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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pendidikan dan Pembelajaran
Danang Saputra
Universitas Sunan Gresik
Education Languange, Linguistic, Communication & Media Mathematics Other

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PENGUATAN SIKAP DEMOKRATIS MELALUI PROBLEM BASED LEARNING (PBL) DENGAN MATERI NILAI-NIALI PANCASILA SEBAGAI DASAR NEGARA DIDUKUNG MANAJEMEN KELAS (GROUP SEATING) DAN SUPERVISI AKADEMIK UNTUK INTERAKSI BELAJAR YANG INKLUSIF PADA SISWA KELAS V SDN NGADIREJO Danang Saputra; Dwi Nur Nikmah; Kharisma Firdaus
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.v11i04.10211

Abstract

This study aims to strengthen students’ democratic attitudes through the implementation of Problem Based Learning (PBL) on the topic of Pancasila Values, supported by group seating classroom management and academic supervision to create inclusive learning interactions in Grade V of SDN Ngadirejo. This research employed a descriptive qualitative approach using observation, interviews, and documentation as data collection techniques. The participants consisted of 23 students, including 8 boys and 15 girls. The research instruments included an observation sheet for democratic attitudes, a checklist for inclusive interaction, an assessment sheet for PBL implementation, and an academic supervision form. The findings indicate that the use of authentic problems in PBL effectively increases equal participation in group discussions, enhances students’ respect for differing opinions, and encourages decision-making through deliberation. The application of group seating successfully fostered more collaborative group dynamics, enabling students to interact more openly and supportively. Additionally, academic supervision helped teachers refine facilitation strategies, strengthen classroom management, and ensure that learning interactions remained inclusive for all students. Overall, the study concludes that the synergy between PBL, collaborative classroom management, and academic supervision is effective in promoting a democratic and inclusive learning culture in elementary schools.
Web Based Numeracy and Literacy Enhancement: Pengembangan Google Sites Interaktif dengan Fitur Remedial on Click untuk Meningkatkan HOTS Siswa SD Refni Adesia Pradiarti; Danang Saputra
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 4 (2026): Oktober 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i4.8517

Abstract

The low literacy, numeracy, and Higher Order Thinking Skills (HOTS) achievement of elementary school students indicates that the ongoing learning has not been fully able to facilitate diverse learning needs and is still dominated by procedural activities. This study produced a Google Sites-based digital learning media enriched with the Remedial on Click feature as an adaptive learning tool to strengthen these three competencies. Product development used a Research and Development (R&D) approach through the 4D model, while effectiveness testing was conducted using a quasi-experimental design involving treatment and comparison classes. Research data were obtained through pre-tests and post-tests, observations, and student response questionnaires, then processed using N-Gain analysis and independent sample t-test. The evaluation results showed that the media met the criteria of being very valid and very practical for use in learning. The increase in student abilities was in the medium to high category with an N-Gain value of 0.63, while statistical analysis confirmed that the class utilizing the media achieved better learning outcomes than the conventional class (p<0.05). These findings indicate that the integration of Google Sites with the Remedial on Click feature supports adaptive learning, strengthens literacy, numeracy, and HOTS, and is a relevant digital media alternative for differentiated learning in elementary schools.
Co-Authors Dwi Nur Nikmah Kharisma Firdaus Refni Adesia Pradiarti