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<![CDATA[A Analisis Item Instrumen Kesadaran Diri, Motivasi, dan Perencanaan Karir Pendidik Menggunakan Aplikasi SPSS ]]>
<![CDATA[Handoko, Handoko]]>
<![CDATA[ Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Vol 24 No 3 (2024): Didaktis ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surabaya ]]>
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DOI: 10.30651/didaktis.v24i3.24055
<![CDATA[The study aims to analyze instruments related to self-confidence, motivation, and career planning in education. A well-designed instrument must be free from bias to prevent misinterpretation during use. Errors in instrument design can lead to invalid results. Therefore, instrument validation is necessary to ensure optimal outcomes. The research was conducted on students majoring in educational sciences within the faculty of teacher training and education. A total of 100 respondents from various study programs participated in the pilot test. The instrument consists of 90 items divided across three variables with seven indicators. The validity and reliability of the instruments will be evaluated, and those that do not meet the criteria will be excluded to maintain the quality of the research.]]>
<![CDATA[PENERAPAN MODEL PROJECT BASED LEARNING (PjBL) UNTUK MENINGKATKAN KEAKTIFAN PESERTA DIDIK DALAM PEMBELAJARAN IPA FASE D ]]>
<![CDATA[Asih, Chory]]>;
<![CDATA[Prabowo, Chandra Adi]]>;
<![CDATA[Ekowati, Evelyn]]>
<![CDATA[ Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Vol 24 No 3 (2024): Didaktis ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surabaya ]]>
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DOI: 10.30651/didaktis.v24i3.24304
<![CDATA[21st century education emphasizes activities that actively involve students in their learning process. The result of observations that have been carried out show that the average indicator of student learning activeness in science learning is relatively low, which is 46,65%. The purpose of this research is to increase student activeness in science learning by implementing Project Based Learning (PjBL) model. This study is a classroom action research with 32 students of class VIIIE of SMPN 2 Jaten as a subjects. Data were obtained from observations, filling out questionnaires and documentation. The indicator of success in the research is increasing student learning activeness with a percentage of 80% or classified as active. The result of the research showed that student learning activeness increased from 65,28% (good) in cycle I to 85,38% (very good) in cycle II. The implementation of Project Based Learning (PjBL) model can increase student activity in phase D science learning by achieving a percentage of more than 80% in cycle II.]]>
<![CDATA[Pengaruh Project Based Learning Berbasis Lingkungan Terhadap Literasi Lingkungan Peserta Didik ]]>
<![CDATA[Kurnia Putra, Alfyananda]]>;
<![CDATA[Dian Kristanti, Queentasya Vanti]]>;
<![CDATA[Oktavia, Imanda]]>
<![CDATA[ Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Vol 24 No 3 (2024): Didaktis ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surabaya ]]>
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DOI: 10.30651/didaktis.v24i3.24311
<![CDATA[Overcoming the waste problem can be done with various methods such as getting used to waste processing behavior from an early age. Waste processing behavior is included in environmental literacy. This ability involves knowledge, skills, and awareness of various environmental issues. This study was conducted to see the effect of the environmental-based Project Based Learning model on students' environmental literacy. This study used a Quasi Experiment design with a non-equivalent control group design. Students of class VIII of SMPN 24 Malang became the subjects of the study with samples of classes VIII-F and VIII-G. The analysis method used the Independent Sample T-Test to see the differences between the experimental class and the control class. Based on the test results, it was found that there was a significant difference in the post-test scores of the two classes. This proves that the project-based learning model is more effective in improving environmental literacy in students.]]>
<![CDATA[PROGRAM SEKOLAH PARENTING UNTUK MENINGKATKAN POLA ASUH ORANG TUA TERHADAP ANAK DALAM PERSPEKTIF PENDIDIKAN ISLAM DI PRIM KLANG LAMA MALAYSIA ]]>
<![CDATA[Rachmawati, Dian Karina]]>;
<![CDATA[Insani Wahyu Mubarok]]>
<![CDATA[ Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Vol 24 No 3 (2024): Didaktis ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surabaya ]]>
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DOI: 10.30651/didaktis.v24i3.24317
