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Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran
Published by Universitas Islam Negeri Ar-Raniry Banda Aceh
ISSN : 1411612X     EISSN : 23556129     DOI : -
Core Subject : Education,
Education
Jurnal Ilmiah Didaktika is a nationally and internationally peer reviewed general education journal open for teachers, educators and education researchers from the field of general education and related researches. We welcome all contributions that enhance and illuminate the discussion on education. Jurnal Ilmiah Didaktika has been published continuously since 2000. Starting in year 2011, the journal issues are published online regularly under Open Access Policy. Jurnal Ilmiah Didaktika is currently indexed/included in DOAJ, Google Scholar, Moraref, OAJI, Portal Garuda IPI, and DRJI
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Articles 316 Documents
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THE EFFECT OF CANVA AS A LEARNING MEDIUM ON STUDENTS’ LEARNING OUTCOMES IN ISLAMIC EDUCATION AT THE ELEMENTARY SCHOOL LEVEL: AN EXPERIMENTAL STUDY OF GRADE V STUDENTS AT UPTD SDN 10 PEUSANGAN Anita, Sri; Dhiauddin; Diana; Saputra Efendi Bin Mukhtaruddin
Jurnal Ilmiah Didaktika Vol 27 No 1 (2026): Jurnal Ilmiah Didaktika August 2026
Publisher : Center for Research and Publication Universitas Islam Negeri (UIN) of Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/mg0qcn33

Abstract

This study examines the effectiveness of Canva media in Islamic Education (PAI) learning for Grade V students at UPTD SDN 10 Peusangan. Using a quasi-experimental pretest–posttest control group design, two classes (n = 28) were analyzed through achievement tests. Data were processed with descriptive statistics, normality and homogeneity tests, and the Independent Samples t-Test. Results show that the experimental class’s mean score improved from 54.64 to 91.43, a gain of 36.79 points, with reduced variance (SD = 7.187). The t-test yielded t = 6.939, Sig. = 0.000 (< 0.05), confirming a significant difference between experimental and control groups. The mean difference of 25.357 indicates a strong positive impact of Canva media on learning outcomes. These findings demonstrate that Canva is an effective digital tool for enhancing achievement and engagement in elementary PAI learning.
THE ASSOCIATION OF GEOGEBRA USE WITH STUDENTS' SPATIAL ABILITIES AND MATHEMATICAL CREATIVE THINKING Izzati, Nurma; Chamdah, Lidiya; Aditiya Eka Nugraha
Jurnal Ilmiah Didaktika Vol 27 No 1 (2026): Jurnal Ilmiah Didaktika August 2026
Publisher : Center for Research and Publication Universitas Islam Negeri (UIN) of Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/hwcwak29

Abstract

Spatial competence and mathematical creative thinking represent two essential capabilities that students must develop to succeed in 21st-century mathematics education. This study examines the association of GeoGebra use with students' mathematical spatial ability, mathematical creative thinking, and the joint pattern of these two competencies. The study employed a quantitative descriptive-correlational design. The population comprised students of MTsN 1 Kota Cirebon, and the sample consisted of 29 students selected purposively based on their active participation in GeoGebra-assisted mathematics learning. The instruments were trialed on 27 students at MTs AlWahdah Sumber. Data analysis included Shapiro-Wilk normality, linearity, heteroscedasticity, simple linear regression, and MANOVA. The results showed a significant association between GeoGebra use and spatial ability (F = 67.162; p < .001; R² = .713; adjusted R² = .703), with a mean spatial ability score of 63.97 (high category). A significant association was also found with creative thinking (F = 6.785; p = .015; R² = .201; adjusted R² = .171), with a mean score of 54.00 (medium category). The reported MANOVA produced F = 390.317, p < .001, and partial η² = .967; however, because the reported multivariate table contains the intercept rather than GeoGebra as a predictor, this result is interpreted cautiously as a joint multivariate pattern rather than as an estimate of GeoGebra's unique contribution. Overall, the findings indicate that GeoGebra is more strongly aligned with spatial ability than with creative thinking, while creative thinking requires complementary structured problem-solving activities.
Implementasi Model Pembelajaran Beyond Centre and Circle Time (BCCT) Berbasis Keagamaan melalui Kerangka Penataan (Scaffolding) pada Pendidikan Anak Usia Dini Fitriani, Dewi; Miharti, Ridha; Attahirah, Cut; Andriansyah, Andriansyah; Zulfikar, Teuku; Mahdalevia, Mahdalevia
Jurnal Ilmiah Didaktika Vol 27 No 1 (2026): Jurnal Ilmiah Didaktika August 2026
Publisher : Center for Research and Publication Universitas Islam Negeri (UIN) of Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/mkagy473

Abstract

This comparative case study examines how two early childhood institutions in Banda Aceh, Indonesia, a public Islamic kindergarten (TKIT SAR) and a religious-affiliated Raudhatul Athfal (RA P), implement the faith-based Beyond Centers and Circle Time (BCCT) learning model. Despite RA P’s explicit Islamic mandate, TKIT SAR demonstrated significantly higher implementation fidelity across all four BCCT scaffolding stages (environmental, pre‑play, during‑play, and post‑play), with an overall score of 3.9 (out of 4) compared to RA P’s 1.5. Data from observations, interviews, and document analysis reveal that TKIT SAR’s success stems from sustained professional development under the Sekolah Penggerak program, which enabled teachers to construct a pedagogical “third space” that hybridises Western constructivist tools with Islamic semantics. In contrast, RA P’s partial adoption reflects “symbolic compliance,” where religious activities are added to conventional teaching without transforming pedagogy. The findings challenge the assumption that institutional affiliation with the Ministry of Religious Affairs guarantees superior faith‑based education; instead, pedagogical competence, institutional support, and deliberate scaffolding are decisive. The study offers practical implications for teacher training, cross-ministerial policy coordination, and designing authentic assessment instruments for spiritual development in early childhood settings.
INNOVATION IN ACCURATE ONLINE-BASED LEARNING MODULES USINGTHE ADDIE APPROACH TO IMPROVE LEARNING OUTCOMES AT STATE Putri, Marita Amalia; Astuti, Elly; Yusdita, Elana Era
Jurnal Ilmiah Didaktika Vol 27 No 1 (2026): Jurnal Ilmiah Didaktika August 2026
Publisher : Center for Research and Publication Universitas Islam Negeri (UIN) of Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/9qep9v59

