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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Fitri Dwi Indriyani
Universitas Pendidikan Indonesia
Education

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STUDI MIX METHOD TENTANG DINAMIKA INTERAKSI PEDAGOGIS PENDIDIK-ANAK DODIK DAN IMPLIKASINYA TERHADAP KUALITAS PEMBELAJARAN DI LINGKUNGAN SEKOLAH DASAR Fitri Dwi Indriyani; Babang Robandi; Dwinova Indhira Putri
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9471

Abstract

The quality of pedagogical interaction between educators and students constitutes a crucial factor determining learning effectiveness in elementary schools, yet teacher-centered approaches continue to dominate Indonesian learning practices. This study aims to analyze pedagogical interaction patterns, identify factors influencing interaction dynamics, and describe their implications for learning quality at SDN Sukagenah, Ciasem District. The research employs a mix method approach with explanatory sequential design, involving 54 first-grade students through purposive sampling technique, utilizing structured observations and questionnaires for quantitative data collection, alongside in-depth interviews and participatory observations for qualitative data. Results indicate that majority of students experience moderate-category interactions with highest emotional support (M=3.38) but low instructional support (M=2.96), dominated by unidirectional patterns in 68% of learning sessions. Five determinant factors were identified: teacher pedagogical competence, high teacher-student ratio (1:27), facility limitations, students' socio-economic background, and authoritarian school culture. Significant positive correlations were found between interaction quality and learning achievement, particularly instructional support (r=0.523, p<0.01), with high-quality interaction students achieving N-gain of 0.389 compared to 0.176 in low-quality group. This research recommends pedagogical transformation toward dialogic-interactive learning, teacher competency enhancement through continuous training, teacher-student ratio optimization, and development of democratic school culture to support meaningful learning within the Merdeka Curriculum context.
EKSPLORASI HAKIKAT FILOSOFIS DAN PRAKTIS ALAT PENDIDIKAN MODERN: KAJIAN MIXED METHOD TENTANG PERSEPSI GURU DAN HASIL BELAJAR SISWA Dwinova Indhira Putri; Babang Robandi; Fitri Dwi Indriyani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9477

Abstract

This mixed-method study explores the philosophical essence and practical implications of modern educational tools through examining teacher perceptions and student learning outcomes. The research addresses fundamental questions about how technology reshapes teacher-student relationships, transforms learning epistemology, and redefines educational objectives in contemporary pedagogy. Employing an explanatory sequential design, the study involved 45 students from SDN Tunas Jaya selected through purposive sampling. Quantitative analysis utilized structured tests and observations to measure cognitive achievement, while qualitative inquiry employed in-depth interviews with teachers to investigate their philosophical understanding and practical experiences. Results demonstrate significant improvement in student learning outcomes, with mean scores increasing from 72.4 to 83.6, and standard deviation decreasing from 8.2 to 6.1, indicating enhanced consistency across diverse learner abilities. Paired sample t-test yielded significance value of 0.000, confirming statistically meaningful differences. Qualitative findings reveal teacher awareness of paradigmatic shifts from knowledge transmitters to learning facilitators who mediate active knowledge construction. Thematic analysis identified three convergent themes regarding technological integration in education. Data triangulation establishes positive correlation between teachers' philosophical comprehension and learning effectiveness, confirming that technology serves as effective catalyst only when supported by robust pedagogical foundations. The study concludes that successful implementation of modern educational tools requires integrating technical competence with deep philosophical understanding, creating synergy between technological innovation and pedagogical wisdom in twenty-first century learning contexts.
URGENSI LANDASAN MORAL DALAM PRAKTIK PENDIDIKAN: STUDI MIXED METHOD TERHADAP PERSEPSI GURU DAN IMPLEMENTASI NILAI KARAKTER DI SEKOLAH Dwinova Indhira Putri; Sofyan Sauri; Fitri Dwi Indriyani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9480

Abstract

The moral degradation crisis in contemporary educational institutions demands systematic strengthening of character education implementation. This study aims to explore teachers' perceptions of the urgency of moral foundations in educational practice and identify patterns of character value implementation in schools. The research method uses a mixed method design with a sequential explanatory design approach. Research participants consisted of 45 students and one classroom teacher at SDN Tunas Jaya. The quantitative phase uses a structured questionnaire with a Likert scale, while the qualitative phase uses semi-structured interviews and participatory observation. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through thematic analysis. The research results show that 90% of teachers believe in their crucial role as moral agents with dominant strategies in the form of behavioral exemplary (95%), habituation of religious activities (85%), and positive verbal reinforcement (80%). Religious values become the highest priority (95%), followed by honesty (90%) and responsibility (85%). The main challenges include limited learning time and minimal parental participation. Systematic implementation resulted in a significant increase in student character with task responsibility increasing 22%, discipline and politeness each 20%. The study concludes that teachers' positive perceptions become the foundation for effective character value implementation through consistent exemplary strategies.
Co-Authors Babang Robandi Dwinova Indhira Putri Sofyan Sauri