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PENINGKATAN KEMAMPUAN PENALARAN MATEMATIKA SISWA MELALUI MODEL PROBLEM BASED INSTRUCTIONAL (PBI) Rieke Alyusfitri
PAKAR Pendidikan Vol 15 No 1 (2017): Published in January 2017
Publisher : Pusat Pengembangan Ilmiah dan Penelitian Mahasiswa Universitas Negeri Padang

Learning mathematics at school mostly involving mathematical reasoning abilities. Weakness in the reasoning of students in mathematics learning visible from students' mistakes in solving math problems.Efforts should be made to improve the ability of students' mathematical reasoning can be through the model Problem Based Instrutional (PBI).Problem Based Instructional a learning that begins with the presentation of an authentic and meaningful issues that the students will be able to conduct investigations and menutut solving by the students themselves.So with the model Problem Based Instructional able to assist students in improving students' mathematical reasoning abilities.

Validitas Pengembangan Pembelajaran Flipped Classroom berbantuan Media Interaktif Pada Materi Bangun Ruang Kelas V Sekolah Dasar Syafni Gustina Sari; Ira Rahmayuni Jusar; Rieke Alyusfitri
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 6 No 3 (2022): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 6 Nomor 3 Tahun 2022
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v6i3.1770

Tujuan dari penelitian ini adalah menghasilkan RPP dengan Pembelajaran Flipped Classroom berbantuan Media interaktif pada materi Bangun Ruang Kelas V Sekolah Dasar. Pengintegrasian Pendidikan dengan teknologi sangat perlu dilakukan mengingat tuntutan perkembangan zaman sehingga proses pembelajaran dapat dilakukan secara online dan juga offline. Oleh sebab itu diperlukan suatu model pembelajaran yang dapat mendukung kegiatan pembelajaran tersebut yaitu dengan Pembelajaran Flipped Classroom berbantuan Media interaktif. Subjek penelitian ini adalah siswa kelas V Sekolah Dasar. Jenis penelitian yang dilakukan adalah penelitian dan pengembangan (Research and development /R&D. Model pengembangan penelitian ini adalah model pengembangan 4D yang pada penelitian hanya sampai 3–D (three D), yang terdiri dari 3 tahap dan melalui tahapan revisi oleh para ahli/praktisi. Pada pengembangan terdiri tahap validitas, tahap pratikalitas dan tahap efektifitas. Pada tahap validitas dimana RPP dan media interaktif ini akan divalidasi oleh 2 ahli yaitu ahli materi dan desain Berdasarkan pengembangan pembelajaran pembelajaran Flipped Classroom berbantuan media interaktif pada materi bangun ruang kelas V SD yang telah dilakukan maka dapat diperoleh kesimpulkan bahwa Kevalidan RPP pada kategori valid dan media interaktif dengan nilai validitas dari aspek materi dan desain yaitu 95% dengan kategori sangat valid. Hal tersebut menunjukan bahwa pembelajaran Flipped Classroom berbantuan media interaktif pada materi bangun ruang kelas V SD yang dikembangkan sudah dapat digunakan untuk mengukur apa yang seharusnya diukur.

Fragilitas Pendidikan Karakter: Studi Analitis tentang Etika dan Disiplin Siswa Sekolah Dasar Nurul Hikmah; Putri Hidayati; Syofiani; Rieke Alyusfitri
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2025): Volume 12 No. 01 Maret 2026
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.10790

Character education is a fundamental element in shaping ethical behavior and discipline among elementary school students. However, in practice, various problems indicate the weak internalization of character values in students’ daily behavior. This article aims to analyze the condition of students’ ethics and discipline in elementary schools and to examine the factors contributing to the fragility of character education in learning practices. This study employs a qualitative approach with an analytical-reflective design. Data were collected through classroom observations, interviews with several elementary school teachers, documentation analysis, and a review of relevant literature. The findings reveal that the decline in students’ ethics and discipline is influenced by several factors, including changes in the social environment, limited parental involvement in character development, and the challenges of uncontrolled digital technology use. Although various character education efforts have been implemented by teachers and schools, these initiatives tend to produce only temporary effects and have not been sustained. This condition reflects the fragility of character education in elementary schools, highlighting the need for stronger and continuous collaboration among schools, families, and the broader social environment.

Evaluasi Peran Pendidikan Dasar dalam Konteks Sosial Masyarakat: Tinjauan Sosiologis Elliza Nofri; Detri; Syofiani; Rieke Alyusfitri
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11299

Basic education plays a strategic role not only in developing students’ academic competencies but also in shaping social awareness and character as members of society. This article aims to evaluate the role of basic education within the social context of society from a sociological perspective. A qualitative descriptive approach was employed through a literature review of scholarly sources related to the sociology of education and basic education. The analysis focused on examining the function of basic education as a social institution, an agent of socialization, and a medium for internalizing social values and norms. The findings indicate that basic education has a significant role in fostering social values, strengthening social integration, and preparing students to adapt to the dynamics of social life. However, this role has not been fully optimized due to various social factors, including diverse family backgrounds, community environments, and limited collaboration between schools, parents, and society. Therefore, strengthening the implementation of sociological foundations in basic education practices is essential to ensure that educational processes are more contextual, inclusive, and responsive to social realities. This study is expected to provide a conceptual contribution to the development of policies and practices in basic education oriented toward enhancing students’ social competencies

Problematika Pembelajaran di Sekolah Dasar dan Solusi Strategis melalui Inovasi Pembelajaran Berpusat pada Siswa Dewi Citra Rusyadi; Mila Sari; Syofiani; Rieke Alyusfitri
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11425

Learning in primary schools plays a strategic role in developing students’ cognitive abilities, attitudes, and skills. However, learning practices in primary schools continue to face various challenges, including low levels of student engagement, the dominance of teacher-centered instruction, and the mismatch between instructional strategies and students’ developmental characteristics. These conditions negatively affect the quality of learning processes and outcomes. This article aims to analyze learning-related problems in primary schools and to propose strategic solutions through student-centered learning innovation. This study employs a literature review method with a conceptual analysis approach based on relevant scientific publications, educational policies, and previous research findings. The analysis indicates that student-centered learning innovation serves as a strategic solution to enhance students’ engagement, autonomy, and learning motivation through the implementation of active, contextual, collaborative, and reflective learning approaches. Therefore, student-centered learning innovation functions not merely as an instructional shift but as a strategic effort to improve the quality of learning in primary schools

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

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

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

Studi Kualitatif: Penerapan Model Problem Based Learning pada Materi Peran Makhluk Hidup dalam Rantai Makanan Devika Sri Yunda; Nurul Fadhli; Halimah; 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.v12i01.11507

This study aims to describe the application of the Problem-Based Learning (PBL) model to science instruction on the role of living things in the food chain in elementary schools. The study used a qualitative approach with a case study design, conducted at SDN 03 Alai. Subjects included classroom teachers and students directly involved in the learning process. Data were collected through in-depth interviews, learning observations, and documentation studies. Data analysis was conducted using an interactive analysis model, encompassing data reduction, data presentation, and conclusion drawing. Its validity was tested through triangulation of sources and techniques. The results showed that the implementation of the PBL model created a more active, contextual, and student-centered learning environment. Students demonstrated high engagement in group discussions, a more meaningful understanding of the food chain concept, and increased interaction and collaboration among students. However, the implementation of PBL still faced challenges in time management and differences in student participation levels. This study concluded that PBL has the potential to improve the quality of science instruction in elementary schools if supported by careful planning and effective classroom management

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