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All Journal International Journal of Informatics and Communication Technology (IJ-ICT) Pro-Life Jurnal Penelitian Pendidikan IPA (JPPIPA) DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Surya Masyarakat Journal on Education FONDATIA Faktor Jurnal Ilmiah Kependidikan JPPIPA (Jurnal Penelitian Pendidikan IPA) Journal of Classroom Action Research Jurnal Paedagogy Didaktik : Jurnal Ilmiah PGSD STKIP Subang Madaniya Jurnal Surya Masyarakat Didaktika: Jurnal Kependidikan SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Jurnal Bina Desa Journal of Mathematics Instruction, Social Research and Opinion Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Madani: Multidisciplinary Scientific Journal Prosiding Seminar Nasional Pascasarjana Jurnal Cendekia Ilmiah Inovasi Sekolah Dasar: Jurnal Kajian Pengembangan Pendidikan
Barokah Isdaryanti
Universitas Negeri Semarang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Engineering Environmental Science Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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PENGARUH MEDIA INTERAKTIF IPAS BERBASIS ASSEMBLR EDU DENGAN MODEL PBL TERHADAP HASIL BELAJAR SISWA KELAS V SDTQ Devia Putri Arahman; Barokah Isdaryanti
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.9714

Abstract

This study aims to determine the effect of using interactive media based on Augmented Reality (AR) through the Assemblr Edu application combined with the Problem Based Learning (PBL) model on the cognitive learning outcomes of fifth-grade students on the subject of the human respiratory system. The study used a quantitative approach with a Nonequivalent Control Group Design. The population consisted of two fifth-grade classes at SDTQ Al-Ikhlas Brebes as the experimental and control classes. The instruments used were pretest and posttest tests, which were analyzed using normality, homogeneity, independent sample t-test, and N-Gain calculations. The results showed that there was a significant difference between the learning outcomes of students in the experimental class who used Assemblr Edu with PBL and the control class who used conventional learning (sig. < 0.05). The average N-Gain value of 0.7854 indicates a high level of improvement in learning outcomes. In conclusion, the use of Assemblr Edu media with the PBL model is effective in improving the learning outcomes of students at SDTQ Al-Ikhlas Brebes. ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media interaktif berbasis Augmented Reality (AR) melalui aplikasi Assemblr Edu yang dipadukan dengan model pembelajaran Problem Based Learning (PBL) terhadap hasil belajar kognitif siswa kelas V pada materi sistem pernapasan manusia. Penelitian menggunakan pendekatan kuantitatif dengan desain Nonequivalent Control Group Design. Populasi terdiri dari dua kelas kelas V SDTQ Al-Ikhlas Brebes sebagai kelas eksperimen dan kontrol. Instrumen berupa tes pretest dan posttest dianalisis dengan uji normalitas, homogenitas, independent sample t-test, serta perhitungan N-Gain. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara hasil belajar siswa kelas eksperimen yang menggunakan Assemblr Edu dengan PBL dan kelas kontrol yang menggunakan pembelajaran konvensional (sig. < 0,05). Nilai rata-rata N-Gain sebesar 0,7854 menunjukkan peningkatan hasil belajar dalam kategori tinggi. Kesimpulannya, penggunaan media Assemblr Edu dengan model PBL efektif meningkatkan hasil belajar siswa SDTQ Al-Ikhlas Brebes.
KONFLIK PERAN GURU PAI DALAM MANAJEMEN SDM PENDIDIKAN: BEBAN ADMINISTRATIF DAN STRATEGI COPING DI ERA BIROKRASI Fathiyyatil Faizah; Joko Sutarto; Barokah Isdaryanti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.12875

Abstract

This study examines the role conflict experienced by Islamic Education (PAI) teachers in Indonesian public schools, specifically the tension between administrative duties and core teaching responsibilities. Using a qualitative case study approach, this research explores how a PAI teacher navigates competing demands from both the Ministry of Religious Affairs and local education authorities. The findings reveal three primary forms of role conflict: time conflict, attentional conflict, and value conflict. Additionally, the study identifies coping strategies developed by the teacher, including task prioritization, technology utilization, social support networks, and work-life balance maintenance. This research argues that the bureaucratization of education has led to the deprofessionalization of PAI teachers, necessitating fundamental bureaucratic reform that includes administrative simplification, provision of administrative support staff, resolution of dual authority structures, and restoration of the teacher's primary role as an educator rather than an administrator
EFEKTIVITAS PELATIHAN GURU TERHADAP PENINGKATAN KOMPETENSI MENGAJAR: STUDI LITERATUR Aprilia Putri Nirmalasari; Barokah Isdaryanti; Joko Sutarto
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14206

