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All Journal Jurnal Harkat : Media Komunikasi Gender Sosial Budaya Istawa: Jurnal Pendidikan Islam Jurnal Socius: Journal of Sociology Research and Education Jurnal IKA PGSD : Ikatan Alumni PGSD UNARS Al-Azkiya : Jurnal Pendidikan MI/SD Didaktik : Jurnal Ilmiah PGSD STKIP Subang Kafa’ah: Journal of Gender Studies Jurnal Dedikasia : Jurnal Pengabdian Masyarakat Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Jurnal Pendidikan Vokasi Indonesia
Susi Ratna Sari, Susi Ratna
Universitas Islam Negeri Mahmud Yunus Batusangkar
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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INOVASI GURU IPS DALAM MENGIMPLEMENTASIKAN STRATEGI OUTDOOR LEARNING PADA PEMBELAJARAN IPS KELAS III SDN 05 SUNGAI JAMBU Rama Sofiani; Resti Auzi Ilmiah; Randi Febrian; Nurhanifa; Rizka Agraysia; Susi Ratna Sari
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.v12i02.13557

Abstract

This study aims to describe the innovation of social studies teachers in integrating outdoor learning strategies in grade III of SDN 05 Sungai Jambu. The background of this study is the low student interest and the dominance of lecture-based learning methods, which make students difficult to understand concepts concretely. This research uses a descriptive qualitative approach. Data were collected through observation, interviews, and documentation. The results show that teachers utilize the surrounding environment, including tofu and tempeh production sites, as learning resources. The implementation of outdoor learning increases student activeness, motivation, cooperation, and understanding of social studies concepts. Obstacles such as time management and supervision can be overcome through proper planning. Therefore, outdoor learning strategies are effective in improving meaningful learning in elementary schools Penelitian ini bertujuan untuk mendeskripsikan inovasi guru IPS dalam mengintegrasikan strategi pembelajaran outdoor di kelas III SDN 05 Sungai Jambu. Permasalahan penelitian ini adalah rendahnya minat belajar siswa serta dominasi metode ceramah dalam pembelajaran IPS. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa guru memanfaatkan lingkungan sekitar sebagai sumber belajar kontekstual. Penerapan pembelajaran outdoor mampu meningkatkan keaktifan, motivasi, kerja sama, serta pemahaman siswa. Dapat disimpulkan bahwa strategi pembelajaran outdoor efektif dalam meningkatkan kualitas pembelajaran IPS di sekolah dasar
DAMPAK PENGGUNAAN METODE BELAJAR SAMBIL BELAJAR PADA PEMBELAJARAN IPS “ Daerahku Kebanggaanku” DI KELAS V SDN 02 TAEH BUKIK KECEMATAN PAYAKUMBUH Velina Safitri; Ulfa Nabila; viona ramadhani; Zonatul Fajira; Susi Ratna Sari
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.v12i02.13561

Abstract

The purpose of this study was to determine the effect of the application of Game-Based Learning methods in improving the social skills of fifth-grade elementary school students, especially in learning Social Studies about "My Proud Region". This study used a qualitative approach, with data collection through interviews with class teachers and observations of the learning process at SDN 02 Taeh Bukik, Payakumbuh District. Research findings indicate that game-based learning positively impacts student engagement, increases communication skills, strengthens group collaboration, and boosts self-confidence. Game-based activities, such as travel puzzles that require students to match regional potential cards to maps, successfully create a fun, active, and interactive learning environment. Furthermore, this method helps students better understand the material because they learn from direct experience. However, there are several challenges in implementing this method, such as a lack of effective time management, overcrowded classrooms, and the need for more time and effort from teachers to prepare game media. Therefore, game-based learning can be an innovative alternative in teaching social studies at the elementary school level if properly designed and managed.
PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING UNTUK MENINGKAT HASIL BELAJAR IPS SISWA KELAS V SDN 43 LEMBAH KARILAM Rahma Dani; Putri Zahara; Rahma Donal; Nurul Azizah; Nurul fauziah; Susi Ratna Sari
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.v12i02.14003

