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All Journal RETORIKA: Jurnal Ilmu Bahasa INTEGRALISTIK Vidya Karya Pendidikan Kewarganegaraan Syntax Literate: Jurnal Ilmiah Indonesia Pendas : Jurnah Ilmiah Pendidikan Dasar JPMI (Jurnal Pendidikan Matematika Indonesia) JURNAL PENDIDIKAN TAMBUSAI Jurnal Eduscience (JES) Journal of K6 Education and Management Asatiza: Jurnal Pendidikan Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Pendidikan dan Kebudayaan Didaktik : Jurnal Ilmiah PGSD STKIP Subang MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Jurnal Kedokteran Universitas Palangka Raya Journal of English Language and Education LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran ACTION : Jurnal Inovasi Penelitian Tindakan Kelas dan Sekolah Early Childhood and Family Parenting Journal Humantech : Jurnal Ilmiah Multidisiplin Indonesia Journal of Education Research EDUKIDS : Jurnal Inovasi Pendidikan Anak Usia Dini Formosa Journal of Science and Technology (FJST) Jurnal Pendidikan, Sains dan Teknologi PEDADIDAKTIKA: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar International Journal of Curriculum Development, Teaching and Learning Innovation Jurnal Pendidikan Sosial dan Konseling Journal of Education Method and Learning Strategy Journal of Character and Elementary Education Cendikia Pendidikan Jurnal Teknologi Pendidikan Dan Pembelajaran Jurnal Media Akademik (JMA) Gawi: Journal of Action Research
Darmiyati
Universitas Lambung Mangkurat
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PENGARUH INTEGRASI MODEL PROBLEM BASED LEARNING, TEAM GAMES TOURNAMENT, DAN EXAMPLE NON EXAMPLE TERHADAP HASIL BELAJAR MATEMATIKA, KETERAMPILAN MEMECAHKAN MASALAH SISWA, SERTA AKTIVITAS GURU Nurul Rizkia; Darmiyati Darmiyati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 03 (2025): Volume 11 No. 03 September 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i03.7578

Abstract

Penelitian ini bertujuan mengatasi rendahnya keaktifan, keterampilan pemecahan masalah, dan hasil belajar siswa dalam pembelajaran operasi pecahan dengan bilangan besar. Masalah ini disebabkan oleh kurangnya partisipasi siswa, lemahnya kemampuan memecahkan masalah, capaian KKTP hanya 38%, serta minimnya strategi dan variasi pembelajaran dari guru. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) dengan pendekatan kualitatif dan kuantitatif. Instrumen penelitian meliputi lembar observasi, penilaian keterampilan pemecahan masalah, dan hasil belajar siswa. Data dianalisis secara deskriptif dan disajikan dalam tabel serta grafik. Hasil penelitian menunjukkan peningkatan signifikan dalam aktivitas guru (75% ke 94,44%), keaktifan siswa (41% ke 95%), keterampilan pemecahan masalah (36% ke 95%), dan hasil belajar siswa (36% ke 95%) selama empat siklus. Kesimpulannya, penerapan model Problem Based Learning, Team Games Tournament, dan Example Non Example secara efektif meningkatkan aktivitas, keterampilan, dan hasil belajar siswa.
PENGARUH MODEL PBL, TAI, DAN ICM TERHADAP HASIL BELAJAR DAN KETERAMPILAN PEMECAHAN MASALAH MATEMATIKA Nor Hikmah; Darmiyati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 03 (2025): Volume 11 No. 03 September 2025 In Press
Publisher : STKIP Subang

