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DWIJA CENDEKIA: Jurnal Riset Pedagogik
Published by Universitas Sebelas Maret
ISSN : 25811843     EISSN : 25811835     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Mathematics Social Sciences Other
DWIJA CENDEKIA: Jurnal Riset Pedagogik adalah jurnal yang dipublikasikan oleh Universitas Sebelas Maret Surakarta. Jurnal ini diterbitkan dua kali setahun, Agustus dan Desember P-ISSN 2581-1843, E-ISSN 2581-1835. Jurnal mencakup penelitian dan gagasan ilmiah tentang ilmu pendidikan, pendidikan ilmu sosial dan humaniora, dan pendidikan matematika dan ilmu alam. Pengajuan artikel, serta proses peninjauan, tidak dikenakan biaya (gratis). Jurnal ini juga telah menjadi anggota CrossRef. Oleh karena itu, Semua artikel yang diterbitkan oleh jurnal ini akan memiliki nomor DOI.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 153 Documents
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Inovasi AR pada materi redoks: Mengintegrasikan konsep kimia dengan prinsip green chemistry Ramlah, Ramlah; Ramadhani, Sitti Fatimah; Surbakti, Putri Sarera; Suparman, Achmad Rante; Murtihapsari, Murtihapsari; Islam, Muhammad Fajar; Aling, Yona Lesti
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 10, No 1 (2026): April 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v10i1.114081

Abstract

Penelitian ini bertujuan mengembangkan dan menguji kelayakan media pembelajaran kimia berbasis Augmented Reality (AR) pada materi reaksi redoks yang diintegrasikan dengan prinsip Green Chemistry dalam kerangka Education for Sustainable Development (ESD). Metode yang digunakan adalah Research and Development (R&D) dengan model pengembangan Spiral–Waterfall yang meliputi tahapan analisis tujuan, identifikasi risiko, perancangan, pengembangan, dan iterasi. Kelayakan media dinilai melalui uji validitas Aiken’s V dan reliabilitas Intraclass Correlation Coefficient (ICC). Hasil analisis menunjukkan tingkat validitas sangat tinggi dengan nilai Aiken’s V antara 0,80–0,95 pada aspek materi, tampilan, interaktivitas, dan pedagogis. Temuan penelitian mengungkapkan bahwa uji coba terbatas pada peserta didik menghasilkan tingkat kepuasan sebesar 82,35% (kategori sangat baik), meskipun nilai reliabilitas ICC berada pada kategori sedang (0,527). Disimpulkan bahwa media AR yang dikembangkan layak dan diterima dengan baik sebagai sarana visualisasi konsep redoks sekaligus efektif dalam menumbuhkan kesadaran peserta didik terhadap prinsip keberlanjutan lingkungan. Hasil ini berimplikasi pada penguatan inovasi digital dalam pendidikan kimia berbasis ESD. AR innovation in redox materials: Integrating chemical concepts with the principles of green chemistry Abstract: This study aims to develop and evaluate the feasibility of Augmented Reality (AR)-based chemistry learning media for redox reaction topics, integrated with Green Chemistry principles within the Education for Sustainable Development (ESD) framework. The research employed a Research and Development (R&D) approach using the Spiral–Waterfall model, which includes goal analysis, risk identification, design, development, and iteration phases. Media feasibility was assessed through Aiken’s V validity testing and Intraclass Correlation Coefficient (ICC) reliability analysis. The results indicated very high validity, with Aiken’s V scores ranging from 0.80 to 0.95 across content, visual, interactivity, and pedagogical aspects. Key findings revealed that limited field testing with students achieved an 82.35% satisfaction rate (very good category), despite an ICC reliability score in the moderate category (0.527). It is concluded that the developed AR media is feasible and well-received as a tool for visualizing redox concepts while effectively fostering students' awareness of environmental sustainability principles. These findings contribute to the advancement of digital innovation in ESD-based chemistry education.
Analysis of elementary school students mathematical problem-solving abilities based on the IDEAL model stages Ahyar, Asep; Abidin, Yunus; Yuniarti, Yeni; Sutini, Ai; Ergashevna, Burieva Kibrio
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 10, No 1 (2026): April 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v10i1.116187