Abstract

This study aims to analyze the effectiveness of teacher training on improving teaching competency through a Systematic Literature Review (SLR) approach. Teacher training is an important strategy in educational human resource management to improve professionalism and the quality of learning. The development of educational technology and changes in the learning system require teachers to continuously improve their competency through various relevant and sustainable training programs. The research method used is a Systematic Literature Review by reviewing articles from national journals indexed by SINTA for the period 2021–2026. The data collection process was carried out through the Google Scholar, Garuda Kemdikbud, and SINTA databases using keywords related to teacher training and teaching competency. The selected articles were adjusted to the inclusion criteria and analyzed descriptively to obtain findings relevant to the research objectives. The results showed that teacher training has a positive influence on improving teachers' pedagogical and professional competencies. Training conducted through workshops, In-House Training (IHT), blended learning, and digital platforms such as the Merdeka Mengajar Platform has been proven to improve teachers' abilities in the use of learning technology, classroom management, the application of innovative learning methods, and curriculum understanding. Furthermore, training effectiveness is influenced by the quality of the training materials, implementation methods, instructor competence, participant motivation, and post-training follow-up. Based on the results of this study, it can be concluded that teacher training is an effective strategy for improving teaching competence and teacher professionalism. Therefore, training programs must be implemented systematically, sustainably, and tailored to teacher needs to optimally support improvements in educational quality.
PENGEMBANGAN SUMBER DAYA MANUSIA DALAM PENDIDIKAN: KAJIAN LITERATUR MENGENAI METODE, PROSEDUR, DAN IMPLIKASINYA TERHADAP PENINGKATAN KOMPETENSI PENDIDIK Mawarna Febriani; Barokah Isdaryanti; Joko Sutarto
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15837

Abstract

Human resource development (HRD) in education plays a crucial role in improving educator quality and overall educational outcomes. The demands of globalization and rapid technological advancement require educators to continuously enhance their pedagogical, professional, social, and personal competencies. This article aims to examine the methods and procedures of human resource development in education and their implications for improving educator competencies. This study employs a literature review method by analyzing relevant scholarly articles, books, and previous research related to human resource development in educational settings. Data were analyzed through the processes of identification, selection, evaluation, and synthesis of findings from selected sources. The review reveals that human resource development in education can be implemented through various methods, including training programs, workshops, academic supervision, mentoring, coaching, continuous professional development, and the integration of technology in learning. The procedures generally involve needs assessment, program planning, implementation, evaluation, and follow-up actions. Furthermore, the findings indicate that systematic and sustainable human resource development positively contributes to the improvement of educators’ pedagogical, professional, social, and personal competencies. Therefore, human resource development serves as an essential strategy for enhancing educational quality and strengthening educator professionalism.
IMPLEMENTASI ASESMEN DIAGNOSTIK DALAM MENGIDENTIFIKASI KEBUTUHAN BELAJAR SISWA SEKOLAH DASAR Diana Susanti; Barokah Isdaryanti; Wiwi Isnaeni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.16507

Abstract

The implementation of the Merdeka Curriculum has prompted a transformation in the paradigm of educational evaluation, shifting the focus from learning outcomes to learning processes that are centered on students’ needs and characteristics. This study aims to comprehensively examine the implementation of both cognitive and non-cognitive diagnostic assessments in identifying the learning needs of elementary school students during the period from 2021 to 2026. This research employed a Systematic Literature Review (SLR) approach by analyzing relevant scientific publications to map the patterns of diagnostic assessment implementation, identify the challenges faced by teachers, and formulate practical solutions applicable in school settings. The findings indicate that the use of cognitive diagnostic assessments integrated with the Teaching at the Right Level (TaRL) approach, along with non-cognitive assessments focusing on students’ learning characteristics and preferences, effectively supports the optimization of differentiated instruction. However, implementation in practice continues to face several challenges, including limited time allocation, teachers’ insufficient capacity to develop valid and reliable assessment instruments, and inadequate access to continuous professional development opportunities. Based on these findings, this study recommends the development of a digitally integrated assessment ecosystem combined with the strengthening of teacher learning communities as a sustainable strategy to enhance the quality of diagnostic assessment implementation in elementary schools.
STRATEGI SUPERVISI KLINIS KOMBINATIF: UPAYA PENGAWAS SEKOLAH MENINGKATKAN KUALITAS MODUL AJAR DAN ASESMEN AUTENTIK GURU SEKOLAH DASAR Siti Noorjannah; Barokah Isdaryanti; Wiwi Isnaeni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.16508

