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PENGEMBANGAN MODUL AJAR BERBASIS KEARIFAN LOKAL “UME KBUBU” PADA MATERI BANGUN RUANG DI KELAS I SD INPRES EBO KECAMATAN KUANFATU DESA KUSI Eci Mutti Tameon; Yulsy Marselina Nitte; Roswita Lioba Nahak
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.8731

Abstract

Teaching modules based on local wisdom ume kbubu on spatial building materials have an important role in learning activities. This is intended to help students understand the material to be learned through concrete things. The purpose of this study is to determine the feasibility, attractiveness, practicality, and effectiveness of the teaching module based on local wisdom ume kbubu on building materials in grade I of SD Inpres Ebo, Kuanfatu District, Kusi Village. This type of research is research and development (R&D) using the ADDIE model which consists of 5 stages, namely analysis, design, development, implementation, and evaluation. The instruments used in this study were material expert questionnaires, linguist questionnaires, and media expert questionnaires. Based on the research obtained by the validation results of material experts with a percentage of 78.12% (very feasible), linguists with a percentage of 80.55% (very feasible), media experts with a percentage of 84.9% (very feasible), the results of the hypothesis test obtained a singular value of 0.000<0.05, this can show the difference between Ho and rejected Ha accepted, teacher response 94% (very good), student response 86% (very good). Overall, this teaching module received a very good response from teachers and students through an average posttest of 82.4%. Overall, this teaching module received a very good response from teachers and students through an average (N-gain) which reached 0.5217 with a difference of 20.4 with high criteria. So that the teaching module based on local wisdom ume kbubu on space building materials becomes feasible, interesting, practical and effective to be used in learning.
PENGEMBANGAN DAN PEMANFAATAN BAHAN AJAR E-MODUL DALAM PROSES PEMBELAJARAN Dedeh Descindang Irnissa; Anggita Lestari; Aa Rahmawati; Hermawan Wahyu Setiadi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2026): Volume 11 No. 04 Desember 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9099

Abstract

The development of digital technology has driven significant changes in the learning process, one of which is through the use of e-modules as alternative, more interactive and flexible teaching materials. This study aims to examine the development, characteristics, and utilization of e-modules in improving the quality of learning. The method used was a literature study by collecting and analyzing various relevant journals, books, and scientific publications. The results of the study indicate that e-modules have self-instructional, self-contained, stand-alone, adaptive, and user-friendly characteristics, thus supporting independent learning and facilitating students to achieve learning objectives optimally. E-modules have been proven to have a positive impact in terms of increased motivation, learning independence, effective learning outcomes, and ease of access. However, several challenges were also identified, such as limited access to devices, low student digital literacy, high demands for learning discipline, and the need for teacher competency in digital media development. Overall, the use of e-modules has great potential to support learning in the Independent Curriculum, especially in efforts to increase creativity, digital literacy, and student independence.
Pengembangan dan Uji Efektivitas Modul Ajar dan LKPD Materi KPK Berbasis Guided Discovery Learning dengan Media Papan Bilangan 1–100 pada Siswa Kelas V SD Rizka Khairani; Syafri Ahmad; Salmaini Salmaini
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Progress
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9604