Abstract

This study aimed to improve elementary school students' social studies learning outcomes through the application of the Problem-Based Learning (PBL) model. The research method used was Classroom Action Research (CAR) with the Kemmis and McTaggart design implemented in two cycles. Each cycle consisted of planning, action, observation, and reflection stages. The subjects of this study were 28 fifth-grade students of SDN 43 Lembah Karilam. Data collection techniques included observation, tests, and documentation. The results showed that the application of the PBL model significantly improved students’ learning outcomes. In the pre-cycle, the average student score was 62.3 with a cpletion rate of 35.7%. After the first cycle, the average score increased to 71.5 with a completion rate of 60.7%, and in the second cycle, the average score reached 82.4 with a completion rate of 89.3%. The N-Gain score increased from the moderate category in the first cycle to the high category in the second cycle. Thus, the PBL model was effective in improving elementary school students' social studies learning outcomes.
EFEKTIVITAS METODE TANYA JAWAB DALAM MENINGKATKAN KEAKTIFAN BELAJAR SISWA KELAS 4 SD/MI PADA PEMBELAJARAN IPS Yona Anisa Fitri; Ulva Nabila; Tyara Wahyuni; Wafitri Oktaviani; Susi Ratna Sari
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.v12i02.14127

Abstract

This study aims to analyze the effectiveness of the question and answer method in enhancing the learning activeness of fourth-grade elementary school students in Social Studies (IPS) subjects. The research employs a qualitative method with a literature review approach, analyzing various relevant sources including national and international journals, books, and previous research findings related to the topic. Data collection was conducted through reading, reviewing, and synthesizing information from selected literature, followed by comparative analysis, summarization, and conclusion drawing. The results indicate that the question and answer method is effective in improving various aspects of student learning engagement, including learning motivation, questioning skills, response time, discussion participation, and overall learning outcomes. In fourth-grade students at SDN 3 Ogotua, learning mastery increased from 50% in the pre-action stage to 87.5% in cycle I and 100% in cycle II. The application of the question ball technique at SDN 2 Bantar increased student motivation scores from 53 (moderate category) to 82 (high category), a gain of 29 points. Statistical hypothesis testing at SDN 98 Palembang showed t-count = 3.815 > t-table = 2.010, confirming that the question and answer method has a significant effect on student learning outcomes. The success of this method is highly dependent on the teacher's questioning skills and the ability to create a supportive classroom atmosphere. The question and answer method is also aligned with the concrete operational stage of cognitive development in children aged 9-10 years according to Piaget's theory. This study recommends that teachers plan key questions hierarchically, provide adequate wait time, distribute questions evenly, and integrate the method with concrete learning media for optimal results.
PENGGUNAAN MEDIA AUDIO VISUAL DALAM PEMBELAJARAN IPS DI SEKOLAH DASAR Yosi Elvira; Yania Okestia Ginanda; Victoria Stephanie; Vina Lorenza; Zulfahmi Eka Saputra; Susi Ratna Sari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14245

Abstract

This study aims to analyze the use of audio-visual media in social studies learning in elementary schools and to examine its effects and role in improving the quality of learning. The method used is a qualitative library research approach with content analysis techniques. Data were obtained from various scientific literature such as journals, books, and research reports relevant to the topic. The results show that the implementation of audio-visual media in social studies learning is carried out through the use of educational videos that are tailored to the material, learning objectives, and student characteristics. Audio-visual media has been proven to increase students' attention, engagement, motivation, understanding of abstract concepts, and learning outcomes. However, several obstacles were identified, including limited infrastructure, difficulties in selecting appropriate video content, teachers' limited technological skills, and the diversity of student characteristics. In conclusion, audio-visual media plays an important role in improving the quality of social studies learning in elementary schools but requires optimal support to maximize its use.
INTEGRASI PENDIDIKAN KARAKTER TOLERANSI DALAM PEMBELAJARAN IPS PADA MATERI KEBERAGAMAN SOSIAL BUDAYA DENGAN PENDEKATAN KONTEKSTUAL DI KELAS 4 SDN 05 PADANG LAWEH Puji Trisnawati; Putri Giofani; Putri Latifa; Lattifa Septia Nisda; Susi Ratna Sari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14315