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Abstract

Masalah utama dalam penelitian ini adalah rendahnya tingkat keterlibatan siswa, kemampuan pemecahan masalah, dan hasil belajar dalam mata pelajaran matematika. Pembelajaran yang berpusat pada guru, ketidakmampuan siswa dalam memahami masalah secara menyeluruh, serta kesulitan dalam penguasaan konsep menjadi akar permasalahan ini. Tujuan dari penelitian ini adalah untuk menganalisis kemampuan pemecahan masalah dan hasil belajar siswa, serta mendeskripsikan aktivitas guru dan siswa. Penelitian ini menggunakan metode campuran kualitatif dan kuantitatif dengan teknik penelitian tindakan kelas (PTK). Penelitian dilakukan selama empat pertemuan di SDN 5 Loktabat Utara Banjarbaru dengan subjek sebanyak tiga puluh siswa kelas lima pada tahun ajaran 2024/2025. Data yang dikumpulkan meliputi data kualitatif dari observasi aktivitas guru, aktivitas siswa, dan kemampuan pemecahan masalah, serta data kuantitatif dari hasil belajar siswa yang diperoleh melalui tes tertulis. Analisis data dilakukan dengan menghitung persentase dan indikator ketuntasan yang telah ditentukan sebelumnya. Hasil penelitian menunjukkan bahwa 93% siswa mencapai ketuntasan belajar, aktivitas guru memenuhi kriteria “sangat baik”, aktivitas siswa memenuhi 93% dalam kategori “sangat aktif”, dan kemampuan pemecahan masalah siswa memenuhi 93% dalam kategori “sangat terampil”. Temuan ini menunjukkan bahwa model PBL yang dipadukan dengan TAI dan ICM dapat meningkatkan hasil belajar matematika, kemampuan pemecahan masalah, keterlibatan siswa, dan aktivitas guru.
MENGOPTIMALKAN KETERAMPILAN BERPIKIR KRITIS MATEMATIKA MELALUI MODEL PEMBELAJARAN PBL, GI, DAN TC Putri Nadian Rizqullah; Darmiyati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 03 (2025): Volume 11 No. 03 September 2025 In Order
Publisher : STKIP Subang

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Abstract

Masalah yang diidentifikasi dalam penelitian ini meliputi hasil belajar, kemampuan berpikir kritis, dan aktivitas peserta didik yang rendah, serta adanya kesulitan dalam perhitungan matematika pada teknik pemecahan masalah. Selain menganalisis peningkatan kemampuan berpikir kritis dan hasil belajar peserta didik, penelitian ini juga bertujuan mendeskripsikan aktivitas guru maupun peserta didik. Metode penelitian ini dikenal sebagai Penelitian Tindakan Kelas (PTK) yang menggabungkan pendekatan kualitatif dan kuantitatif. Sebanyak 22 peserta didik berpartisipasi dalam 4 pertemuan yang dilaksanakan di kelas VC SDN 2 Landasan Ulin Utara selama tahun ajaran 2024/2025. Penelitian tersebut menghasilkan aktivitas guru yang meningkat dipertemuan I 78%, II 81%, III 88%, dan IV 94% memperoleh kriteria “Sangat Baik”. Pertemuan I aktivitas peserta didik meningkat menjadi 32%, II sebesar 64%, III 82%, dan IV 95% memenuhi kriteria “Sangat Aktif”. Keterampilan berpikir kritis meningkat dipertemuan I mencapai 27%, II 55%, III 73%, dan IV 91% memperoleh kriteria “Sangat Terampil”. Hasil belajar secara ketuntasan klasikal juga meningkat dipertemuan I mencapai 32%, II 55%, III 77%, dan IV 91%. Berdasarkan hasil penelitian, integrasi model Problem Based Learning, Group Investigation, dan Talking Chips efektif dalam meningkatkan keterampilan berpikir kritis, hasil belajar, dan aktivitas guru dan peserta didik.
INTEGRASI PBL, STAD, DAN SNOWBALL THROWING UNTUK OPTIMALISASI PEMBELAJARAN MATEMATIKA BERBASIS BERPIKIR KRITIS Indriyanti; Darmiyati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 03 (2025): Volume 11 No. 03 September 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i03.7688

