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All Journal Journal on Education Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Dewi Fitriana
Universitas Adzkia
Education

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Dampak Pola Asuh Strict Parents terhadap Perkembangan Psikologis Anak Rodia Tammardiah Hasibuan; Daman Daman; Sasmiyarti Sasmiyarti; Dewi Fitriana
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.6982

Abstract

Parenting styles play a crucial role in the psychological development of children. This study aims to explore the impact of strict parenting on children's psychological development, focusing on aspects such as self-esteem, stress, anxiety, and behavioral problems. The findings indicate that children raised in strict parenting environments tend to experience lower self-esteem, higher levels of stress and anxiety, and more frequent behavioral issues compared to children raised with a more balanced parenting approach. Specifically, these children often feel unable to meet their parents' high expectations and fear punishment if they fail, leading to decreased self-confidence and self-worth. The high levels of stress and anxiety in these children are also associated with the pressure to always perform perfectly and the fear of negative consequences for mistakes. This study highlights the importance of balance in parenting, where discipline is accompanied by emotional support and open communication. Consequently, children can develop into confident, mentally healthy individuals capable of positive social interactions. These findings provide insights for parents, educators, and policymakers to design more effective parenting and educational strategies to support children's psychological development.
MENGURAI BENANG KUSUT KESULITAN BELAJAR MURID KELAS 6 SDN 08 VII KOTO SUNGAI SARIAK DAN STRATEGI GURU DALAM MENINGKATKAN KEBERHASILAN BELAJAR Dewi Fitriana; Putri Yulia Mandasari; Wendri Gusdi; Mulya Syafrina; Seri Sufani; Febrio Rozalmi Putra; Yusparni Yetti
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.v12i01.10515

Abstract

This study aims to diagnose learning difficulties experienced by sixth-grade students at SDN 08 VII Koto Sungai Sariak. The diagnosis was conducted through direct classroom observation, interviews with teachers, and a literature review on indicators of learning difficulties. The results of the study show that several students have difficulties in understanding mathematical concepts, reading and writing, as well as critical thinking skills. The contributing factors include teaching methods that are not fully aligned with students' learning styles, lack of individual attention, and family background. These findings provide a basis for teachers to design differentiated learning strategies and appropriate interventions so that each student can achieve competencies according to curriculum standards.
IMPLEMENTASI KONSEP MULTIPLE INTELLIGENCES DALAM PRAKTIK PEMBELAJARAN GURU DI SDN 07 LEMBAH MELINTANG Dewi Fitriana; Fitria Nilda; Siska Lanora; Syatria Hasni; Yustina; Ratnawilis; Rinda Riska
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.v12i01.10897

Abstract

This study aims to analyze teachers’ practices in mapping students’ intelligence profiles and optimizing their potential through adaptive instructional strategies at SDN 07 Lembah Melintang. Employing a qualitative approach with a case study design, the research explores teachers’ understanding of intelligence, the integration of intelligence mapping into classroom instruction, and the strategies used to develop students’ potential through classroom observations, in-depth interviews, and document analysis. The findings indicate that teachers interpret intelligence pragmatically based on students’ learning behaviors and responses, while intelligence mapping is conducted informally through daily observations. Despite the absence of structured assessment instruments, teachers successfully integrate their understanding into instructional practices by applying differentiated activities, multisensory approaches, collaborative learning, and both enrichment and individualized support. The study concludes that teachers’ practices already reflect responsiveness to diverse intelligence profiles, although methodological reinforcement is needed to implement more systematic and sustainable intelligence mapping and potential development.
PENERAPAN TEORI BELAJAR KOGNITIF DALAM PEMBELAJARAN DASAR DI SDN 33 RAWANG BARAT Dewi Fitriana; Mardona Putra; Anja Kesuma Putri; Hosman; Nur Washli; Anggia Ekasari; Nanang Ady Saputra
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.v12i01.10899

Abstract

This study aims to explore the application of cognitive learning theories, specifically Gestalt theory, Ausubel's theory, and constructivism, in teaching at SDN 33 Rawang Barat. These theories are implemented to enhance students' understanding and engagement in the learning process. This research employs a qualitative approach with empirical observation, interviews with teachers, and analysis of teaching materials. The findings show that despite challenges in time management, resource limitations, and diverse student abilities, the application of these cognitive theories significantly impacts students' understanding. Teachers who successfully implement these approaches create more meaningful, interactive, and real-life relevant learning experiences. This study suggests that teachers continue to deepen their understanding of cognitive learning theories and focus more on adapting teaching methods to the diverse needs of students.
Penerapan Prinsip-Prinsip Teori Belajar Humanistik dalam Lingkungan Sekolah Dasar: Kajian Psikologi Pendidikan di UPT SDN 14 Lunang Dewi Fitriana; Gusmal Hendra; Mujiati; Novi Zaini; Kartini; Halimatul Mahmudah
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.v12i01.10992