Abstract

This research is motivated by the importance of instilling tolerance character education in elementary school students in facing socio-cultural diversity in the community. The purpose of this study is to describe the integration of tolerance character education in social studies learning on socio-cultural diversity material with a contextual approach in grade IV of SDN 05 Padang Laweh. This study uses a qualitative approach with a descriptive research type. The subjects of this study consisted of grade IV students of SDN 05 Padang Laweh. Data collection techniques were carried out through questionnaires. Data analysis techniques were carried out by data reduction, data presentation, and drawing conclusions. The results of the study indicate that the integration of tolerance character education in social studies learning is carried out through learning activities that link the material to the real lives of students, such as respecting differences in ethnicity, culture, and friends' opinions. The contextual approach helps students understand the importance of tolerance through group discussions, cooperation, and active and meaningful learning activities. The values ​​of tolerance that emerge in learning include mutual respect, respect for differences, cooperation, and living in harmony in diversity. Thus, the contextual approach can support the strengthening of tolerance character education in social studies learning in elementary schools.
ANALISIS MODEL PEMBELAJARAN COOPERATIVE LEARNING DALAM MENGEMBANGKAN KERJA SAMA SISWA PADA PEMBELAJARAN IPS DI SEKOLAH DASAR Najwa Aulia Kayen; Nadira Wati; Nike Alvionita; Nadia Aulia Rahma; Susi Ratna Sari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14415

Abstract

This study examines the implementation of cooperative learning in Social Studies (IPS) learning at the elementary school level, focusing on improving students’ learning activity and collaboration skills. The problem addressed in this research is the uneven participation of students in group discussions, where some students tend to be passive and less confident. This study aims to analyze the effectiveness of cooperative learning in enhancing student engagement and interaction during the learning process. The research employed a qualitative descriptive approach supported by simple quantitative data. Data were collected through interviews and observations involving teachers and fourth-grade students at SDN 01 Balai Batu Lima Kaum. The findings indicate that the implementation of cooperative learning has a positive impact on students’ learning activities, social interaction, and teamwork. The average level of student activeness reached 72.4%, categorized as good, with most students actively participating in discussions. However, several challenges were identified, including unequal participation among group members, limited self-confidence of some students, and difficulties in conducting individual assessment within group work. Overall, cooperative learning proves to be an effective strategy in creating an interactive and student-centered learning environment, although proper classroom management and evaluation strategies are required to optimize its implementation.
Analisis Penerapan Model Problem Based Learning (PBL) dalam Meningkatkan Keaktifan dan Kemampuan Pemecahan Masalah pada Pembelajaran IPS Siswa Kelas VI Sekolah Dasar Nayla Chariza; Mulia Sri Huljanah; Nelsi Gusni; Novita Vellya Sari; Susi Ratna Sari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14921

Abstract

The low level of student activeness and problem-solving ability in Social Studies (IPS) learning remains a challenge that requires innovative learning approaches. This study aims to analyze the implementation of the Problem Based Learning (PBL) model in IPS learning for sixth-grade students at SDN 31 Selayo and examine its influence on student activeness and problem-solving ability from the teacher’s perspective. This study employed a qualitative descriptive approach. Data were collected through in-depth interviews with the sixth-grade homeroom teacher, supported by document analysis and literature review. The findings indicate that prior to implementing PBL, the learning process was teacher-centered, resulting in low student participation, where students rarely asked questions, hesitated to express opinions, and struggled to connect lesson content to real-life situations. Following the implementation of PBL, noticeable improvements were observed, as students became more active in asking questions, expressing ideas, participating in discussions, and presenting solutions collaboratively, while also demonstrating increased confidence in communication and argumentation. In terms of problem-solving ability, students showed progress in identifying problems, collecting relevant information, generating alternative solutions, and evaluating solutions critically before making conclusions. Although several challenges emerged during implementation, including students’ unfamiliarity with independent learning, time management issues, and increased classroom complexity, these obstacles were gradually addressed through adaptive teaching strategies. The findings suggest that PBL effectively creates a more interactive, collaborative, and critical learning environment, thereby improving student activeness and problem-solving ability in elementary Social Studies learning.
PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS VIDEO ANIMASI PADA MATA PELAJARAN IPS UNTUK SISWA KELAS III SD/MI Suciana Fatia; Sri Nurhayati; Septio Putra; Suci Ramadhani; Ridwan; Susi Ratna Sari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15749