Abstract

SMK Negeri 1 Geger is a vocational high school specializing in accounting that has implemented Accurate Online in its teaching process. However, initial interviews with teachers revealed a challenge: a lack of teaching modules and adequate reference materials to support learning with Accurate Online. This study aims to describe the steps involved in developing an Accurate Online learning module for the Android purchasing feature, analyze its feasibility, and assess improvements in student learning outcomes after students use the module at SMK Negeri 1 Geger. This study is a research and development (R&D) project using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects were 11th-grade Accounting students, with a pilot test involving 10 students and a field test involving 36 students. Data were collected through observation, interviews, questionnaires, and learning outcome tests (pretest-posttest), then analyzed using the pairedsample t-test, the Wilcoxon Signed-Rank Test, and the N-Gain test. The results showed that the module was deemed highly suitable for use, with validation scores of 96.25% from subject matter experts, 90.00% from language experts, and 77.14% from design experts. Student learning outcomes improved significantly, with an average N-Gain of 0.72 (limited test) and 0.93 (field test), both in the high category. Student response to the module was also very positive, at 92.33%. Thus, the Accurate Online learning module featuring the Android version of the purchasing feature is suitable for use as teaching material in the Computerized Accounting course because it has been proven to improve learning outcomes and has received a positive response from students.
EFFECTIVENESS OF PROJECT-BASED LEARNING ON COURSE LEARNING OUTCOMES IN OUTCOME-BASED EDUCATION Maulizar, Aulia; Anna Lastya, Hari
Jurnal Ilmiah Didaktika Vol 27 No 1 (2026): Jurnal Ilmiah Didaktika August 2026
Publisher : Center for Research and Publication Universitas Islam Negeri (UIN) of Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ht1krb94

Abstract

Implementing the Outcome-Based Education (OBE)  curriculum requires learning strategies that can comprehensively assess students' achievement of learning outcomes. This study aimed to evaluate the effectiveness of the Project-Based Learning (PjBL) model in achieving Course Learning Outcomes (CLOs) within the OBE framework in the DC Electrical Circuits and Electric Motor Control Practicum courses. This study employed a quantitative approach using a descriptiveevaluative method. The research sample consisted of 32 students from the Electrical Engineering Education Study Program at Universitas Islam Negeri Ar-Raniry. Data were collected through assessment instruments measuring students' attitudes, practical skills, and knowledge based on the CLO indicators specified in the Semester Learning Plan and were analyzed using descriptive quantitative techniques. The results showed that implementing the PjBL model resulted in an overall CLO achievement of 84.35%, which falls into the high category. The DC Electrical Circuits course achieved 82.85%, while the Electric Motor Control Practicum course achieved 85.85%. These findings indicate that PjBL effectively supports the achievement of Course Learning Outcomes within the Outcome-Based Education framework through project-oriented learning in electrical engineering education.
TASK-BASED LANGUAGE TEACHING AND EFL SPEAKING DEVELOPMENT: EVIDENCE FROM A SECONDARY ISLAMIC-SCHOOL CLASSROOM Putri, Chairi Usrina; Muluk, Safrul; Hanani Safrul, Fatayatul
Jurnal Ilmiah Didaktika Vol 27 No 1 (2026): Jurnal Ilmiah Didaktika August 2026
Publisher : Center for Research and Publication Universitas Islam Negeri (UIN) of Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/7h1g2y21

Abstract

Speaking is a central component of communicative competence, yet English as a Foreign Language (EFL) learners often experience limited opportunities to use English meaningfully in classroom interaction. This study investigated the contribution of Task-Based Language Teaching (TBLT) to EFL learners' speaking performance and explored learners' perceptions of task-based instruction. The study employed a quantitative quasi-experimental approach using a one-group pre-test-post-test design. Thirty-two students from one intact science class at MAS Ruhul Islam Anak Bangsa participated in the study. The treatment was implemented through six task-based meetings that incorporated discussions, role plays, information-gap activities, and problem-solving tasks within pretask, task-cycle, and post-task stages. Data were collected using pre- and post-speaking tests assessing fluency, accuracy, pronunciation, vocabulary, and comprehension, along with a 20-item Likert-scale perception questionnaire and three open-ended questions. The findings showed statistically significant within-group improvement in speaking performance following the six-meeting task-based intervention, with a large standardized effect (r = .86). Pronunciation and fluency showed the largest descriptive gains. Students also reported highly positive perceptions of task-based instruction, particularly regarding vocabulary development, lesson interest, and collaborative learning. The findings suggest that TBLT provided a productive instructional context for speaking practice; however, because the study employed a one-group pre-test-post-test design, the observed gains cannot be attributed exclusively to TBLT. The study contributes context-specific evidence from an Islamicschool EFL setting and highlights the importance of scaffolding, interaction, and feedback in taskbased speaking instruction.

Page 32 of 32 | Total Record : 316

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