Abstract

Rendahnya kemampuan numerasi pada materi KPK menunjukkan perlunya bahan ajar yang lebih bermakna. Penelitian ini bertujuan mengembangkan dan menguji efektivitas modul ajar dan LKPD KPK berbasis guided discovery learning dengan media papan bilangan 1–100 untuk siswa kelas V SD. Penelitian menggunakan metode R&D model 4D (Define, Design, Develop, Disseminate) di SDN 02 Koto Tuo dengan subjek 22 siswa. Data diperoleh melalui lembar validasi ahli dan tes hasil belajar (pretest–posttest) yang dianalisis secara deskriptif, uji normalitas Shapiro–Wilk, uji t berpasangan, dan N-Gain. Hasil validasi menunjukkan modul dan LKPD berada pada kategori valid–sangat valid. Nilai rata-rata belajar meningkat signifikan, N-Gain berada pada kategori sedang mendekati tinggi, dan sebagian besar siswa mencapai KKM. Dengan demikian, modul ajar dan LKPD berbasis guided discovery learning dengan media papan bilangan 1–100 dinyatakan layak dan cukup efektif sebagai alternatif bahan ajar numerasi pada Kurikulum Merdeka. Penelitian lanjutan disarankan melibatkan sampel lebih luas serta mengkaji kepraktisan secara kuantitatif.
PENGEMBANGAN MODUL AJAR DAN LKPD BERBASIS PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS II SEKOLAH DASAR MATERI PENJUMLAHAN Dani Anisa Imanda; Syafri Ahmad; Salmaini Salmaini
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.v11i04.9605

Abstract

This study aims to develop and evaluate a Problem Based Learning (PBL)-based teaching module and student worksheet (LKPD) to improve second-grade students’ understanding of addition without regrouping. The study is motivated by conceptual difficulties often faced by lower-grade students, who tend to memorize procedures without understanding the relationships among numerical values, concrete representations, and symbolic forms. This research employed a Research and Development (R&D) approach using a simplified Plomp model through preliminary research, development, and evaluation stages. The learning design refers to Arends’ five-phase PBL syntax: problem orientation, organizing learning, guiding inquiry, developing and presenting results, and evaluating the problem-solving process. The findings show that the implementation reached a 96% completion rate in PBL syntax, categorized as “very good.” Student engagement reached 92%, demonstrated through group discussions, manipulation of concrete objects, and presentations. In the individual evaluation, 23 out of 25 students (92%) achieved mastery, while two required remedial support due to errors in counting tens. Additionally, 88% of students successfully transitioned from concrete representation to symbolic notation. Challenges encountered included classroom noise, uneven participation among several students, and limited investigation time; however, these were resolved through simplified teacher instructions and structured guidance. Overall, the PBL-based module and LKPD proved practical, effective, and feasible, and show potential for wider implementation in early-grade mathematics learning to enhance conceptual understanding and collaborative skills.
Tantangan Guru Reguler dalam Pendidikan Inklusif dan Pengembangan Modul Ajar sebagai Solusi Pembelajaran ABK di Sekolah Dasar LA ODE HERIN; Homi Apriani; Rosita; Sylva Sagita; Syarif Sumantri
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

