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Implementasi nilai toleransi tingkat elementary school di jungle school kota salatiga Mega Herawati; Hasan Mahfud; Roy Ardiansyah
Didaktika Dwija Indria Vol 9, No 6 (2021): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v9i6.51470

Tolerance is a way of thinking that can be translated into an act of mutual openness, mutual respect, character or attitude of respect for different positions and / or contrary to their position as a necessity for a pluralistic nation. The implementation of theTolerance Value Elementary Level in the Jungle School of Salatiga City can be seen when the learning is carried out. Teaching and learning activities are carried out as a form of habituation to create the implementation of the value of tolerance, so that the Jungle School creates a peaceful and tolerant atmosphere. This research is a qualitative research with a case study method. Jungle School was chosen as the subject in this study. Data analysis in the study used an interactive model analysis technique by Miles and Huberman. The results of this study indicate that the implementation of the value of tolerance has been carried out well in the Jungle School with an indication that all aspects of tolerance have been carried out.

Hubungan antara literasi sains dan keterampilan proses sains terhadap hasil belajar kognitif hots mahasiswa pgsd Hanifaw Rahma Setyaningrum; Idam Ragil Widianto Atmojo; Roy Ardiansyah
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.v12i5.90574

This research aims to determine the relationship between scientific literacy and science process skills on HOTS cognitive learning outcomes of PGSD students. The research design is correlational, utilizing tests for data collection. The population consists of all 2022 PGSD UNS students, with random cluster sampling used for sampling. Data analysis employs multiple correlation analysis. The results indicate a positive and significant relationship between science literacy and science process skills on HOTS cognitive learning outcomes, with a significance value of 0.000 < 0.05 and a Pearson correlation value of 0.495. This research indicates that as students' science literacy increases, their HOTS cognitive learning outcomes also improve. Additionally, an increase in students' science process skills is followed by an improvement in HOTS cognitive learning outcomes. This can enhance students' knowledge and awareness, enabling them to explore and understand scientific phenomena through direct experience and interaction with the environment.

Pengaruh model interactive-case based learning terhadap kemampuan berpikir kritis peserta didik kelas v pada pembelajaran ipa sekolah dasar Alia Rahmah Fathori; Roy Ardiansyah
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.v14i1.107741

Critical thinking skills are one of the important competencies that need to be developed in the learning process, especially in facing the challenges of the 21st century. The Interactive-Case Based Learning (ICBL) learning model is present as an innovative approach that can increase students' active involvement in the learning process. Through real case-based problem solving and interactive discussion activities, students are trained to analyze information, evaluate various alternative solutions, and draw logical and rational conclusions. This active involvement is an important factor in developing critical thinking skills. This study uses a quantitative approach with an experimental method to test the effect of the ICBL model on students' critical thinking skills. The design used is a pretest-posttest control group design, by comparing learning outcomes between the experimental group using the ICBL model and the control group using the conventional model. The results of the study showed that the ICBL model had a positive and significant effect on improving students' critical thinking skills. Thus, this model can be used as an effective learning alternative in developing students' critical thinking skills

Pengaruh Model Project Based Learning Berbasis Pembelajaran Diferensiasi Terhadap Creative Thinking Skill Dan Hasil Belajar Kognitif IPAS Angel Dyah Pramesthi; Idam Ragil Widianto Atmojo; Roy Ardiansyah
JPI (Jurnal Pendidikan Indonesia): Jurnal Ilmiah Pendidikan Vol 10, No 2 (2024): JPI (Jurnal Pendidikan Indonesia): Jurnal Ilmiah Pendidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpiuns.v10i2.86815

Creative thinking skills are one of the skills that must be mastered in the 21st century. Increasing creative thinking skills can have an effect on increasing student learning outcomes. Implementation of a project based learning model based on differentiation learning can be used to develop creative thinking skills and student learning outcomes. This research was conducted to determine the effect of the project based learning model based on differentiation learning on the creative thinking skills and learning outcomes of class IV students at Gugus Srikandi Elementary School, Kaliwungu District in the 2023/2024 academic year. This research uses a quantitative approach with a non-equivalent quasi-experimental pre test-post test research design. The population of this study was all grade IV students at Gugus Srikandi Elementary School, Kaliwungu District in the 2023/2024 academic year using cluster random sampling techniques. This research uses multivariate analysis of variance to carry out data analysis tests. The research results are based on the MANOVA test with a significance value < 0.005 (0.000 < 0.005). These results show that there is a difference in the average creative thinking skill scores and student learning outcomes before and after using the project based learning model based on differentiation learning. Based on this, it can be concluded that the project based learning model based on differentiation learning has an influence on creative thinking skills and student learning outcomes.

