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INDONESIA
Jurnal Didaktika Dwija Indria
Published by Universitas Sebelas Maret
ISSN : 23378786     EISSN : 27752917     DOI : -
Core Subject : Education,
Education
Jurnal ini membahas tentang hal-hal yang terkait dengan bidang Ke SD an. Beberapa hal yang menjadi bahan kajian dalam jurnal ini yakni metode pembelajaran, model pembelajaran, Teknologi pembelajaran, media pembelajaran, majanemen sekolah, bahan ajar sekolah dasar.
Arjuna Subject : -
Articles 795 Documents
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Analisis dimensi proses kognitif pada soal formatif dalam buku bahasa indonesia aku bisa kelas 1 sekolah dasar Sayekti Uji Harini; Sukarno Sukarno; Siti Wahyuningsih
Didaktika Dwija Indria Vol 11, No 1 (2023): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v11i1.73413

Abstract

This study aims to describe and analyze the distribution of cognitive process dimensions in formative questions in the Indonesian language book "Aku bisa!" grade 1 elementary school merdeka curriculum. This research is a type of content analysis research with a descriptive qualitative approach. The research data is in the form of a distribution of formative assessment questions categorized according to the cognitive levels of Bloom revised by Anderson and Krathwohl. The data analysis technique used Creswell's spiral analysis model. The results of this study showed that Indonesian formative assessment questions were found to be unevenly distributed and integrated in the learning process. This has the benefit of providing feedback for students regarding mastery of learning materials and feedback for teachers to improve and perfect further learning. The formative assessment questions in the grade 1 Indonesian book "Aku Bisa!" cover six cognitive dimensions with a distribution of C1 50%, C2 27%, C3 3%, C4 10%, C5 7%, and C6 3%. Basically, grade 1 students are still in the beginning reading and writing stage. However, they also need to be trained to develop their thinking skills through language activities.
Peningkatan Kemampuan Berpikir Kreatif Melalui Model CTL Berbantuan Pop Up Book Pada Pembelajaran IPA SD Mareta, Liza Ayu; Astiti, Niken Yuni; Izzatika, Amrina; Destini, Frida
Didaktika Dwija Indria Vol 14, No 2 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i2.116484

Abstract

Kemampuan berpikir kreatif peserta didik kelas V SD Negeri 5 Metro Timur masih tergolong rendah, ditandai dengan sikap pasif, kurang berani mengemukakan ide, serta kecenderungan memberikan jawaban yang seragam dan berorientasi pada buku teks. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model Contextual Teaching and Learning (CTL) berbantuan media Pop-Up Book terhadap kemampuan berpikir kreatif serta mengetahui perbedaan kemampuan berpikir kreatif antara kelas eksperimen dan kelas kontrol. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain nonequivalent control group design. Populasi dan sampel penelitian berjumlah 41 peserta didik kelas V SD Negeri 5 Metro Timur. Teknik pengumpulan data dilakukan melalui tes dan non-tes berupa wawancara serta lembar observasi. Analisis data menggunakan regresi linear sederhana dan uji-t. Hasil penelitian menunjukkan bahwa penerapan model CTL berbantuan media Pop-Up Book berpengaruh signifikan terhadap peningkatan kemampuan berpikir kreatif peserta didik. Selain itu, terdapat perbedaan yang signifikan kemampuan berpikir kreatif antara kelas eksperimen dan kelas kontrol. Dengan demikian, model CTL berbantuan media Pop-Up Book efektif digunakan dalam pembelajaran IPA untuk meningkatkan kemampuan berpikir kreatif peserta didik sekolah dasar.
Pengaruh penggunaan model pembelajaran kooperatif tipe team games tournament (TGT) berbantuan media benda konkret terhadap hasil belajar matematika materi bangun datar pada peserta didik kelas V sekolah dasar Arum Kinasih; Matsuri Matsuri
Didaktika Dwija Indria Vol 14, No 1 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i1.107509

