curriculum has not been optimal. Classroom teachers still face obstacles such as limited conceptual understanding, difficulties in developing teaching modules, suboptimal implementation of differentiated learning, and obstacles in implementing assessments. Administrative burdens and minimal ongoing mentoring also affect curriculum implementation. This study concludes that systemic support is needed to improve the quality of the implementation of the Independent Curriculum in elementary schools
Co-Authors Agustina Agustina Apriyanti, Difiani Arif Rahmat Atika Amelia Sari Awis Karni Azkiya, Hidayati Desmimi Eka Putri Detri Devika Sri Yunda Dewi Citra Rusyadi Diana Syahfitri Dilla Desfrita Wahyuni Elliza Nofri Elysa Elvania Farhan Julyansyach Fauzan Al Amin Fidya Novita Fikri, Hasnul Frida Nur Lestari Idul Febrianda Ineng Naini Ismarina Rosida Junaidial Junaidial Laras Sandi M. Zaim Marsis Marsis Maulida Mustado Melia Mardi Mila Sari Mufida Maryamah Gustia Muhammad Fadhil Athallah Nita, Olin Nurul Hikmah Pinayungan Dalimunte Putri Hidayati Rahmat Fajri Refida Yesi Rieke Alyusfitri Romi Isnanda Syahrul R, Syahrul Syarah Zulkifli Wirnita Eska Wiwik Sundari Yasmanelly Yasmanelly Yetty Morelent Yetty Morelent Yetty Morelent Yetty Morelent Yoga Karmizi