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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Ilmiah Pendidikan Dasar (JIPDAS) MADAKO ELEMENTARY SCHOOL
Dite Hastini
Universitas Slamet Riyadi
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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ANALISIS MODEL PEMBELAJARAN PjBL BERBASIS HOTS PADA KEMAMPUAN KOLABORATIF PESERTA DIDIK KELAS V SD NEGERI LAWEYAN SURAKARTA TAHUN PELAJARAN 2024/2025 Chika Fradita Mulawanah; Oktiana Handini; Dite Hastini
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.v11i03.7399

Abstract

The purpose of this study is to analyze and describe the implementation of the HOTS-based Project-Based Learning (PjBL) model and its impact on the collaborative skills of fifth-grade students at SD Negeri Laweyan Surakarta. This research was conducted at SD Negeri Laweyan Surakarta. The subjects of this study were 28 fifth-grade students, the fifth-grade teacher, and the principal of SD Negeri Laweyan Surakarta. This study employed a qualitative approach with data collection techniques including observation, interviews, and documentation. Data collection utilized source triangulation and technique triangulation. The data were analyzed using a cyclical model comprising data reduction, data display, and conclusion drawing or verification. Based on the data analysis, the study concludes the following: (1) The HOTS-based PjBL model effectively enhances students’ collaborative abilities by actively involving them in problem formulation, solution design, and completing projects together in groups; (2) The HOTS-based PjBL model effectively develops students’ critical thinking skills through project-based learning activities that emphasize analysis, evaluation, and creation; and (3) The HOTS-based PjBL model significantly improves students’ communication skills through project-based learning activities that require in-depth analysis, group discussions, and presentations of their work.
PENGARUH PENGGUNAAN MEDIA ALPHABET CARD TERHADAP KEMAMPUAN MEMBACA PERMULAAN PADA SISWA KELAS I SD N JATI I TAHUN PELAJARAN 2025 / 2026 Apriliana Wulandari; Elinda Rizkasari; Dite Hastini
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.12410

Abstract

Apriliana Wulandari. THE EFFECT OF ALPHABET CARD MEDIA USE ON BEGINNING READING ABILITY IN GRADE I OF SD N JATI I IN THE ACADEMIC YEAR OF 2025/2026. Thesis. Surakarta: Faculty of Teacher Training and Education, Slamet Riyadi University, Surakarta. January 2025. The purpose of this study focuses on whether there is an effect of using alphabet card learning media on the beginning reading ability of grade I at SD N Jati I Sumberlawang in the academic year of 2025/2026. The method used is a quantitative method using a Quasi Experimental Design research design in the form of Pretest-Posttest Control Group Design. The total number of grade I students at SD N Jati I Sumberlawang in the academic year of 2026 became the sample in this study. The sampling method used is total sampling, with 27 grade I students as participants. The data collection process uses observation, documentation, and testing methods. The results of the study showed that the hypothesis test results with a calculated t value of 5.115. The t table value at 26 degrees of freedom (i.e., 27-1) and a significance level of 5% was 2.056. The normality test results showed that the calculated t value (5.115) exceeded the t table value (2.056), so Ha was accepted and Ho was rejected. This study found that there was an increase in the average student learning from 64.21 (at the initial stage) to 81.89 (at the final stage). Thus, it can be concluded that the alphabet card learning media has an effect on the beginning reading skills of first-grade students at SD N Jati I Sumberlawang in the 2025/2026 academic year.
A Integrating Letter Cards into Game-Based Learning (GBL) to Improve Elementary School Students' Understanding of the Javanese Script Faricha Latifatul Hanifa; Anita Trisiana; Dite Hastini
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.387

Abstract

Elementary school students' understanding of the Javanese script still shows limitations, especially in the ability to read, compose, and participate in learning. This study aims to describe the application and impact of the Game Based Learning (GBL) model through letter cards in grade V students of SD Negeri Beskalan Surakarta. The method used is classroom action research in two cycles which includes planning, implementation, observation, and reflection. The research subjects consist of teachers and students. Analysis is carried out through reduction, presentation, and drawing conclusions. Learning completeness increased from 45% with an average score of 60 in the initial condition to 72% with an average of 72 in the first cycle, then reached 92% with an average of 85 in the second cycle. Improvements also occurred in activeness, motivation, the ability to read and compose Javanese script, as well as student cooperation. These achievements indicate that the elements of games, interaction between students, the use of letter cards as concrete media, and active involvement are also other factors that improve student learning outcomes. These findings confirm the effectiveness of GBL in creating interactive, student-centered learning, and supporting the improvement of the quality of learning processes and outcomes.
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE TERHADAP KEMAMPUAN BERPIKIR KRITIS PADA MATA PELAJARAN IPAS SISWA KELAS IV SD NEGERI 01 BUNTAR TAHUN PELAJARAN 2025/2026 Mita Dyah Ayu Wulandari; Elinda Rizkasari; Dite Hastini
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 6 No 3 (2026): Vol. 6 No. 3 Juni - Agustus 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v6i3.5828