Abstract

The implementation of the Independent Curriculum requires elementary school teachers to construct contextual teaching modules and authentic assessments independently. However, initial evaluations in target areas indicated high administrative dependency, characterized by copy-paste lesson materials and non-authentic testing habits. This study evaluated the implementation of a Combinative Clinical Supervision strategy, integrating institutional workshop forums and personalized reflective coaching sessions conducted by a school inspector to improve instructional quality. Using a descriptive-evaluative approach, data were gathered from 182 elementary teachers across 23 schools in Sambong District, Blora Regency. The instruments included documentation analysis of teaching modules, classroom observation metrics, and post-observation coaching records. The evaluation results demonstrated significant improvements. Initial data showed only 21.9% of teachers possessed original, highly tailored teaching modules, which significantly escalated to 86.2% post-supervision. Furthermore, the adoption of diversified authentic assessments expanded from 15.3% to 81.3% of the teaching workforce. The integration of structured workshops minimized shared administrative errors, while individualized peer-reflective coaching effectively sustained teacher intrinsic motivation to execute classroom innovations. This study proves that combinative clinical supervision serves as an accountable mechanism to eradicate plagiarism and scale up authentic instruction in primary education.
EFEKTIVITAS ASESMEN DIAGNOSTIK DALAM MENINGKATKAN KUALITAS PEMBELAJARAN DI SEKOLAH DASAR: SYSTEMATIC LITERATURE REVIEW Wiji Listiyani; Barokah Isdaryanti; Wiwi Isnaeni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.16511

Abstract

The diversity of students’ characteristics, learning readiness, and prior knowledge in elementary schools often presents challenges for teachers in designing effective and inclusive learning processes. One strategy promoted in recent educational reforms is the implementation of diagnostic assessment, which functions to identify students’ learning needs before instruction begins. This study aims to analyze the role of diagnostic assessment in improving the quality of learning in elementary schools. The research employed a Systematic Literature Review (SLR) method by examining 20 references published within the last five years, consisting of books and scientific articles indexed in Scopus and SINTA. The review process involved identifying, selecting, evaluating, and synthesizing relevant literature related to diagnostic assessment and learning quality improvement. The findings indicate that diagnostic assessment contributes significantly to improving instructional quality by helping teachers identify students’ cognitive and non-cognitive conditions, adapt learning strategies, differentiate instruction, and provide appropriate learning support. Furthermore, diagnostic assessment encourages more student-centered learning, increases engagement and participation, and supports the achievement of learning objectives more effectively. The synthesis of the reviewed studies also shows that the successful implementation of diagnostic assessment depends on teachers’ assessment literacy, institutional support, and the availability of valid assessment instruments. Therefore, diagnostic assessment can be considered a strategic approach to creating adaptive, inclusive, and meaningful learning experiences in elementary education. The results of this review provide recommendations for educators and policymakers to strengthen the integration of diagnostic assessment into classroom learning practices to enhance educational quality.
IMPLEMENTASI ASESMEN DAN EVALUASI PEMBELAJARAN MATEMATIKA BERBASIS DIGITAL MELALUI INTEGRASI INTERACTIVE FLAT PANEL (IFP) DAN POLYPAD DI SEKOLAH DASAR Lilik Noeraini; Barokah Isdaryanti; Wiwi Isnaeni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.16512

Abstract

The development of digital technology has driven a transformation in the assessment and evaluation system for learning in elementary schools. The Independent Curriculum positions assessment as an integral part of the learning process, serving to continuously monitor student progress. This study aims to describe the implementation of digital-based mathematics learning assessment and evaluation through the use of Interactive Flat Panels (IFP) and Polypads at SDN 1 Sambongrejo. The study used a qualitative descriptive approach with data sources consisting of teachers, students, and learning documents. Data collection techniques included observation, interviews, documentation, and analysis of learning tools. The study results indicate that the use of IFPs and Polypads supports the implementation of diagnostic, formative, and summative assessments in a more interactive, authentic, and student-centered manner. In addition to improving the quality of learning feedback, the use of digital technology also helps teachers evaluate learning outcomes more effectively. These findings suggest that digital technology integration can be an alternative innovation in mathematics learning assessment and evaluation in elementary schools.
STRATEGI PENGEMBANGAN KOMPETENSI GURU DALAM MENGHADAPI TRANSFORMASI DIGITAL UNTUK MENINGKATKAN KUALITAS SUMBER DAYA MANUSIA PENDIDIKAN Virda Andhara Sofia; Joko Sutarto; Barokah Isdaryanti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 Nomer 03, September 2026 Publication
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16884

