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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Indonesian Journal of Psycholinguistics (IJP)
Risda
Universitas Muhammadiyah Makassar
Education Languange, Linguistic, Communication & Media Social Sciences

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FACTOR ANALYSIS OF STUDENTS' INTRINSIC MOTIVATION IN LEARNING ENGLISH Risda; Andi Asri Jumiati; Uyunnasirah Hambali
Indonesian Journal of Psycholinguistics Vol. 1 No. 1 (2022): IJP: Psychological Factors on the Perception
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/ijp.v1i1.450

Abstract

The objective of this research was to find out the factors that can influence students’ intrinsic motivation in learning English. This research was in descriptive quantitative method. The population of this research was the students of SMPN 2 Binongko, namely first grade. By applying simple random sampling technique, the sample of this research was 6 students from the first grade. Research instrument used for collecting the data was questionnaire. It consisted of 10 items about intrinsic motivation.The result showed that, in this research researcher analyzed factors that can influence students’ intrinsic motivation in learning English by intrinsic motivation is self-confidence that is owned by each students.  The data students’ intrinsic motivation was 55.92% in the first grade.   
PENERAPAN MODEL PEMBELAJARAN TIPE TEAM QUIZ DALAM MENINGKATKAN HASIL BELAJAR MATEMATIKA PESERTA DIDIK KELAS V UPTD SDN 188 BARRU Risda; Asyifatul Haifa; Fitri Yanty Muchtar
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 04 (2024): Volume 10 No. 04 Desember 2024 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i04.5576

Abstract

The learning model has a big influence on student learning outcomes. One element that influences learning is the learning model. This research focuses on the application of the team quiz type learning model in improving the mathematics learning outcomes of class V students at UPTD SDN 188 Barru, because mathematics is an abstract and deductive science so it requires a learning model that is able to understand students and provide curiosity about mathematics lessons. This research method is classroom action research (PTK) which includes four steps, namely planning, action, observation and reflection, and consists of two cycles. The subjects of this research were class V students of UPTD SDN 188 Barru in the 2024/2025 academic year. Data was collected through test techniques, observation, interviews and documentation. The research results show that implementing the Team quiz type learning model can improve student learning outcomes. There was a significant increase in students' academic achievement in mathematics subjects from cycles I and II, and the average mathematics test score increased in each cycle. In cycle I, the average score was 43.3 and the completion rate was 26.7%. In cycle II, the average score was 80 and the completion rate was 80%. Based on the research results, it can be concluded that the use of the Team quiz type learning model can improve student learning outcomes.
PENGEMBANGAN PROFESIONALISME GURU DI SEKOLAH DASAR A. Elfikasari; Risda; Hastati; Nurasmin; Idawati
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.v12i01.10948

Abstract

Profesionalisme guru merupakan faktor kunci dalam peningkatan mutu pendidikan, khususnya pada jenjang sekolah dasar. Guru tidak hanya dituntut memiliki kompetensi akademik, tetapi juga kemampuan pedagogik, kepribadian, sosial, dan profesional yang terintegrasi dalam praktik pembelajaran. Permasalahan yang masih dihadapi dalam dunia pendidikan Indonesia antara lain belum meratanya kualitas guru, tantangan adaptasi terhadap perkembangan teknologi, serta rendahnya apresiasi terhadap profesi guru yang berdampak pada kinerja dan kualitas pembelajaran. Artikel ini bertujuan untuk mengkaji aspek-aspek pengembangan profesionalisme guru, strategi pengembangannya, serta peran pemerintah dalam mendukung terwujudnya guru profesional. Metode yang digunakan adalah studi kepustakaan (penelitian perpustakaan) dengan menganalisis berbagai sumber literatur berupa buku, artikel jurnal, peraturan perundang-undangan, dan hasil penelitian relevan yang berkaitan dengan profesionalisme guru. Hasil kajian menunjukkan bahwa pengembangan profesionalisme guru dipengaruhi oleh kompetensi pedagogik, penguasaan materi, kemampuan teknologi pendidikan, keterampilan sosial-emosional, serta pembelajaran berkelanjutan. Strategi yang efektif meliputi pelatihan dan lokakarya, Pendidikan Profesi Guru (PPG), praktik komunitas, pendampingan dan pembinaan, pemanfaatan teknologi, serta kolaborasi dan kemitraan. Pemerintah memiliki peran strategis melalui kebijakan sertifikasi, peningkatan kualifikasi akademik, penguatan komunitas guru, dan peningkatan kesejahteraan. Dengan sinergi antara guru, sekolah, pemerintah, dan masyarakat, pengembangan profesionalisme guru dapat berjalan optimal dan berdampak positif terhadap kualitas pendidikan nasional.
IMPLEMENTASI ANALISIS CAPAIAN PEMBELAJARAN DALAM PENGEMBANGAN ATP TEMATIK DAN MODUL AJAR KONTEKSTUAL: STUDI KUALITATIF SEKOLAH DASAR Risda; Suardi
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.v12i01.10979

