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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Sri Yunda, Devika
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Education

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Teori Perkembangan Anak dan Teori Belajar sebagai Landasan Psikologis Pendidikan Dasar: Implikasi terhadap Praktik Pembelajaran di Sekolah Dasar Syahfitri, Diana; Sri Yunda, Devika; Syofiani; Alyusfitri, Rieke
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01 Maret 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11438

Abstract

Elementary education plays a fundamental role in shaping students’ cognitive, social, and emotional development. Therefore, the learning process in elementary schools should be grounded in strong psychological foundations, particularly child development theories and learning theories. This article aims to analyze child development theories and learning theories as psychological foundations of elementary education and their implications for instructional practices in elementary schools. This study employed a qualitative approach using library research. Data were obtained from educational psychology textbooks, child development theory books, learning theory references, and relevant scholarly journal articles. Data analysis was conducted through content analysis of the selected literature. The findings indicate that child development theories proposed by Piaget, Erikson, and Vygotsky provide a comprehensive understanding of elementary school students’ characteristics in terms of cognitive, psychosocial, and socio-cultural aspects. Meanwhile, behaviorist, cognitive, constructivist, and humanistic learning theories offer a conceptual framework for teachers in designing learning activities that are appropriate to students’ developmental stages and learning needs. The implications of this study emphasize the importance of the teacher’s role as a learning facilitator, the adjustment of instructional methods, media, and assessment, the implementation of student-centered learning, and the creation of a learning environment that supports children’s development. Thus, integrating child development theories and learning theories as psychological foundations of elementary education is expected to promote effective, meaningful, and developmentally appropriate learning
Penerapan Nilai-Nilai Demokrasi Bung Hatta dalam Pendidikan Karakter di Sekolah Dasar: Strategi untuk Membangun Kemandirian dan Partisipasi Siswa Fadhli, Nurul; M.Nursi; Hendrizal; Sri Yunda, Devika; Halimah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11471

Abstract

This study aims to analyze the implementation of democratic values according to Bung Hatta in character education at SDN 003 Beringin Taluk, Kuantan Singingi Regency, Riau. This research uses a descriptive qualitative approach with classroom teachers and fifth and sixth-grade students as subjects. Data were collected through participatory observation, semi-structured interviews, and documentation, then analyzed thematically. The results show that democratic values are applied through class deliberation, distribution of responsibilities, group collaboration, and active discussions, which foster student participation, independence, responsibility, tolerance, and respect for differences. Teacher strategies that integrate deliberation, collaboration, and autonomous decision-making are proven effective in shaping students’ democratic and participatory character. This study emphasizes that democratic education in elementary schools should be designed contextually, creatively, and sustainably, allowing Bung Hatta’s democratic values to be effectively internalized in students’ character
Studi Kualitatif: Penerapan Model Problem Based Learning pada Materi Peran Makhluk Hidup dalam Rantai Makanan Sri Yunda, Devika; Fadhli, Nurul; Halimah; Rieke Alyusfitri
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01 Maret 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11507

Abstract

This study aims to describe the application of the Problem-Based Learning (PBL) model to science instruction on the role of living things in the food chain in elementary schools. The study used a qualitative approach with a case study design, conducted at SDN 03 Alai. Subjects included classroom teachers and students directly involved in the learning process. Data were collected through in-depth interviews, learning observations, and documentation studies. Data analysis was conducted using an interactive analysis model, encompassing data reduction, data presentation, and conclusion drawing. Its validity was tested through triangulation of sources and techniques. The results showed that the implementation of the PBL model created a more active, contextual, and student-centered learning environment. Students demonstrated high engagement in group discussions, a more meaningful understanding of the food chain concept, and increased interaction and collaboration among students. However, the implementation of PBL still faced challenges in time management and differences in student participation levels. This study concluded that PBL has the potential to improve the quality of science instruction in elementary schools if supported by careful planning and effective classroom management
Co-Authors Alyusfitri, Rieke Fadhli, Nurul Halimah Hendrizal M.Nursi Rieke Alyusfitri Syahfitri, Diana Syofiani