Abstract

This study aims to create animated video-based teaching media for Social Studies (IPS) lessons for 3rd grade elementary school students, focusing on the Natural and Artificial Environment and Types of Jobs. The background of this study is the lack of interesting learning media variations that are appropriate to the characteristics of early childhood who tend to be more interested in moving visual displays and sound. The method used is Research and Development (R&D) with the ADDIE model consisting of five phases: Analysis, Design, Development, Implementation, and Evaluation. This study applies a mixed method approach, where a qualitative approach is used to explore needs, describe the development process, and interpret data from expert validation results. The quantitative approach is used to measure the level of feasibility, practicality, and effectiveness of the media. Product validation was carried out by two material experts and two media experts who assessed aspects of content, presentation, language, and design and technical aspects of the media. Product trials were conducted on 30 3rd grade elementary school students using questionnaires and learning outcome tests as instruments. The results of the study showed that the developed animated video media obtained a validation score from material experts of 87.5% and from media experts of 91.2%, both of which are included in the very feasible category. Student responses to the media reached 88.6% with a very good category. In addition, there was an increase in student learning outcomes as indicated by the N-Gain value of 0.67 in the moderate category. Based on these findings, it can be concluded that the developed animated video-based learning media has proven to be feasible, practical, and effective for use in learning social studies for grade 3 elementary school/Islamic elementary school. This study recommends that teachers use similar media to create a more interactive and enjoyable learning atmosphere.
PERSEPSI GURU TERHADAP PENGGUNAAN INTERACTIVE FLAT PANEL PADA MATERI PETA PEMBELAJARAN IPS KELAS V SEKOLAH DASAR Siska Delia; Siti Aisyah; Shelia; Dina Syafifah; Fayed Muhamad Akbar; Susi Ratna Sari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 02, Juni 2026 Produce
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.17048

Abstract

The purpose of this study was to examine how teachers at SDN 05 Sembilan Koto perceived the use of Interactive Flat Panels (IFP) in social studies instruction, particularly with regard to map materials for Grade V students. A qualitative descriptive strategy was used in the study. Non-participatory observation and in-depth interviews with principals and classroom instructors were used to gather data. The findings showed that instructors' opinions of the use of IFP in map learning were favorable. Instructors saw IFP as a cutting-edge, successful, and captivating teaching tool that greatly increased students' motivation and engagement. tudents were able to grasp geographic concepts more dynamically and concretely because to the incorporation of IFP into map study. Instructors reported that IFP promoted a student-centered learning environment and helped to deliver lessons more effectively. Some difficulties were noted, nevertheless, such as the requirement for ongoing institutional assistance for hardware maintenance, sporadic connectivity problems, and the lack of technical training for teachers. Overall, the results show that IFP improves social studies education at the elementary school level and that maximizing its advantages depends on teachers' proficiency with digital technology.
Co-Authors Demina Dina Syafifah Elvi Rahmi Fayed Muhamad Akbar Gusrina Fadhila Lattifa Septia Nisda Monnader, Nelliy Gusti Movitaria, Mega Adyna Mulia Sri Huljanah Nadhira Isfahani Nadia Aulia Rahma Nadira Wati Najwa Aulia Kayen Nayla Chariza Nazilla Wiranda Nelsi Gusni Nike Alvionita Novita Vellya Sari Nurazizah Nurhanifa Nurul Azizah Nurul fauziah Nurul Islami Nurul Miftahul Ilmi Priska Nova Linda dasman Puji Trisnawati Putri Giofani Putri Hasanah Putri Latifa Putri Zahara Putri, Suci Agustia Qhori Lukfati Syah Rahma Dani Rahma Donal Rahma Elhusnah Rahmana, Sitto Rama Sofiani Randi Febrian Resti Auzi Ilmiah Restu Aulia Mayori Reva Amanda Ridwan Rike Ifriadi Rio Armanda Rizka Agraysia Rosi Oktavia Sa'adah, Nadratul Safrizal Safrizal Salsa Bila4 Bila Salsa Mutiara Ningsih Salsabila Aryunda Fitri Salsabila Febrianti Salsabila Salsabila Saskia Aulia Putri Sela Novsetia Prabeni Selvi Amanda Putri Septio Putra Shelia Silfia Hanani Silvia Susrizal Siska Delia Siti Aisyah Sitto Rahmana Sri Nurhayati Suci Agustia Putri Suci Ramadhani Suciana Fatia Syahira Syahrul Ramadhan Syahrur Ramli Syifaul Hayah titania auril Tyara Wahyuni Ulfa Hanum Ulfa Nabila Ulva Nabila Urwatil Wustqo Vanya Alea Zuhura Velina Safitri Victoria Stephanie Vina Lorenza viona ramadhani Wafitri Oktaviani Wiky Santia Witama Wulandari Yania Okestia Ginanda Yelvi Lestari Yona Anisa Fitri Yosi Elvira Yuliani Fitri Yulinda Yunita Pirdausia Zahara Febriani Zahara Sakinah Zahra Febria Ardila Zahra Maharani Safitri Zahra Saputri Zakiyatus Silmi Zonatul Fajira Zulfahmi Eka Saputra