Abstract

The mathematical problem solving abilities of elementary school students still show variations in achievement at each stage of problem solving. This study aims to map the mathematical problem solving abilities of fourth-grade elementary school students based on the five stages of the IDEAL model (Identify, Define, Explore, Act, Look Back). The study used a quantitative descriptive approach with total sampling of 24 students. The instrument was a contextual problem solving test assessed using an analytical rubric on a scale of 0–4 at each stage. The scores were analyzed through average calculations and conversion of ability categories. The results showed that the Act (2.79) and Explore (2.54) stages were in the capable category, while the Identify (2.46) and Define (2.33) stages were in the sufficient category, and the Look Back (1.92) stage was the weakest aspect. Overall, most students were classified as capable, but weaknesses were still found in the stages of formulating information and verifying solutions. These findings emphasize the importance of strengthening reflective strategies in mathematics learning. This IDEAL stage-based competency mapping can serve as the basis for more systematic problem solving learning planning in elementary schools.
Komunikasi asertif guru sekolah dasar: Perspektif siswa terhadap etika vokal dan penguatan Wardani, Dina; Watini, Ninuk; Fitriani, Apriza; Hartati, Merri Sri
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 10, No 1 (2026): April 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v10i1.114482

Abstract

Penelitian ini bertujuan menganalisis dinamika implementasi komunikasi asertif guru sekolah dasar melalui perspektif siswa, dengan fokus pada dimensi etika vokal dan penguatan (reinforcement). Menggunakan desain deskriptif kuantitatif, penelitian melibatkan 126 siswa di SD Negeri 198 Bengkulu Utara yang dipilih melalui teknik proportional random sampling. Hasil penelitian menunjukkan adanya dualisme dalam profil komunikasi guru: terdapat konsistensi tinggi dalam menghindari pelabelan negatif (85,7%), namun 30,9% siswa melaporkan ketidakstabilan etika vokal saat situasi emosional. Dalam aspek penguatan, guru lebih dominan memberikan apresiasi afektif non-material (46,8%) dibandingkan penguatan material (50,8% tidak pernah). Temuan ini menegaskan bahwa asertivitas guru sangat bergantung pada regulasi emosi yang termanifestasi dalam stabilitas vokal dan dominansi penguatan sosial. Disimpulkan bahwa efektivitas asertivitas memerlukan sinkronisasi antara pesan verbal dan ketenangan vokal guna menjamin keamanan psikologis siswa. Penelitian ini merekomendasikan pelatihan vocal coaching dan manajemen stres bagi guru untuk meminimalisir kebocoran emosional di kelas serta menyarankan studi longitudinal terkait dampak penguatan afektif terhadap motivasi intrinsik siswa. Assertive communication by elementary school teachers: Students’ perspectives on vocal ethics and reinforcement Abstract: This study aims to analyze the dynamics of assertive communication implementation among elementary school teachers from the students' perspective, focusing on vocal ethics and reinforcement dimensions. Employing a descriptive quantitative design, the research involved 126 students at SD Negeri 198 North Bengkulu, selected through proportional random sampling. The results reveal a dualism in teacher communication profiles: high consistency in avoiding negative labeling (85.7%), yet 30.9% of students reported instability in vocal ethics during emotional situations. Regarding reinforcement, teachers predominantly provided non-material affective appreciation (46.8%) compared to material reinforcement (50.8% never). These findings emphasize that teacher assertiveness is highly dependent on emotional regulation, manifested in vocal stability and the dominance of social reinforcement. It is concluded that effective assertiveness requires synchronization between verbal messages and vocal calmness to ensure students' psychological safety. The study recommends vocal coaching and stress management training for teachers to minimize emotional leakage in the classroom and suggests longitudinal studies on the impact of affective reinforcement on students' intrinsic motivation.

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