Abstract

Kurikulum Merdeka dirancang untuk mewujudkan pendidikan yang inklusif, fleksibel, dan relevan dengan tuntutan perkembangan zaman, sejalan dengan amanat Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Konsep Capaian Pembelajaran (CP), Tujuan Pembelajaran (TP), dan Alur Tujuan Pembelajaran (ATP) menjadi kerangka utama dalam perencanaan pembelajaran yang berorientasi pada pengembangan kompetensi peserta didik secara holistik. Namun, implementasi Kurikulum Merdeka di Sekolah Dasar masih menghadapi berbagai tantangan, terutama dalam pemahaman dan integrasi CP, TP, dan ATP oleh guru, keterbatasan sarana prasarana, serta keberagaman karakteristik siswa. Penelitian ini bertujuan untuk menganalisis implementasi pembelajaran tematik terpadu dalam pengembangan ATP dan modul ajar kontekstual berbasis analisis capaian pembelajaran siswa Sekolah Dasar. Penelitian menggunakan pendekatan kualitatif dengan metode studi deskriptif melalui observasi, wawancara, dan analisis dokumen pembelajaran. Hasil penelitian menunjukkan bahwa pembelajaran tematik terpadu relevan untuk mendukung implementasi Kurikulum Merdeka karena mampu mengintegrasikan berbagai muatan pelajaran dalam satu tema yang kontekstual dan bermakna bagi siswa, khususnya di kelas awal. Namun demikian, guru masih memerlukan pendampingan dalam menyusun ATP yang adaptif terhadap kebutuhan dan keberagaman siswa. Penelitian ini merekomendasikan penguatan kapasitas guru dan pengembangan modul ajar kontekstual sebagai strategi untuk mengoptimalkan implementasi Kurikulum Merdeka di Sekolah Dasar
ISU ANAK BERKEBUTUHAN KHUSUS DALAM PELAKSANAAN PENDIDIKAN INKLUSIF DI SEKOLAH DASAR Risda; Suardi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01 Maret 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11034

Abstract

This study aims to analyze the implementation of inclusive education and services for students with special needs (SSN) in primary schools through document analysis, interviews, and student group discussions. The results indicate that the school has inclusive-friendly instructional plans and comprehensive initial assessments that serve as a basis for mapping the needs of students with special needs. Social interactions among students demonstrate acceptance, empathy, and prosocial behavior, reflecting the development of an inclusive classroom climate supported by teachers’ roles in fostering respect for diversity. However, the implementation of inclusion still faces challenges, particularly in the lack of systematic instructional adaptations and the insufficient documentation of collaboration among schools, parents, and special education teachers. These findings reveal a gap between inclusive values that have developed at a cultural level and the structured management of inclusive services. Therefore, strengthening adaptive instructional planning, multi-stakeholder collaboration, and school policy support is essential to achieve sustainable and meaningful inclusive education in primary schools.
Co-Authors A. Elfikasari Andi Asri Jumiati Asyifatul Haifa Fitri Yanty Muchtar Hastati Idawati Idawati Nurasmin Suardi Uyunnasirah Hambali