Abstract

ABSTRACT This study aims to identify the obstacles faced by regular teachers in implementing inclusive education and to develop an inclusive teaching module as a practical solution to enhance the learning effectiveness for Children with Special Needs (ABK) in Elementary Schools. Inclusive education confronts major challenges, including the lack of understanding and pedagogical competence among regular teachers in handling ABK, compounded by minimal support from Special Assistance Teachers (GPK). This descriptive qualitative research, employing a qualitative case study design at SDN Cempaka Putih Barat 03, Jakarta Pusat, involved three class teachers and seven ABK (slow learners and borderline). The findings indicate that teachers struggle to adjust the pace of material, especially abstract concepts, for ABK, and the existing teaching materials are general. As a solution, an inclusive teaching module was developed with tiered learning objectives, which proved to be a relevant pedagogical approach for differentiating assessment and learning attainment. The module’s implementation, supported by a teaching team approach, increased ABK engagement. However, effectiveness remains limited by the regular teachers' basic competence in providing specific individual interventions. Therefore, successful inclusive learning necessitates a combination of flexible teaching materials, educator collaboration, and sustained professional support from GPK. Keywords: Inclusive Education, Regular Teacher, Children with Special Needs (ABK), Inclusive Teaching Module, Tiered Learning Objectives. ABSTRAK Penelitian ini bertujuan mengidentifikasi hambatan yang dialami guru reguler dalam penerapan pendidikan inklusif serta mengembangkan modul ajar inklusif sebagai solusi praktis untuk meningkatkan efektivitas pembelajaran Anak Berkebutuhan Khusus (ABK) di Sekolah Dasar. Pendidikan inklusif menghadapi tantangan utama berupa kurangnya pemahaman dan kompetensi pedagogis guru reguler dalam menangani ABK, diperburuk dengan minimnya dukungan Guru Pendamping Khusus (GPK). Penelitian kualitatif deskriptif dengan desain studi kasus kualitatif ini dilakukan di SDN Cempaka Putih Barat 03, Jakarta Pusat, melibatkan tiga guru kelas dan tujuh ABK (slow learner dan borderline). Hasil penelitian menunjukkan guru kesulitan menyesuaikan kecepatan materi, terutama konsep abstrak, untuk ABK, dan perangkat pembelajaran yang ada masih bersifat umum. Sebagai solusi, dikembangkan modul ajar inklusif dengan tujuan pembelajaran berjenjang yang terbukti menjadi pendekatan pedagogis relevan untuk diferensiasi asesmen dan capaian belajar. Implementasi modul yang didukung pendekatan teaching team meningkatkan keterlibatan ABK. Namun, efektivitas masih dibatasi oleh keterbatasan kemampuan dasar guru reguler untuk intervensi individual. Oleh karena itu, keberhasilan pembelajaran inklusif memerlukan kombinasi modul ajar yang fleksibel, kolaborasi pendidik, dan dukungan profesional berkelanjutan dari GPK. Kata Kunci: Pendidikan Inklusif, Guru Reguler, Anak Berkebutuhan Khusus (ABK), Modul Ajar Inklusif, Tujuan Pembelajaran Berjenjang.
IMPLEMENTASI ANALISIS CAPAIAN PEMBELAJARAN DALAM PENGEMBANGAN ATP TEMATIK DAN MODUL AJAR KONTEKSTUAL: STUDI KUALITATIF SEKOLAH DASAR Risda; Suardi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2025): Volume 12 No. 01 Maret 2026
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.10979

Abstract

Kurikulum Merdeka dirancang untuk mewujudkan pendidikan yang inklusif, fleksibel, dan relevan dengan tuntutan perkembangan zaman, sejalan dengan amanat Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Konsep Capaian Pembelajaran (CP), Tujuan Pembelajaran (TP), dan Alur Tujuan Pembelajaran (ATP) menjadi kerangka utama dalam perencanaan pembelajaran yang berorientasi pada pengembangan kompetensi peserta didik secara holistik. Namun, implementasi Kurikulum Merdeka di Sekolah Dasar masih menghadapi berbagai tantangan, terutama dalam pemahaman dan integrasi CP, TP, dan ATP oleh guru, keterbatasan sarana prasarana, serta keberagaman karakteristik siswa. Penelitian ini bertujuan untuk menganalisis implementasi pembelajaran tematik terpadu dalam pengembangan ATP dan modul ajar kontekstual berbasis analisis capaian pembelajaran siswa Sekolah Dasar. Penelitian menggunakan pendekatan kualitatif dengan metode studi deskriptif melalui observasi, wawancara, dan analisis dokumen pembelajaran. Hasil penelitian menunjukkan bahwa pembelajaran tematik terpadu relevan untuk mendukung implementasi Kurikulum Merdeka karena mampu mengintegrasikan berbagai muatan pelajaran dalam satu tema yang kontekstual dan bermakna bagi siswa, khususnya di kelas awal. Namun demikian, guru masih memerlukan pendampingan dalam menyusun ATP yang adaptif terhadap kebutuhan dan keberagaman siswa. Penelitian ini merekomendasikan penguatan kapasitas guru dan pengembangan modul ajar kontekstual sebagai strategi untuk mengoptimalkan implementasi Kurikulum Merdeka di Sekolah Dasar

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