Hubungan Literasi Visual dengan Computational Thinking Peserta Didik Kelas V Sekolah Dasar Se-Kecamatan Argomulyo Adelia Bella Citra; Roy Ardiansyah
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.v14i5.107786

This study aims to determine the relationship between visual literacy and computational thinking among fifth-grade elementary school students in Argomulyo District. Visual literacy refers to students' ability to understand, interpret, and communicate information through visual media, while computational thinking refers to the ability to think logically, systematically, and structurally in solving problems. This study uses a quantitative approach with a correlational method. The population in this study was all fifth-grade students from various elementary schools in the Argomulyo subdistrict, and the sample consisted of fifth-grade students at SDN Cebongan 03, SDN Noborejo 01, SDN Randuacir 02, and SDN Randuacir 03. The sampling technique used was stratified random sampling. Data collection was conducted using an essay-type test. The instruments used were questionnaires and tests that had been validated by experts. The validation techniques used included validity tests and reliability tests. Data analysis techniques used prerequisite analysis tests, namely normality and linearity tests, followed by hypothesis testing using simple correlation tests. The results of this study show that visual literacy and computational thinking have a positive and significant relationship that can be explained through the interconnection between visual literacy and computational thinking. The data analysis results indicate a significant relationship between visual literacy and computational thinking, as evidenced by a significance level of <0.05. This finding suggests that the higher the visual literacy skills of students, the better their computational thinking abilities. Therefore, developing learning that effectively integrates visual elements can be a strategy to enhance students' computational thinking skills at the elementary school level.

Komparasi model pembelajaran Problem Based Learning dan Case Based Learning terhadap kemampuan berpikir kreatif peserta didik pada mata pelajaran IPAS Desiyamti Munawaroh; Idam Ragil Widianto Atmojo; Roy Ardiansyah
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.v14i4.114932

This research aims to investigate differences in creative thinking abilities among students in the fifth grade when employing problem based learning versus case based learning in science education. A quantitative research approach was utilized in this study with a quasi-experimental design. The sample consisted of 23 students from class VA and 20 students from Class VB at SD N 1 Delanggu. Data were obtained through pre-test and post-tests administered before and after the learning interventions. Data analysis was conducted using t-tests. Findings revealed no significant difference between the two instructional approaches (sig = 0.095 > sig 0.05). Consequently, both approaches demonstrate comparable effectiveness in fostering creative thinking skills. This study indicates that educators may employ either PBL or CBL, provided adjustments are made to suit student characteristics and learning objectives. This research may also serve as a reference for other scholars in related fields.

Pengaruh model pembelajaran problem based learning berbasis socio scientific issue (Ssi) terhadap computational thinking siswa kelas 5 sd se- kecamatan laweyan Ilham Malik Akbar; Roy Ardiansyah
Didaktika Dwija Indria Vol 14, No 3 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i5.109979

The purpose of this study is to investigate how the problem-based learning model based on socio scientific issues affects the Computational thinking skills of fifth-grade elementary school students in Laweyan District, Surakarta. The research used a quantitative experimental methodology, collecting data via essay tests and analyzing the results with the Independent Sample T-test, N-Gain test, and Effect Size test. A significance value (2-tailed) of 0.001 < 0.05 was found in the analysis results, indicating a significant difference between the experimental and control populations. The experimental class had an N-Gain value of 0.49 (middle category), whereas the control class had a score of 0.30 (low category). Furthermore, the effect size value in the control class was 1.43 and in the experimental class 3.41, both categorized as large, but the experimental class showed a higher value. Thus, this study demonstrates that problem-based learning based on socio scientific issues is effective in supporting the development of 21st-century skills, particularly Computational thinking.

Analisis keterampilan berpikir kritis dalam pemecahan masalah geometri ditinjau dari efikasi diri peserta didik kelas V sekolah dasar Chandra Ramdhan Shilton; Riyadi Riyadi; Roy Ardiansyah
Didaktika Dwija Indria Vol 14, No 3 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i5.109776

This study aims to describe the critical thinking skills in solving geometry problems among fifth-grade elementary school students with high, moderate, and low self-efficacy at SDIT BIT Surakarta. The research employs a qualitative approach. The data sources consist of six fifth-grade students from SDIT BIT Surakarta. Purposive sampling was used as the sampling technique. The data collection methods include task-based interviews and questionnaires. The results indicate that students with high self-efficacy can effectively meet all four indicators of critical thinking, namely interpretation, analysis, evaluation, and inference. Students with moderate self-efficacy are able to adequately meet these four indicators. Meanwhile, students with low self-efficacy only meet two indicators: interpretation and analysis. Therefore, the higher the self-efficacy possessed by students, the greater their critical thinking ability in solving geometry problems.