Abstract

Penelitian ini bertujuan untuk mengkaji pengaruh penerapan strategi pembelajaran kooperatif Teams Games Tournament (TGT), yang didukung oleh penggunaan media benda konkret, terhadap pencapaian matematika pada topik bangun datar di kalangan siswa kelas lima di SD Negeri Rejosari. Dengan menggunakan pendekatan kuantitatif dan desain quasi-eksperimental, analisis awal menunjukkan bahwa data memenuhi asumsi normalitas dan homogenitas. Kelompok eksperimen memperoleh skor rata-rata post-test sebesar 79,77, sementara kelompok kontrol mencapai 70,53. Uji t sampel independen menghasilkan nilai signifikansi 0,003 (p < 0,05), menunjukkan perbedaan yang secara statistik bermakna antara kedua kelompok. Pendekatan TGT mendorong partisipasi aktif siswa, meningkatkan kerja sama tim, dan meningkatkan motivasi serta pemahaman konseptual. Penggunaan media konkret memfasilitasi pembelajaran dengan menghubungkan konsep matematika abstrak ke pengalaman nyata yang konkret. Temuan ini sejalan dengan teori perkembangan kognitif Jean Piaget, yang menekankan pentingnya pembelajaran berbasis pengalaman selama masa sekolah dasar. Secara ringkas, penerapan model TGT bersama dengan objek konkret berkontribusi signifikan terhadap peningkatan kinerja pembelajaran matematika siswa.
Interaksi faktor personal, perilaku, dan lingkungan dalam motivasi belajar ipas: studi kualitatif di kelas iv sekolah dasar Helmalia Niken Alfi; Idam Ragil Widianto Atmojo; Roy Ardiansyah
Didaktika Dwija Indria Vol 14, No 1 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i5.110392

Abstract

This study aims to analyze the interaction of personal, behavioral, and environmental factors in shaping students’ motivation to learn IPAS (Natural and Social Sciences) based on Albert Bandura’s social cognitive theory. The research employed a descriptive qualitative approach involving 33 fourth-grade students of SDN Sambi 3, Sragen, selected through purposive sampling as the first cohort experiencing the integration of science and social studies into IPAS within the Merdeka Curriculum. Data were collected through non-participatory observation, semi-structured interviews with the teacher and ten students, and a 44-item questionnaire developed from indicators of social cognitive theory. The findings indicate that self-efficacy fosters confidence, persistence, and readiness to face new tasks, although some students remain hesitant or easily discouraged. The physical classroom environment generally supports the learning process, despite challenges such as noise and limited comfort. Social relationships with teachers and peers enhance motivation through collaboration, guidance, and positive reinforcement. Teachers and peers also serve as role models, providing discipline and enthusiasm that inspire students. Overall, this study emphasizes the presence of reciprocal determinism, namely the reciprocal interaction among personal, behavioral, and environmental factors that collectively shape students’ motivation to learn IPAS.
Analisis pelaksanaan pada manajemen pembelajaran proyek penguatan profil pelajar Pancasila dalam menumbuhkan kemampuan bernalar kritis dan kreatif peserta didik fase C Dea Pangesti; Sri Marmoah
Didaktika Dwija Indria Vol 14, No 1 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i1.103081

Abstract

The management implementation stage is the implementation of planning and realizing characteristics of the profile of Pancasila students. Implementation of P5 activities at SDN 04 Jatingarang has not been consistent. Observations showed during P5 activities, students were less enthusiastic about learning, had low curiosity, and were not yet able to explain the reasons for their ideas. This study aimed to determine the implementation of P5 learning management in fostering critical and creative reasoning skills in phase C students. The method was descriptive qualitative, with data collection techniques in observation, interviews, documentation, and questionnaires. The data sources were the principal, grade V teachers, and grade V students of SDN 04 Jatingarang. The outcomes of the study showed the implementation at SDN 04 Jatingarang consisted of the stages of initiating, implementing, and closing activities. Fostering creative and critical reasoning skills is done by getting used to discussing and providing challenges with gradual levels of difficulty. The average creative ability at the implementation stage is in the fairly creative category. Critical reasoning ability, at the P5 implementation, the average student is in the sufficient category. Good learning management can develop students’ abilities and skills that align with the character profile of Pancasila students.
Profil pengembangan social learning dimensi imitasi pada ekstrakurikuler karawitan sekolah dasar Wardani, Khusnul Mutiara; Karsono, Karsono
Didaktika Dwija Indria Vol 14, No 1 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i1.101127

Abstract

This study aims to describe the development of imitation dimensions in karawitan learning in extracurricular activities at SDN Sumber 6 No.255 Surakarta based on a social learning perspective. This study uses a qualitative method with observation, interview, and documentation techniques. The results of the study indicate that the four aspects of the imitation dimension have developed well, namely imitation of physical movements, sound patterns and rhythms, social and collective actions, and expressions in gamelan playing. The imitation process is seen in the way students imitate playing techniques from coaches and peers, adjust the tempo in groups, and apply habits and ethics of playing gamelan. This imitation-based learning not only helps students master musical skills, but also forms cooperation, discipline, and respect for culture. The implications of this study confirm that gamelan learning can be an effective medium in developing social skills through the process of observation and interaction in groups.
Analisis peran guru penggerak sebagai pendorong komunitas belajar serta diskusi kolaborasi pada kurikulum merdeka di sekolah dasar Muhammad Hanif Amril Putra; Sri Marmoah
Didaktika Dwija Indria Vol 14, No 1 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i5.110937