Abstract

This study aims to examine the application of humanistic learning theory principles in an elementary school setting, focusing on UPT SDN 14 Lunang. A qualitative approach with a descriptive–interpretative design was employed to explore teachers’ psychological processes in implementing humanistic learning. The participants were classroom teachers selected through purposive sampling. Data were collected through in-depth interviews, non-participant observations, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The findings indicate that the application of humanistic learning theory at UPT SDN 14 Lunang is reflected in the implementation of confluent education, open education, cooperative learning, and social-based learning, which contribute to creating a psychologically safe learning environment, fostering students’ emotional engagement, and strengthening social interactions. These results suggest that humanistic learning theory can be effectively actualized in elementary schools as a psychological educational approach that supports meaningful learning and holistic student development.
BAKAT DAN PERANNYA DALAM BELAJAR DI SDN 12 PINANG AWAN Dewi Fitriana; Vilmaisari; Yelly Martaliza; Syovia Lolita; Rezki Putra; Husni Nofrita; Fitri Sari Angkat
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.v12i01.10993

Abstract

This study aims to explore students’ talents and examine their roles in the learning process, as well as to analyze teachers’ roles in developing students’ talents at the elementary school level. The study employed a qualitative approach with a descriptive-interpretative design and was conducted at SDN 12 Pinang Awan Solok Selatan Regency. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed thematically using an interactive analysis model. The findings reveal that students possess diverse talents, including academic, artistic, athletic, and social talents, which function as psychological capital that enhances motivation, learning engagement, self-confidence, and meaningful learning experiences. The study also shows that teachers play a vital mediating role in recognizing and facilitating students’ talents, although such practices have not yet been systematically integrated into differentiated instructional strategies. These findings suggest that talent-sensitive learning practices are essential for fostering holistic student development and for strengthening psychologically supportive learning environments in elementary education.
KEBIJAKAN PENDIDIKAN DASAR DAN TANTANGAN IMPLEMENTASINYA DI SDIT PADANG ISLAMIC SCHOOL Roza Naulia Rosdianti; Nia Ikhtanova; Anita Ulpa; Firsty Sofila; Adellar Prasetya; Rahmatul Husna; Dewi Fitriana
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.v12i01.10995

Abstract

Educational policies at the elementary level play a strategic role in shaping the quality, equity, and effectiveness of basic education. However, the implementation of these policies in schools often faces various challenges. This study aims to analyze elementary education policies and identify the main challenges in their implementation at the school level through a literature review. The research employed a literature study method by reviewing national and international journal articles, policy documents, and academic books related to basic education policy and school management. Data were collected through systematic searches of academic databases and analyzed using thematic analysis. The results reveal that major challenges in implementing basic education policies include limited school resources, disparities in infrastructure, teachers’ readiness, leadership capacity of school principals, bureaucratic complexity, and gaps between policy design and school contexts. Despite well-formulated policies, implementation effectiveness largely depends on coordination among stakeholders, school management capacity, and contextual adaptability. This study concludes that strengthening institutional capacity, improving policy coherence, and enhancing support systems for schools are essential to address implementation challenges and ensure the successful realization of basic education policy goals.
Co-Authors Adellar Prasetya Anggia Ekasari Anita Ulpa Anja Kesuma Putri Daman Daman Febrio Rozalmi Putra Firsty Sofila Fitri Sari Angkat Fitria Nilda Gusmal Hendra Halimatul Mahmudah Hosman Husni Nofrita Kartini Mardona Putra Mujiati Mulya Syafrina Nanang Ady Saputra Nia Ikhtanova Novi Zaini Nur Washli Putri Yulia Mandasari Rahmatul Husna Ratnawilis Rezki Putra Rinda Riska Rodia Tammardiah Hasibuan Roza Naulia Rosdianti Sasmiyarti Sasmiyarti Seri Sufani Siska Lanora Syatria Hasni Syovia Lolita Vilmaisari Wendri Gusdi Yelly Martaliza Yusparni Yetti Yustina