Articles
<![CDATA[Analisis kesulitan membaca aksara Jawa nglêgêna pada peserta didik kelas III sekolah dasar ditinjau dari perspektif psikolinguistik ]]>
<![CDATA[Dyah Maharani]]>;
<![CDATA[Joko Daryanto]]>
<![CDATA[ Didaktika Dwija Indria Vol 14, No 1 (2026): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v14i5.108319
<![CDATA[This study aims to describe the difficulty of reading nglêgêna Javanese script reviewed from a psycholinguistic perspective. This study is a descriptive qualitative study with a case study approach. Data sources in this study include respondents/informants, the process of completing the test, and documents. Data collection was conducted using active participation interview techniques, tests, and documentation study analysis. Data analysis used Miles and Huberman's interactive analysis technique. The results of this study describe the difficulty of reading the nglêgêna Javanese script from a psycholinguistic perspective in the form of difficulties at the conceptualization stage (understanding the concept), formulation (thinking), and articulation (pronunciation). The difficulty in reading nglêgêna Javanese script at the conceptualization stage lies in the activity of distinguishing the form/morpheme of nglêgêna Javanese script, understanding that 1 nglêgêna Javanese script represents 1 syllable, and understanding the concept of "nglêgêna". The difficulty in reading nglêgêna Javanese script at the formulation stage lies in the activity of interpreting the form of nglêgêna Javanese script into Latin script and in articulatory planning by reading silently. The difficulty in reading nglêgêna Javanese script at the articulation stage lies in the activity of pronouncing Javanese script in the apico-dental and apico-alveolar groups.Kata kunci: reading difficulties, nglêgêna Javanese script, psycholinguistics, elementary school]]>
<![CDATA[Penggunaan media pembelajaran interaktif berbasis canva untuk meningkatkan keterampilan menulis aksara Jawa siswa kelas V di Sekolah Dasar ]]>
<![CDATA[Wakhi Datun Shoimah]]>;
<![CDATA[Joko Daryanto]]>
<![CDATA[ Didaktika Dwija Indria Vol 14, No 1 (2026): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v14i1.104835
<![CDATA[Abstrak . Penelitian ini menggunakan media pembelajaran interaktif berbasis Canva untuk meningkatkan kemampuan menulis aksara Jawa siswa kelas V SDN 01 Plesungan tahun pelajaran 2024/2025. Penelitian ini merupakan penelitian tindakan kelas PTK. Penelitian Tindakan Kelas ini memiliki tiga siklus dengan dua kali pertemuan pembelajaran setiap siklusnya. Penelitian ini melibatkan siswa kelas V SDN 01 Plesungan dan instruktur. Observasi, wawancara, ujian, dan analisis dokumen untuk penelitian. Triangulasi sumber dan metode untuk menguji keabsahan data. Data dalam penelitian ini menggunakan model analisis interaksi Miles dan Huberman dan analisis deskriptif komparatif. Penelitian dengan menggunakan tes kinerja keterampilan menulis aksara Jawa menunjukkan bahwa ketuntasan klasikal siswa adalah 12,5% pada pra-siklus, 31,25% pada siklus pertama, 62,5% pada siklus kedua, dan 93,75% pada siklus ketiga. Penelitian ini menemukan bahwa media pembelajaran interaktif berbasis Canva meningkatkan kemampuan menulis aksara Jawa.]]>
<![CDATA[Penerapan model pembelajaran role playing berbantuan cerita rakyat untuk meningkatkan keterampilan berbicara bahasa Jawa krama peserta didik kelas v sekolah dasar ]]>
<![CDATA[Maulida Uswatun Hasanah]]>;
<![CDATA[Joko Daryanto]]>
<![CDATA[ Didaktika Dwija Indria Vol 14, No 2 (2026): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v14i4.108972
<![CDATA[This study aims to improve the Javanese krama speaking skills of fifth-grade students through the application of role-playing learning models assisted by folk tales. The method used in this study is a Qualitative Classroom Action Research (CAR) type which is implemented in three cycles, each cycle consisting of two meetings. The subjects in this study were 16 students and 1 fifth-grade teacher of Kedawung 4 Public Elementary School. Data collection techniques in this Classroom Action Research (CAR) include observation, interviews, and performance. The results of the study show that the percentage of the application of the role-playing learning model in cycle I was 64.53%, cycle II was 78.8% and cycle III was 90.57%. The results of the performance of Javanese krama speaking skills in cycle I were 70.31%, cycle II was 77.81% and cycle III was 82.18%. Based on the results obtained, students' Javanese krama speaking skills were proven to increase rapidly. So it can be concluded that the Javanese krama language speaking skills of grade V students increased due to the influence of the application of the role playing learning model assisted by folk stories.]]>
<![CDATA[Analisis kecerdasan logis matematis peserta didik kelas V dalam menyelesaikan soal cerita matematika ]]>
<![CDATA[Petrus Rinto Jati Nugroho]]>;
<![CDATA[Joko Daryanto]]>;
<![CDATA[Sandra Bayu Kurniawan]]>
<![CDATA[ Didaktika Dwija Indria Vol 12, No 2 (2024): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v12i2.83536