<![CDATA[This research was conducted at SB. Aisyiyah Kampung Pandan Malaysia aimed to provide counseling in the form of parenting to parents. Several problems must be addressed, such as some parents working as migrant workers and entrepreneurs. During their busy schedule, they are expected to have time to teach about several characteristics, namely, a sense of love for the country and forming religiosity in children through daily habituation. Parenting studies for parents are expected to be carried out regularly to produce superior generations in SB. Aisyiyah Kampung Pandan Malaysia. Parents and students attended this activity. The method used was observation in the form of interviews with parents and data on students aged 3 to 8 years. The target output that wants to be produced from community service is parenting activities for parents of student guardians at SB. Aisyiyah Kampung Pandan Malaysia and in the form of scientific articles on community services.]]>
<![CDATA[ANALYSIS OF TWITTER USER SENTIMENTS ON INDEPENDENT CURRICULUM INDONESIA ]]>
<![CDATA[Cholid, Fahmi]]>;
<![CDATA[Suparman]]>;
<![CDATA[Ngatma’in]]>;
<![CDATA[Insani Wahyu Mubarok]]>
<![CDATA[ Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Vol 24 No 3 (2024): Didaktis ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surabaya ]]>
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DOI: 10.30651/didaktis.v24i3.24330
<![CDATA[Education is a very important aspect in various lives, this cannot be separated from the magnitude of the role and positive impact caused by the advancement of an education system. The world of education is an effort to improve the quality of human resources in terms of thought and expertise. Education is the main key for a country to excel in global competition. Education is always related to the curriculum. The curriculum is a tool used to achieve educational goals so that it can be said that the curriculum is a reference in the process of organizing education in Indonesia. The Indonesian education curriculum has been changed or revised at least 10 times, namely in 1952, 1964, 1968, 1975, 1984, 1994, 2004, 2006, 2013. The latest curriculum in Indonesia, the independent curriculum is a time when teachers and students can or have freedom in thinking and also free in the burden of thought so that they can develop their educational potential. This research aims to classify the sentiment of Twitter users towards government policies regarding the independent curriculum into positive sentiment and negative sentiment. The method used by the Naïve Bayes Classifier (NBC) and Support Vector Machines (SVM). The Result shows that the percentage of positive sentiment is 47% or 451 tweets while the negative sentiment is 53% or 264 tweets.]]>
<![CDATA[THE DISCOURSE OF ENVIRONMENTAL AWARENESS IN ENGLISH TEXTBOOKS ]]>
<![CDATA[Mumtahanah, Andira]]>;
<![CDATA[Amelia, Dinda]]>
<![CDATA[ Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Vol 25 No 1 (2025): Didaktis ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surabaya ]]>
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DOI: 10.30651/didaktis.v25i1.20938
<![CDATA[This paper investigates the environmental awareness discourse in English textbooks used in Indonesian junior high school education. The primary goal is to evaluate how well this book delivers environmental awareness discourse to 7th grade junior high school pupils. We concentrated our multimodal critical discourse analysis on the topics and discursive capacities of the textbook's texts and visuals. This study investigates the extent to which environmental-related texts inspire profound environmental understanding, using the forms of environmental discourse outlined by Curdt-Christiansen (2021). This study's conclusion emphasizes the importance of increasing environmental understanding among Indonesian students and encouraging healthy environmental behavior. The study's consequences are recommendations for textbook authors (authors and publishers) and textbook users (parents, instructors, and school stakeholders) to critically raise environmental knowledge.]]>
<![CDATA[DINAMIKA PERAN ORANG TUA DALAM IMPLEMENTASI KURIKULUM MERDEKA BELAJAR DI SALAM (SANGGAR ANAK ALAM) ]]>
<![CDATA[Kholis, Nur]]>
<![CDATA[ Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Vol 25 No 1 (2025): Didaktis ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surabaya ]]>
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DOI: 10.30651/didaktis.v25i1.21587
<![CDATA[Pendidikan memiliki peran krusial sebagai landasan pembentukan karakter dan keterampilan individu. Peran orang tua bukan hanya sekadar berpartisipasi dalam kegiatan formal ketika di sekolah, mengantar, dan menjeput anaknya sepulang sekolah, tetapi juga mencakup pemahaman yang mendalam terhadap filosofi dan tujuan dari Kurikulum Merdeka Belajar. Penelitian ini bertujuan memperoleh gambaran tentang dinamika peran orang tua dalam implementasi Kurikulum Merdeka Belajar di SALAM (Sanggar Anak Alam). Penelitian ini menggunakan pendekatan kualitatif dengan melakukan observasi, wawancara, dan analisis dokumen terhadap proses pembelajaran di SALAM. Sampel penelitian melibatkan orang tua, fasilitator, dan peserta didik yang terlibat aktif dalam proses pembelajaran. Hasil penelitian menunjukkan bahwa implementasi kurikulum Merdeka Belajar di Sekolah SALAM berhasil menciptakan lingkungan pembelajaran yang positif dan melibatkan aktif orang tua. Kemitraan yang kuat antara semua pihak terlibat membuktikan bahwa Merdeka Belajar bukan hanya konsep, tetapi telah menjadi realitas yang menciptakan generasi yang kreatif, mandiri, dan siap menghadapi tuntutan kehidupan di masa depan.]]>