Abstract

This research was motivated by the low learning activity, critical thinking skills, and mathematics achievement of fifth-grade students at SDN Pasar Lama 3 Banjarmasin. These issues emerged due to the lack of student engagement in the learning process, the use of monotonous teaching strategies, and the absence of instructional models that support the development of higher-order thinking skills. As a result, students became passive, struggled to analyze problems, and failed to meet the expected learning standards. To address these problems, a combination of Problem Based Learning (PBL), Student Teams Achievement Division (STAD), and Snowball Throwing models was implemented. The objective of this study was to describe teacher and student activities, as well as to analyze students' critical thinking skills and learning outcomes following the application of the combined models. The research employed a Classroom Action Research (CAR) method using both qualitative and quantitative approaches. Data were collected through observation and written tests, and analyzed using percentages and learning mastery criteria. The findings revealed a significant improvement in both teacher and student activities, enhancement of students' critical thinking skills, and better mathematics learning outcomes, meeting both individual and classical mastery criteria. Therefore, the integration of these three instructional models proved effective in fostering active, reflective, and meaningful learning experiences. These results are recommended as a reference for selecting appropriate learning models at the elementary school level.
MEMAKSIMALKAN KREATIVITAS DAN HASIL BELAJAR MENGGUNAKAN MODEL PROJECT TOURNAMENT SHARE Maslahatun Nisa; Darmiyati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 03 (2025): Volume 11 No. 03 September 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i03.7689

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya aktivitas belajar, kemampuan berpikir kreatif, dan hasil belajar siswa pada materi penjumlahan dan pengurangan pecahan. Kondisi tersebut disebabkan oleh pembelajaran yang cenderung satu arah, minimnya penerapan metode pembelajaran kreatif, serta kurangnya stimulasi terhadap kemampuan berpikir kreatif siswa. Penelitian ini bertujuan untuk mendeskripsikan peningkatan aktivitas guru dan siswa, serta menganalisis efektivitas penerapan model Think Pair Share, Teams Games Tournament, dan Project Based Learning dalam meningkatkan hasil belajar dan kemampuan berpikir kreatif siswa. Metode penelitian yang digunakan adalah campuran kualitatif dan kuantitatif dengan pendekatan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam empat pertemuan. Subjek penelitian terdiri dari 16 siswa kelas V SD Negeri Benua Anyar 10 Banjarmasin pada tahun ajaran 2024–2025. Data dikumpulkan melalui tes dan observasi. Hasil penelitian menunjukkan bahwa hasil belajar siswa telah mencapai ketuntasan klasikal, aktivitas guru berada pada kategori “sangat baik,” aktivitas siswa “sangat aktif,” serta kemampuan berpikir kreatif berada pada kategori “sangat terampil” pada pertemuan terakhir. Dengan demikian, penerapan ketiga model pembelajaran tersebut terbukti dapat meningkatkan hasil belajar, aktivitas belajar, dan kemampuan berpikir kreatif siswa.
PENERAPAN MODEL PROJECT BASED LEARNING, VISUAL, AUDITORI, KINESTETIK, DAN COURSE REVIEW HORAY UNTUK MENINGKATKAN AKTIVITAS DAN BERPIKIR KRITIS SISWA PADA PELAJARAN MATEMATIKA DI SDN KUIN SELATAN 5 Fatimatuz Zahra; Darmiyati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 03 (2025): Volume 11 No. 03 September 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i03.7872

Abstract

This study was motivated by the low level of student activity, critical thinking skills, and learning outcomes in mathematics learning, specifically in the topic of calculating the area of plane figures. This issue arose due to monotonous learning methods, insufficient stimulation of critical thinking, and learning outcomes that had not met the Learning Objectives Achievement Criteria. To address these problems, a combination of Project-Based Learning, Visual, Auditory, Kinesthetic, and Course Review Horay models was applied. This research employed Classroom Action Research (CAR) with the subjects being 10 fifth-grade students at South Kuin Public Elementary School 5 Banjarmasin. The results showed that teacher activity achieved the “Very Good” category, student activity was “Very Active,” critical thinking skills were “Very Skilled,” and learning outcomes achieved classical mastery. Therefore, the combined learning models were proven effective in improving student activity, critical thinking skills, and learning outcomes in mathematics learning on calculating the area of plane figures
MENGOPTIMALKAN KETERAMPILAN BERPIKIR KRITIS DAN HASIL BELAJAR PEMBELAJARAN MATEMATIKA MENGGUNAKAN MODEL PROBLEM BASED LEARNING KOMBINASI REALISTIC MATEMATIC EDUCATION, SNOWBALL THROWING Humaera; Darmiyati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 03 (2025): Volume 11 No. 03 September 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i03.7973