<![CDATA[Abstract. Abstract. The purpose of this research is to describe the mathematical logical intelligence of fifth-grade students in solving word problems on the topic of Volume at SD Negeri Rejosari 01. The study used a qualitative descriptive approach to analyze the data of students' mathematical logical intelligence levels with 17 student subjects through document studies, teacher interviews, and student interviews. Data validation was done using the triangulation technique. The data analysis technique used three simultaneous activities: data reduction, data presentation, and data conclusion/verification. The results showed that students with high mathematical logical intelligence were able to perform mathematical calculations, solve problems, use inductive and deductive reasoning, recognize patterns in information and data, but still did not fully meet the ability to think logically optimally. Students with moderate mathematical logical intelligence were able to perform mathematical calculations but were lacking in other aspects. Students with low mathematical logical intelligence almost did not meet any of the mathematical logical intelligence abilities optimally.]]>
<![CDATA[Analisis relevansi penerapan metode demonstrasi dalam pembelajaran bahasa jawa membaca geguritan siswa sekolah dasar ]]>
<![CDATA[Ginari Almar Atus Ghaniy]]>;
<![CDATA[Joko Daryanto]]>;
<![CDATA[Sandra Bayu Kurniawan]]>
<![CDATA[ Didaktika Dwija Indria Vol 12, No 6 (2024): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v12i6.89959
<![CDATA[This research aims to know and describe the relevance of the application of demonstration methods in learning Javanese language reading Javanese poetry in fourth grade SDN 2 Winong Academic Year 2023/2024. This research uses a qualitative research approach with case study methods. The data source in this study comes from teachers and 5 students of fourth grade. Data collection techniques in this research include observation, interview and documentation studies. The data validity techniques used are triangulation, namely, triangulation techniques and source triangulation. The data was analyzed using Milles and Hubberman's interactive analysis models. The application of the demonstration method has relevance at a certain level in learning the Javanese language reading Javanese poetry. With the demonstration method, students gain learning experience through the process of actions or experience what is learned, the process of observing, and listening through certain media and the process of listening through language. The implication of this research is that the demonstration method is one of the relevant learning methods to be applied to elementary school level students, especially to be able to achieve learning goals in the realm of skills. In addition, the demonstration method is a variety of learning that is suitable for use by all learning styles.]]>
<![CDATA[Analisis Kemampuan Berpikir Kritis Peserta Didik Kelas IV A Dilihat dari Karya Geguritan Pada Pembelajaran Bahasa Jawa Sekolah Dasar ]]>
<![CDATA[Indah Ratna Kirana]]>;
<![CDATA[Joko Daryanto]]>
<![CDATA[ Didaktika Dwija Indria Vol 13, No 6 (2025): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v13i6.106669
<![CDATA[Geguritan adalah warisan budaya Indonesia yang kini mulai terlupakan akibat percepatan modernisasi. Tidak hanya terbatas pada karya seni yang menikmati keindahannya, geguritan juga merupakan bahan pembelajaran bagi siswa. Proses penulisan geguritan tidak dapat dipisahkan dari kemampuan berpikir kritis, seperti dalam menuangkan ide, memilih kata-kata, menggunakan tata bahasa yang benar, dan sebagainya. Proses ini tentu tidak mudah bagi siswa, sehingga diperlukan penelitian untuk menganalisis kemampuan berpikir kritis mereka dan kesulitan yang dihadapi. Penelitian ini menggunakan metode kualitatif dengan dua teknik pengumpulan data, yaitu studi dokumentasi dan wawancara. Data yang dihasilkan dianalisis menggunakan model interaktif Miles dan Huberman dan diuji validitasnya melalui teknik triangulasi. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis siswa kelas IV A SD Negeri Dukuhan Kerten Surakarta masih perlu dikembangkan, karena ada aspek yang belum tercapai secara optimal oleh siswa karena terkendala oleh keterbatasan kosakata. Oleh karena itu, sekolah diimbau untuk menyelenggarakan program untuk mendukung peningkatan kosakata Jawa siswa.]]>
<![CDATA[Internalisasi nilai karakter positif dalam pembelajaran karawitan di sekolah dasar berbasis trikon ki hajar dewantara ]]>
<![CDATA[Muhammad Ridwan Maulana]]>;
<![CDATA[Joko Daryanto]]>;
<![CDATA[Karsono Karsono]]>
<![CDATA[ Didaktika Dwija Indria Vol 14, No 4 (2026): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v14i4.119863
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan implementasi trikon Ki Hajar Dewantara dalam pembelajaran karawitan di sekolah dasar sebagai sarana internalisasi nilai-nilai karakter.; Penelitian menggunakan pendekatan kualitatif untuk mengkaji dengan metode studi kasus. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi terhadap pelatih, peserta didik, kepala sekolah serta aktivitas pembelajaran karawitan di sekolah dasar.; Internalisasi nilai-nilai karakter dalam pembelajaran karawitan terdapat dalam berbagai kegiatan pembelajaran serta interaksi peserta didik dengan teman serta pelatih didukung oleh berbagai komponen pembelajaran. Aspek kontinuitas tampak dalam pembelajaran karawitan yang dilakukan secara berkelanjutan melalui urutan kegiatan dalam pembelajaran, penggunaan materi bertahap dari dasar ke variasi, serta pembiasaan tata krama dalam proses belajar. Aspek konvergensi terlihat dari perpaduan kesenian karawitan dengan unsur pendidikan karakter serta kolaborasi pembelajaran karawitan dengan kesenian lain. Aspek konsentrisitas dapat diamati melalui ciri khas pembelajaran karawitan yang menekankan pembentukan harmoni pada permainan karawitan.; Pembelajaran karawitan di sekolah dasar telah mengimplementasikan trikon serta internalisasi nilai-nilai karakter dari kebudayaan daerah.]]>
