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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Kolaboratif Sains
Syifa Rizky Auliya
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Pengaruh model Discovery Learning berbantuan Diorama Card dengan pendekatan TaRL terhadap pemahaman sains siswa sekolah dasar: The influence of the Discovery Learning model assisted by Diorama Cards with the TaRL approach on elementary school students' understanding of science Salsa Rutanti; Rufaidah Muti’ah; Syifa Rizky Auliya; Sri Mega Lestari; Alya Zahra; Dina Kristin Harefa; Afrida Laily Alindra
Jurnal Kolaboratif Sains Vol. 8 No. 12: Desember 2025
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/jks.v8i12.9555

Abstract

Masalah utama yang melatarbelakangi penelitian ini adalah rendahnya pemahaman siswa akibat pembelajaran yang masih berpusat pada guru dan kurang melibatkan aktivitas eksplorasi serta media pembelajaran yang konkret. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model Discovery Learning berbantuan media Diorama Card dengan pendekatan Teaching at the Right Level (TaRL) terhadap pemahaman sains siswa sekolah dasar, khususnya pada materi metamorfosis hewan. Penelitian ini menggunakan metode eksperimen dengan desain Pre-Experimental One Group Pretest-Posttest Design yang dilaksanakan pada siswa kelas III SD Negeri Purwakarta dengan jumlah subjek 23 siswa. Instrumen pengumpulan data berupa tes hasil belajar yang terdiri dari 5 soal pretest dan 5 soal posttest. Peningkatan pemahaman siswa dianalisis menggunakan uji-t berpasangan (paired sample t-test). Hasil penelitian menunjukkan bahwa nilai rata-rata uji-t berpasangan (paired sample t-test) yang diperoleh adalah 0.323, yang termasuk kategori sedang. Temuan ini mengindikasikan bahwa penerapan Discovery Learning berbantuan Diorama Card dengan pendekatan TaRL memberikan pengaruh positif dan efektif secara moderat dalam meningkatkan pemahaman sains siswa. Meskipun terdapat variasi peningkatan antar siswa, pembelajaran yang diterapkan terbukti mampu membantu siswa memahami konsep metamorfosis hewan melalui proses penemuan, visualisasi konkret, serta pengelompokan sesuai tingkat kemampuan. Dengan demikian, model pembelajaran ini dapat dijadikan alternatif strategi pembelajaran IPA di sekolah dasar untuk meningkatkan pemahaman konsep secara lebih bermakna.
ANALISIS PEMAHAMAN GURU TENTANG DIMENSI DAN TUGAS PERKEMBANGAN PESERTA DIDIK DI SEKOLAH DASAR Agustin, Cantika Sri; Syifa Rizky Auliya; Dillah Kusmawati; Afaz Maarif Muslim; Wina Mustikaati
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.v12i02.13501

Abstract

This study aims to analyze teachers’ understanding of the developmental dimensions and developmental tasks of elementary school students and how this understanding is implemented in the learning process. The problem underlying this study is that learning practices in elementary schools still tend to focus on cognitive achievement, while students’ social, emotional, and moral development has not been optimally integrated into classroom activities. This study employed a qualitative approach with a descriptive method. The research subjects consisted of two elementary school teachers in Purwakarta. Data were collected through observation and semi-structured interviews to obtain in-depth information regarding teachers’ understanding and teaching practices. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The findings revealed that teachers generally have a good understanding of student development as a multidimensional process involving cognitive, social-emotional, and moral aspects. Teachers also recognize differences in students’ characteristics and developmental levels. However, learning practices still predominantly emphasize cognitive aspects, especially basic literacy and numeracy skills. Although teachers have attempted to consider individual differences in teaching, these practices are still intuitive and not fully based on developmental theory. In addition, social and emotional development has not been explicitly integrated into learning activities. Several challenges were identified, including limited time, inadequate facilities, large class sizes, and limited parental support. Therefore, strengthening teachers’ pedagogical competence and collaboration between schools, families, and communities is needed to support holistic student development.
Co-Authors Afaz Maarif Muslim Afrida Laily Alindra Agustin, Cantika Sri Alya Zahra Dillah Kusmawati Dina Kristin Harefa Rufaidah Muti’ah Salsa Rutanti Sri Mega Lestari Wina Mustikaati