Abstract

The main problem of this study was the low level of student activity, critical thinking, and mathematics learning outcomes, particularly in whole number division. These challenges arose from limited student engagement, underdeveloped thinking skills, and results that fell below the Minimum Mastery Criteria. To address this, the study applied a combination of the Problem-Based Learning model, Realistic Mathematics Education, and Snowball Throwing. The research aimed to describe teacher and student activities, analyze students’ critical thinking skills, and evaluate their learning outcomes.This study used a Classroom Action Research (CAR) design with fourth- grade students of class IVB at SDN 5 Loktabat Banjarbaru in the 2024/2025 academic year as subjects. Both qualitative and quantitative approaches were employed. Qualitative data were gathered through observations of teacher and student activities, while quantitative data were obtained from student learning outcomes based on Final Semester Assessment (SAS) scores. Data were analyzed using percentage scales and predetermined indicators of success.The findings indicated that in the final cycle, teacher activity reached the “Excellent” category, student activity was “Highly Active,” and critical thinking skills were categorized as “Highly Skilled.” Furthermore, classical mastery of learning outcomes met the expected criteria. In conclusion, the integration of Problem-Based Learning with Realistic Mathematics Education and Snowball Throwing effectively improved student participation, critical thinking, and mathematics achievement in whole number division. This model is recommended as an alternative for teachers to enhance engagement, foster critical thinking, and improve academic results in mathematics and other related subjects.
Co-Authors Adriyani Adriyani Agus Rifani Syaifuddin Ahmad Syadzali Amalia, Sri Rezeki Annisa, Mahmudah Nur Apriliyani, Putri Aprina, Nazwa Ardiputra, Muh.Akbar Aslamiah Aslamiah Aslamiah Asniwati Asrul Hidayat Aulia Rahmah Auliana, Nina Azizah, Wafiq Bella, Ainun Salsa Damayanti, Nola Fitria Davit Tariyo Liono Dewantara, Dede Dewi Yulianti Efendi, Akhmad Riyan Fatimatuz Zahra Fitriyanti Fitriyanti Ghaida Fatimah Halimatussadi’yah, Halimatussadi’yah Herliani Herliani Humaera Humairoh, Amalia Indriyanti Irmawati Irmawati Istikamah Khairunnisa, Anggita Dewi Latifa Putri Ridhaningtyas Latipah Mahmuddin Mahmuddin Mariamah . Maslahatun Nisa Masliani Maulidia Maulidia, Maulidia Maulidiya, Maulidiya Mentari Giri Saputri Mika Aty Milawati Mubarokati, Sari Muhammad Ilham Mujiyat, Mujiyat Mukti Widayati Musjaya M. Guli N. Nazaruddin Nazarudin Nazira Sa’ida Ningtyaz, Dian Kusuma Noor Rahmah, Fauziatin Noorainah, Noorainah Noorhapizah Nor Hikmah Norhafizah, Norhafizah Novitawati Novitawati Nurnaningsih A Nurul Rizkia Putri Nadian Rizqullah Putri, Rahmah Eka Rabiatul Adawiah Rahayu, Vira Rakhmawati Reza Alfianita Rifani Syaifuddin, Agus Riwi Noor Hasanah Rosendi Aditya Suryatama Harahap Rusmina Ambarwati, Novi Rustam Effendi Sakerani, Sakerani Sarah, Sitti Sari Wahdati Setyowati, Dinan Anggun siti rahmah Sunarno Sunarno Sunarno Sunarno Sutarto Hadi Syadzali, Akhmad Tamami, Muhammad Fajar Toemon, Agnes Immanuela Wahdini, Erny Wijaya, Arinda Oktanthia Yogi Prihandoko