Abstract

Digital transformation has significantly changed the educational landscape and requires teachers to possess competencies that align with technological advancements. From the perspective of educational human resource management, teacher competency development is considered a strategic effort to enhance teacher quality and improve overall educational performance. This article aims to analyze strategies for developing teacher competencies in response to digital transformation and their implications for improving the quality of educational human resources. This study employed a qualitative approach using a literature review method. The data were collected from scientific journal articles, books, international organizational reports, and educational policy documents, focusing on publications from 2023–2025. The collected data were analyzed using content analysis through the processes of identification, classification, interpretation, and synthesis of relevant research findings. The results indicate that teacher competency development should be implemented continuously through needs-based training, continuous professional development, professional learning communities, coaching, mentoring, and strong instructional leadership from school principals. However, its implementation still faces several challenges, including unequal digital infrastructure, varying levels of teachers’ digital literacy, and unequal access to professional development programs. Therefore, integrated and sustainable educational human resource management policies are essential to strengthen teacher competencies, improve the quality of educational human resources, and enhance learning quality in the era of digital transformation.
EFEKTIVITAS EVALUASI PEMBELAJARAN DALAM MENGUKUR CAPAIAN KOMPETENSI PESERTA DIDIK Karis Karis; Barokah Isdaryanti; Wiwi Isnaeni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17108

Abstract

Evaluation of learning plays a strategic role in determining the achievement of students' competencies. Appropriate evaluation not only measures learning outcomes but also provides information regarding students' cognitive, affective, and psychomotor development. This study aims to analyze the effectiveness of learning evaluation in measuring students' competency achievement in the learning process. The study employed a qualitative descriptive approach through literature review by examining various scientific publications, educational policy documents, and previous research related to learning evaluation. The findings indicate that effective learning evaluation must fulfill the principles of validity, reliability, objectivity, continuity, and comprehensiveness. Various evaluation techniques, including formative assessment, summative assessment, authentic assessment, performance assessment, portfolio assessment, and project-based assessment, provide a more comprehensive picture of students' competency achievement than conventional written tests. In addition, evaluation results function as the basis for improving learning quality, determining follow-up actions, and enhancing teachers' instructional strategies. Therefore, implementing comprehensive and competency-based learning evaluation contributes significantly to improving educational quality and developing students' competencies according to the objectives of the Independent Curriculum.
Co-Authors Aan Nurhasanah Adi Nugroho Agry, Feylosofia Putri Ali Formen Ani Rusilowati Anisa Asofah Aprilia Putri Nirmalasari Apriliana Prili Utami Arif Widiyatmoko, Arif Arshanda Gusti Nugrahani Atip Nurharini Aulia Devani Putri Sekarsari Desi Wulandari Devia Putri Arahman Dewi Nilam Tyas Diana Susanti Dwi Endah Kusumaningtias Dwi Yulianti Edi Waluyo Erni Suharini Fadhilah Farah Fauzia Zahra Farica Dwi Saputri Farid Ahmadi Fathiyyatil Faizah Fauziyah Proktama Resi Fitri Wahyuningsih Hadromi Hayuk Dining Tyastuti Hufadz Nadiyya Kavina I'malus Sholikha Ilma Yang Fauni Jasni Mohammad Zain Joko Sutarto Karis Karis Khana Ulin Nuha Kustiarini Laysa Astri Rosemarry Lilik Noeraini Lintang Kirana Leokiss Wijaya M Sukron Ma'rifah Kulsum Margunani, Margunani Marina Mohd Yusoff Mawarna Febriani Maylani Mustikawati Melyna Putri Viola Moh. Farizqo Irvan Mohamad Azim Ibrahim Muhammad Khoirun Najib Murizah Kassim Mutiara Jihan Pratiwi Nana Noviada Kwartawaty Nor Syazwani Mohd Pakhrudin Norita Agustina Subagyo Raihani Afifah Ratna Pertiwi Rujiani Rujiani Sevi Ristanti Siti Noorjannah Sri Sumartiningsih Suhaili Beeran Kutty Suhardi Suhardi Syifa Fauziah Talitha Salsabila Azalea Tri Joko Raharjo Ulinuha Fatonah Vina Kumala Dewi Virda Andhara Sofia Wiji Listiyani Wiwi Isnaeni Yusuf Maronta Zainal Abidin