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DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar
Published by STKIP Andi Matappa Pangkep
ISSN : 26205246     EISSN : 26206307     DOI : -
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DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar dikelola dengan proses peer review dan open acces. memiliki p-ISSN: 2620-5246 dan e-ISSN: 2620-6307. Terbit dua kali dalam setahun, bulan April dan September. Dipublikasikan oleh STKIP Andi Matappa Pangkep. DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar menerbitkan artikel hasil pemikiran dan hasil penelitian bidang pendidikn dasar, model-model pembelajaran, strategi pembelajar.
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Articles 14 Documents
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Search results for , issue "Vol 7 No 4 (2024): December" : 14 Documents clear
Konsep Diri Matematis Mahasiswa: Tingkatan Kelas dan Latar Belakang Sekolah Siregar, Nurdiana; Siregar, Nurkhairunnisa
DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Vol 7 No 4 (2024): December
Publisher : STKIP Andi Matappa Pangkep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/dikdasmatappa.v7i4.4054

Abstract

Mathematical self-concept is a description of knowledge about one's abilities, which can influence one's achievement in learning and teacher performance.This research aims to describe students' mathematical self-concept in terms of grade level and school background. Mathematics is taught to students up to semester 4, so the population in this study was level I and level II students as many as 401 people with a sample of 200 people. The instrument used is a mathematical self-concept scale consisting of 30 statements. Data were analyzed using descriptive analysis techniques using a normal curve approach. The results of the research showed that the average mathematical self-concept for Level I students from MA schools was 74.71 in the medium category, from Islamic boarding schools, it was 74.52 in the medium category, and from high school, it was 75.56 in the medium category, while for Level II students from MA schools, it was 74.88. medium category, Islamic boarding school obtained 74.42 in the medium category, and SMA obtained 75.43 in the medium category.
Penerapan Model Pembelajaran Mind Mapping untuk Meningkatkan Aktivitas Belajar Peserta Didik kelas V Nurhikmah; Abdul Hakim; Nur Ilmi
DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Vol 7 No 4 (2024): December
Publisher : STKIP Andi Matappa Pangkep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/dikdasmatappa.v7i4.4068

Abstract

This research is the application of the mind mapping learning model to improve the learning activities of class V students which aims to improve the learning process and activities of students in the Pancasila education subject. The type of research used is Classroom Action Research (PTK) with a qualitative approach. The subjects studied in this study were 26 people consisting of 11 men, 14 women, and 1 teacher. Data collection was carried out by observation, documentation, and questionnaire techniques. The data was analyzed using data condensation techniques, data presentation, and conclusion drawn. In the first cycle, the results showed that the learning process was in the sufficient category (C) and the learning activities of students were in the active learning activity category with a percentage of 78.4%. The second cycle shows that the learning process is in the good category (B) and the learning activities of students are in the category of very active learning activities with a percentage of 91.8%. The conclusion of this study is that the application of the mind mapping learning model can improve the learning process and activities of students in class V UPTD SD Negeri 62 Parepare.
Konsep Pembelajaran Berdiferensiasi di Sekolah Dasar: Sebuah Tinjauan Literatur Sistematis Utari, Unga; Unga Utami
DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Vol 7 No 4 (2024): December
Publisher : STKIP Andi Matappa Pangkep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/dikdasmatappa.v7i4.4096

Abstract

One of the efforts to improve the quality of learning is through practices that prioritize student-centered learning. Student-centered learning practices can be designed through the concept of differentiated instruction. However, the lack of teacher involvement in gathering data on students' learning needs and interests has resulted in learning processes that tend not to accommodate the diverse needs of students. This study aims to analyze and describe the implementation of differentiated instruction carried out in primary schools. The review process includes the collection and analysis of literature related to the application of differentiated instruction, focusing on aspects of students' learning readiness, interests, and learning profiles. The findings indicate that differentiated instruction can enhance learning effectiveness by providing more personalized and meaningful learning experiences for students. This article is expected to offer new insights and practical recommendations for teachers, schools, and policymakers in implementing differentiated instruction in primary schools.
Analisis Kemandirian Belajar Siswa Ditinjau Dari Program Pembiasaan Pada Kurikulum Merdeka Kumullah, Rahmah; Amrullah Mahmud
DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Vol 7 No 4 (2024): December
Publisher : STKIP Andi Matappa Pangkep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/dikdasmatappa.v7i4.4135

Abstract

This research aims to (1) analyze student learning independence; (2) analyze the implementation of the habituation program in instilling independent learning in the independent curriculum; and (3) know the factors that influence student learning independence. The research subjects were 28 students at SDN 180 Sikkojang. This research method uses descriptive qualitative research. Data collection techniques use observation, interviews, questionnaires, and documentation. The research results obtained were (1) related to indicators of learning independence, namely a) self-confidence, namely 63.1%; b) effectiveness in learning, namely 66.1%; c) discipline in learning, namely 68.7%, d) responsibility, namely 75.9%. (2) implementation of habituation programs in the independent curriculum, namely a) the habit of praying before and after learning; b) the habit of doing and submitting assignments on time; c) familiarization with Al-Quran literacy; d) literacy 30 minutes before the teaching and learning process; and e) the habit of compiling learning reflections through a daily journal. (3) learning independence is influenced by two factors, namely external and internal.

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