<![CDATA[Strategi Pengelolaan Kelas Untuk Meningkatkan Kualitas Pembelajaran: Indonesia ]]>
<![CDATA[Saputra, Andika]]>
<![CDATA[ Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Vol 25 No 1 (2025): Didaktis ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surabaya ]]>
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DOI: 10.30651/didaktis.v25i1.24198
<![CDATA[Effective classroom management is the key to creating a conducive learning environment and supporting student success. This article discusses various classroom management strategies that educators can implement to improve the quality of learning. The main focus of this research is on the application of an approach based on active student participation, the formation of positive relationships between teachers and students, and the use of information technology to support the teaching and learning process. By implementing strategies such as setting clear rules, efficient time management, and providing constructive feedback, teachers can create a pleasant and productive classroom atmosphere. Apart from that, collaboration between students and parental involvement in the educational process is also considered important in increasing student motivation and learning outcomes. It is hoped that the results of this article can provide practical guidance for educators in designing and implementing better classroom management, as well as encouraging improvements in the quality of learning at various levels of educatio]]>
<![CDATA[ANALISIS PERKEMBANGAN KOGNITIF ANAK USIA 4-5 TAHUN MELALUI BERMAIN LOMPAT ANGKA DI RA AZZAHRA WALANTAKA ]]>
<![CDATA[kholdun, ibnu]]>
<![CDATA[ Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Vol 25 No 1 (2025): Didaktis ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surabaya ]]>
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DOI: 10.30651/didaktis.v25i1.24200
<![CDATA[Low understanding of students' cognitive abilities so that it has an impact on the learning outcomes obtained. This study aims to determine the process of teachers teaching numbers to children using number jumping games in developing cognitive abilities about recognizing symbols of numbers 1-10. Qualitative research method descriptive approach about the use of number jumping games used in kindergarten(RA) Azzahra Walantaka using data collection techniques observation, interviews and documentation. The results of research on the use of number jumping games can make it easier for teachers to introduce number symbols 1-10 and can develop children's cognitive abilities. Indicators developed in the number jumping game are students recognize numbers both orally and in writing, students are able to mention the sequence of numbers 1-10, students are able to make a sequence of numbers 1-10 by jumping numbers and students can understand the concept of 1 by 1 correspondence, namely the word one represents one object. The indicator was chosen because it adapts to the symbolic thinking development stage of children aged 4-5, namely recognizing numbers 1-10. In this study it can be concluded that children's cognitive will develop optimally by using number jumping games that are used continuously and teachers provide support and guidance to students.]]>
<![CDATA[Hubungan Gaya Belajar Dan Konsep Diri Terhadap Keterampilan Berpikir Kritis Biologi Peserta Didik Upt Sma Negeri 1 Barru ]]>
<![CDATA[Afni, Nur]]>
<![CDATA[ Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Vol 25 No 1 (2025): Didaktis ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surabaya ]]>
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DOI: 10.30651/didaktis.v25i1.25093
<![CDATA[Critical thinking skills are important skills in preparing for the challenges of 21st century education. This research aims to determine the relationship between learning styles and self-concept on critical thinking skills of UPT SMA Negeri 1 Barru students. This research was a quantitative study with a correlational design. The research results were analyzed using simple and multiple regression techniques. The results showed 1) learning style affects the critical thinking skills of students as evidenced by a significance value of 0.04 (α < 0.05); 2) self-concept affects the critical thinking skills of students. Self-concept affects the critical thinking skills of students as evidenced by a significance value of 0.00 (α < 0.05); 3) learning styles and self-concept jointly affect the critical thinking skills of students as evidenced by a significance value of 0.001 (α < 0.05); and has an influence of 33.6%. This, it is recommended to educators to pay more attention to learning styles and improving students self-concept in supporting the improvement of students critical thinking skills.]]>