Eksperimen Pembelajaran RADEC pada Materi Rasio dan Perbandingan terhadap Kemampuan Pemecahan Masalah Matematis Siswa Kelas VI Sekolah Dasar Iz Nur Afiyana; Sandra Bayu Kurniawan; Roy Ardiansyah
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.v14i4.118295

Pembelajaran abad 21 memiliki salah satu kompetensi penting yaitu kemampuan problem solving, khususnya pada materi rasio dan perbandingan yang menuntut penalaran proporsional siswa sekolah dasar. Namun, pembelajaran yang masih didominasi model direct instruction dinilai kurang optimal dalam mengembangkan kemampuan tersebut. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran RADEC (Read, Answer, Discuss, Explain, and Create) terhadap kemampuan pemecahan masalah matematis siswa kelas VI Sekolah Dasar. Penelitian menggunakan desain quasi experiment, kelompok eksperimen mendapatkan perlakuan RADEC dan kelompok kontrol yang diberi pembelajaran dengan direct instruction. Data penelitian diperoleh melalui pelaksanaan pretest dan posttest, kemudian dianalisis dengan menggunakan independent sample t-test, perhitungan effect size, dan uji N-Gain. Hasil perhitungan menunjukkan bahwa terdapat perbedaan yang signifikan antara kedua kelompok. Hal tersebut ditunjukkan oleh nilai t-hitung yang lebih besar dibandingkan t-tabel serta nilai signifikansi yang memenuhi kriteria pengujian statistik < 0,05. Nilai effect size termasuk kategori besar, sedangkan rata-rata N-Gain kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Temuan ini menunjukkan bahwa RADEC lebih efektif dalam meningkatkan kemampuan pemecahan masalah matematis dibandingkan direct instruction. Implikasi penelitian ini menegaskan bahwa tahapan sistematis RADEC yang selaras dengan langkah pemecahan masalah Polya dapat menstimulasi proses berpikir kritis, analitis, dan kreatif siswa dalam menyelesaikan masalah kontekstual matematika di sekolah dasar.

Growth Mindset Sebagai Prediktor Computational Thinking Peserta Didik Kelas V Sekolah Dasar Herlina Puspita Dewi; Roy Ardiansyah; Dwi Yuniasih Saputri
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.v14i4.122600

Computational thinking merupakan keterampilan esensial pada abad ke-21 yang berperan dalam membekali peserta didik untuk menyelesaikan permasalahan secara sistematis. Perkembangan keterampilan ini tidak hanya ditentukan oleh aspek kognitif, melainkan juga berkaitan erat dengan pola pikir serta keyakinan peserta didik terhadap potensi yang dimilikinya. Penelitian ini bertujuan mengetahui pengaruh growth mindset terhadap computational thinking peserta didik kelas V sekolah dasar di Kecamatan Weru. Penelitian ini menggunakan pendekatan kuantitatif korelasional berjenis prediktif dengan sampel 101 peserta didik kelas V sekolah dasar negeri di Kecamatan Weru. Pengumpulan data dilakukan melalui tes computational thinking dan skala growth mindset, yang masing-masing telah divalidasi melalui expert judgment dengan formula Gregory serta diuji reliabilitasnya menggunakan Alpha Cronbach. Analisis data mencakup uji prasyarat (normalitas, linearitas, dan heteroskedastisitas) serta uji hipotesis melalui regresi linear sederhana, uji-t, dan koefisien determinasi (R²). Hasil penelitian menunjukkan adanya pengaruh positif dan signifikan growth mindset terhadap computational thinking, dengan nilai signifikansi 0,000 < 0,05 dan thitung 6,836 > ttabel 1,984, serta koefisien determinasi sebesar 32,1%. Temuan ini mengimplikasikan bahwa growth mindset merupakan prediktor psikologis yang bermakna bagi pengembangan computational thinking di sekolah dasar, sehingga pendidik perlu mengintegrasikan penguatan pola pikir berkembang dalam strategi pembelajaran sebagai upaya meningkatkan kesiapan peserta didik menghadapi tantangan abad ke-21.

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