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All Journal JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan Jurnal Didaktika Dwija Indria
Sukarno Sukarno
Sebelas Maret University
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pengaruh model pembelajaran read, answer, discuss, explain, and create (radec) terhadap keterampilan menulis teks eksplanasi ditinjau dari penguasaan kosakata peserta didik kelas v sd Paulina Ristea Herdiningtyas; Slamet Slamet; Sukarno Sukarno
Didaktika Dwija Indria Vol 12, No 3 (2024): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v12i3.86186

Abstract

Tujuan penelitian ini adalah mengetahui: (1) perbedaan keterampilan menulis teks eksplanasi pada peserta didik yang diajar menggunakan model pembelajaran Read, Answer, Discuss, Explain, and Create (RADEC) dan model pembelajaran Picture and Picture; (2) perbedaan keterampilan menulis teks eksplanasi oleh peserta didik yang memiliki penguasaan kosakata tinggi dan penguasaan kosakata rendah; (3) interaksi antara model pembelajaran dengan penguasaan kosakata terhadap keterampilan menulis teks eksplanasi. Penelitian kuantitatif digunakan dalam penelitian ini dengan metode penelitian Quasi Experimental Research dan desain penelitian yakni Factorial Design 2x2. Populasi penelitian mencakup semua peserta didik kelas V SD Negeri di Kecamatan Pasar Kliwon Kota Surakarta Tahun Ajaran 2023/2024. Sampel terpilih menggunakan teknik cluster random sampling. Data didapatkan menggunakan teknik tes. Analisis data menggunakan Analisis Variansi Dua Jalan. Hasil penelitian menunjukkan: (1) ada perbedaan keterampilan menulis teks eksplanasi pada peserta didik yang diajar menggunakan model pembelajaran Read, Answer, Discuss, Explain, and Create (RADEC) dan model pembelajaran Picture and Picture dengan data (Fhitung = 6,9 > Ftabel sebesar 4,01); (2) ada perbedaan pada keterampilan menulis teks eksplanasi oleh peserta didik dengan penguasaan kosakata tinggi dan penguasaan kosakata rendah sesuai data (Fhitung = 5,50 > Ftabel sebesar 4,01); (3) tidak ada interaksi pada model pembelajaran dengan penguasaan kosakata terhadap keterampilan menulis teks eksplanasi dengan data (Fhitung = 0,01 < Ftabel = 4,01).
Peningkatan Hasil Belajar IPAS Materi Kegiatan Ekonomi melalui Model Role Playing di Kelas IV Sekolah Dasar Ika Nur Laela; Sukarno Sukarno; Siti Istiyati
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.v14i3.117455

Abstract

Pembelajaran IPAS materi kegiatan ekonomi di kelas IV SD Negeri 2 Manjung menunjukkan hasil belajar rendah, ditandai ketuntasan 50% dan nilai rata-rata di bawah KKM, dipengaruhi pembelajaran konvensional. Penelitian ini bertujuan meningkatkan hasil belajar melalui Role Playing. Metode: PTK kolaboratif dua siklus dengan tahapan perencanaan, tindakan, observasi, dan refleksi, melibatkan 12 peserta didik. Data dikumpulkan melalui tes dan non-tes dengan triangulasi. Hasil: Role Playing meningkatkan hasil belajar, ketuntasan, nilai rata-rata, dan aktivitas peserta didik. Implikasi: Role Playing efektif untuk pembelajaran IPAS yang lebih aktif dan kontekstual.
Analisis kesulitan membaca permulaan pada peserta didik kelas II sekolah dasar Nur Azza Putri Anjani; St. Y. Slamet; Sukarno Sukarno
Didaktika Dwija Indria Vol 12, No 4 (2024): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v12i4.88296

Abstract

This research was to(1)describe the difficulties of beginning reading; (2)describe the factors that influence difficulties of beginning reading and solutions to overcome difficulties of beginning reading. This research used a qualitative research method. The data sources in this research are teachers and class II students. Data in this research were collected using observation, interviews and documentation techniques. The result found in this research that difficulties of beginning reading in second grade students at SD N Pahang IV consist of : (1)difficulty voice the writing as much as 64.64%, (2) difficulty read smoothly as much as 12.74%, (3) difficulty clarity of voice as much as 8.82%, (4) difficulty intonation as much as 11.76%, (5) difficulty pronunciation as much as 1.96%. Factors causing initial reading difficulties include lack of understanding of letter symbols, anxiety, difficulty understanding topics, lack of parental support, feelings of nervousness, lack of understanding of punctuation marks, and self-confidence. Solutions to overcome reading difficulties include using spelling methods, SAS, sounds, language experience, media “big book”, and holding additional classes.
Analisis dimensi proses kognitif pada soal formatif dalam buku bahasa indonesia aku bisa kelas 1 sekolah dasar Sayekti Uji Harini; Sukarno Sukarno; Siti Wahyuningsih
Didaktika Dwija Indria Vol 11, No 1 (2023): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v11i1.73413

Abstract

This study aims to describe and analyze the distribution of cognitive process dimensions in formative questions in the Indonesian language book "Aku bisa!" grade 1 elementary school merdeka curriculum. This research is a type of content analysis research with a descriptive qualitative approach. The research data is in the form of a distribution of formative assessment questions categorized according to the cognitive levels of Bloom revised by Anderson and Krathwohl. The data analysis technique used Creswell's spiral analysis model. The results of this study showed that Indonesian formative assessment questions were found to be unevenly distributed and integrated in the learning process. This has the benefit of providing feedback for students regarding mastery of learning materials and feedback for teachers to improve and perfect further learning. The formative assessment questions in the grade 1 Indonesian book "Aku Bisa!" cover six cognitive dimensions with a distribution of C1 50%, C2 27%, C3 3%, C4 10%, C5 7%, and C6 3%. Basically, grade 1 students are still in the beginning reading and writing stage. However, they also need to be trained to develop their thinking skills through language activities.
Co-Authors Ami Nur Amini Devina Christy Natalia Harisyah Khoirin Aminah Ika Nur Laela Ita Puspitasari Nur Azza Putri Anjani Paulina Ristea Herdiningtyas Sandhika Viestra Melania Sayekti Uji Harini Septi Yulisetiani Shinta Maharani Siti Istiyati Siti Wahyuningsih Slamet Slamet St Y Slamet St. Y. Slamet St.Y Slamet Teragifa Aulia Azzahra Tri Irawati Wida Yusiana Yulia Shinta Dewi