Abstract

Hasil analisis data dalam penelitian ini menunjukkan bahwa terdapat perbedaan yang signifikan antara kemampuan berpikir kritis siswa sebelum dan sesudah diterapkannya model pembelajaran kooperatif tipe Think Pair Share. Hal ini dibuktikan melalui hasil uji Paired Samples t-Test yang memperoleh nilai signifikansi sebesar 0,000 (< 0,05), sehingga dapat disimpulkan bahwa hipotesis nol (H₀) ditolak dan hipotesis alternatif (H₁) diterima. Dengan demikian, terdapat pengaruh yang signifikan dari penerapan model pembelajaran Think Pair Share terhadap kemampuan berpikir kritis siswa. Rata-rata nilai kemampuan berpikir kritis siswa sebelum pembelajaran (pretest) sebesar 58,88, sedangkan setelah pembelajaran (posttest) meningkat menjadi 68,77. Peningkatan ini menunjukkan bahwa setelah diterapkannya model pembelajaran Think Pair Share, kemampuan siswa dalam menganalisis, mengevaluasi, serta menyimpulkan suatu permasalahan mengalami peningkatan yang cukup baik. Peningkatan kemampuan berpikir kritis tersebut terjadi karena model pembelajaran Think Pair Share memberikan kesempatan kepada siswa untuk melalui tiga tahap pembelajaran, yaitu berpikir secara mandiri (think), berdiskusi dengan pasangan (pair), dan menyampaikan hasil diskusi kepada kelas (share). Ketiga tahapan ini mendorong siswa untuk lebih aktif dalam proses pembelajaran, tidak hanya menerima informasi dari guru, tetapi juga mengolah, mendiskusikan, dan mengkomunikasikan kembali hasil pemikirannya. Selain itu, pembelajaran dengan model Think Pair Share juga menciptakan suasana kelas yang lebih interaktif, kolaboratif, dan menyenangkan. Siswa menjadi lebih berani mengemukakan pendapat, mampu menghargai pendapat teman, serta lebih terlibat dalam proses pembelajaran. Hal ini menunjukkan bahwa model pembelajaran tersebut tidak hanya berpengaruh terhadap hasil belajar, tetapi juga terhadap proses belajar siswa. Dengan demikian, dapat disimpulkan bahwa model pembelajaran kooperatif tipe Think Pair Share berpengaruh positif dan efektif dalam meningkatkan kemampuan berpikir kritis siswa kelas IV pada mata pelajaran IPAS materi Keanekaragaman Hayati di SD Negeri 01 Buntar.
Integration of Batik Ethno-mathematics into Geometry Instruction in Elementary Schools: An Analysis of Its Effect on Students’ Understanding of Geometric Concepts Vaisal Agus Prasetio; Ema Butsi Prihastari; Dite Hastini
Madako Elementary School Vol 5 No 2 (2026): Publishing in Press
Publisher : Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.407

Abstract

Low levels of geometric conceptual understanding and abstract spatial reasoning remain challenges in elementary mathematics education. This study examined the effect of integrating batik ethnomathematics into geometry instruction using a quasi-experimental pretest-posttest control group design involving 60 fourth-grade students assigned to experimental and control groups. Geometric conceptual understanding data were analyzed using an independent-samples t-test and N-gain to determine differences in learning improvement between the groups. The results showed greater improvement in the experimental group (N-gain = 0.68; moderate) than in the control group (N-gain = 0.34; moderate), with a statistically significant difference between the groups. These findings indicate that integrating batik ethnomathematics contributes to improved students’ geometric conceptual understanding by connecting mathematical concepts with relevant cultural contexts. The findings are important for elementary geometry instruction because local cultural artifacts can provide meaningful contexts that help students understand geometric concepts more concretely and contextually. Integrating batik ethnomathematics can therefore serve as an alternative pedagogical approach to strengthen students’ conceptual understanding and spatial reasoning while enhancing the cultural relevance and meaningfulness of elementary mathematics learning.
Co-Authors Anita Trisiana Apriliana Wulandari Chika Fradita Mulawanah Elinda Rizkasari Ema Butsi Prihastari Ratna Widyaningrum, Ema Butsi Prihastari Faricha Latifatul Hanifa Mita Dyah Ayu Wulandari Oktiana Handini Vaisal Agus Prasetio