<![CDATA[Analisis keterampilan menulis menggunakan unggah-ungguh basa jawa kelas V Sekolah Dasar ]]>
<![CDATA[Murni Evi Pratama]]>;
<![CDATA[Joko Daryanto]]>;
<![CDATA[Sandra Bayu Kurniawan]]>
<![CDATA[ Didaktika Dwija Indria Vol 11, No 6 (2023): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v11i6.79611
<![CDATA[Abstract. This study aims to describe students' writing ability in writing using Javanese language. This research uses a qualitative approach that produces descriptive data from people or an observation in writing or orally. The subjects used in this study were fifth grade students and teachers of SDN Mangkubumen Lor No.15 in the 2022/2023 school year. Data collection techniques used document studies of student essay results, interviews with fifth grade teachers and observations of the learning process. The data analysis technique used the Miles and Huberman analysis model. Based on the results of data analysis, it was found that the writing skills of fifth grade students of SDN Mangkubumen Lor No.15 were still low. Out of 13 students, 5 students are in the sufficient category and 8 of them are in the insufficient category because many indicators in writing skills using Javanese bases have not been met. Problems that arise related to students' writing skills using Javanese bases are students' mastery and understanding of Javanese bases are still very low, the vocabulary/lexicon owned by students is very minimal, the learning process is less interesting and interactive and the low interest of students in participating in Javanese language learning.]]>
<![CDATA[Analisis prinsip praktis dari ing ngarsa sung tuladha pada pembelajaran kelas I sekolah dasar ]]>
<![CDATA[Haffa Islam Mubarok Wiranegara]]>;
<![CDATA[Joko daryanto]]>
<![CDATA[ Didaktika Dwija Indria Vol 14, No 3 (2026): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v14i3.108267
<![CDATA[This study aims to examine the implementation of the Ing Ngarsa Sung Tuladha principle as part of the Among System in the learning process of Bahasa Indonesia in first grade at SD Negeri Soropadan. This principle is regarded as a pedagogical foundation that emphasizes the importance of teacher role modeling in shaping students' character and learning behavior, particularly in the early years of primary education. The research employed a qualitative approach using a case study method. Data collection techniques included observation, semi-structured interviews, and documentation. The data were analyzed using a descriptive-analytical approach through Miles and Huberman’s interactive model. The findings reveal that the teacher consistently applied the Ing Ngarsa Sung Tuladha principle across four key dimensions: attitude, behavior, action, and thought. The teacher served not only as a verbal and non-verbal role model but also fostered a learning environment that supports students’ independence, responsibility, and emotional development in a holistic manner. These findings highlight the significance of the teacher’s presence as a figure who internalizes and enacts the values of character education in daily teaching practice.]]>
<![CDATA[Pengaruh model pembelajaran cooperative integrated reading and composition (circ) terhadap keterampilan membaca aksara jawa pada peserta didik kelas v sekolah dasar ]]>
<![CDATA[Meisya Ika Puspitaningrum]]>;
<![CDATA[Joko Daryanto]]>;
<![CDATA[Sandra Bayu Kurniawan]]>
<![CDATA[ Didaktika Dwija Indria Vol 13, No 1 (2025): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v13i1.91774
<![CDATA[This study aims to assess whether the Cooperative Integrated Reading and Composition (CIRC) instructional model affects the ability of read Javanese script among V grade students. This study uses a quasi-experimental method with a pretest-posttest control group design. The experimental group receives treatment using the CIRC model, while the control group is taught using the NHT model. This research is quantitative and involves a sample of 73 students. The sample of class V students obtained from the Ahmad Yani group was then grouped into an experimental class and a control class. Data collection was conducted through an oral test of reading Javanese script, with instrument validity assessed using Aiken’s V and instrument reliability tested using Cronbach's alpha. Data analysis and prerequisite testing included normality tests, homogeneity tests, and balance tests. The hypothesis was tested using an independent sample t-test with a significance level of 0.050. The results of this study can be concluded that there is an influence of the CIRC learning model on Javanese script reading skills which is shown by the results of the calculation of tvalue 3,036 > ttable 1,994, then it is rejected, meaning that there is an influence of the CIRC learning model on Javanese script reading skills in class V students.]]>