Abstract

This study aims to analyze the role of motivational teachers in the independentcurriculum at Ta'mirul Islam Elementary School in Surakarta. This study uses a qualitativeapproach with a case study research type. The sources of data for this study include twomotivational teachers, one principal, and one colleague. The sampling technique used waspurposive sampling. Data collection was conducted through observation, interviews, anddocumentation. The validity test technique used was triangulation of techniques and sources.The data analysis technique used interactive analysis. The results of the study show thatmotivational teachers have five main roles. However, in this article, the author takes only tworoles, namely motivating the learning community both within the school and between schoolsand opening up space for positive discussion and collaboration with teachers, parents, andexternal stakeholders. This study confirms that Motivational Teachers play a strategic role asagents of change in supporting the successful implementation of the Merdeka Curriculum, whichis relevant to current educational needs and contributes to building an adaptive, collaborativelearning environment oriented towards the Pancasila Student Profile.
Analisis fase pondasi kematangan kognitif dalam penjumlahan matematika kelas 1 dengan media matific SD Kristen Widya Wacana Pasarlegi tahun 2024/2025 Kezia Marvela Febriyanti; Peduk Rintayati
Didaktika Dwija Indria Vol 14, No 1 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i1.103940

Abstract

Penelitian ini bertujuan untuk: 1) mendeskripsikan pemahaman konsep penjumlahan peserta didik kelas 1 SD Kristen Widya Wacana Pasarlegi setelah menggunakan media Matific, dilihat dari tahapan perkembangan kognitif, 2) mendeskripsikan kemampuan peserta didik kelas 1 SD Kristen Widya Wacana Pasarlegi dalam menyelesaikan soal penjumlahan setelah menggunakan media Matific, dilihat dari tahap perkembangan kognitif. Penelitian ini termasuk dalam penelitian kualitatif kuantitatif atau mixed method dengan menggunakan media Matific yang terdiri dari tiga tahap: 1) persiapan lapangan, 2) pelaksanaan lapangan, dan 3) analisis data. Indikator yang digunakan adalah indikator miskonsepsi dan indikator kognitif, peneliti menggunakan kedua indikator ini dan mengkaitkannya dengan keempat tahapan dari Taksonomi Bloom (mengingat, memahami, menerapkan dan menganalisis). Instrumen penelitian diperuntukkan untuk peserta didik sekolah dasar kelas 1 dengan lima informan. Instrumen yang diberikan telah divalidasi isi oleh para ahli. Hasil dari penelitian ini adalah: 1) penggunaan media Matific di SD Kristen Widya Wacana Pasarlegi membantu meningkatkan pemahaman konsep penjumlahan bagi peserta didik kelas 1 secara signifikan, 2) kemampuan peserta didik dalam menyelesaikan soal penjumlahan mengalami peningkatan setelah menggunakan Matific.
Peningkatan Kemampuan Membaca Pemahaman dengan Model Pembelajaran Cooperative Integrated Reading and Composition (CIRC) Berbantuan Media Alphabet Card Aditya Nur Rahmawati; Fadhil Purnama Adi
Didaktika Dwija Indria Vol 14, No 1 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i4.107017

Abstract

This study aims to describe the Cooperative Integrated Reading and Composition (CIRC) learning model assisted by alphabet cards to improve reading comprehension skills in second grade students of SD Negeri 1 Babadan, Boyolali Regency. This research uses a qualitative approach by using Classroom Action Research (PTK). Data were collected through interviews with teachers and students, observation of teacher and student activities, written and oral tests, and documentation. Data validity was tested using triangulation of sources and time. The results of the study showed an improvement in students' reading comprehension skills. In the pre-action phase, the written test completion rate increased from 20% to 35% in cycle I and reached 80% in cycle II. For the oral test, the completion rate increased from 5% in cycle I to 80% in cycle II. Observations also showed an increase in effectiveness, with the average percentage of teacher observations increasing from 80.47% (cycle I) to 87.55% (cycle II), and student observations increasing from 79.11% (cycle I) to 86.42% (cycle II). The CIRC learning model assisted by alphabet cards that has been applied can improve the reading comprehension skills of second grade students of SD Negeri 1 Babadan, Sambi, Boyolali in the 2024/2025 academic year.
Kontribusi Motivasi Membaca dan Penguasaan Kosakata terhadap Kemampuan Menulis Puisi Siswa Sekolah Dasar Galang Budi Prakoso, Peduk Rintayati, St Y Slamet
Didaktika Dwija Indria Vol 14, No 3 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i3.115414

Abstract

Kemampuan menulis puisi merupakan kompetensi literasi tingkat tinggi yang menuntut integrasi faktor afektif dan kognitif, namun seringkali terkendala oleh rendahnya motivasi dan terbatasnya kosakata siswa. Penelitian ini bertujuan untuk mengetahui besaran kontribusi motivasi membaca dan penguasaan kosakata terhadap kemampuan menulis puisi siswa kelas V SD se-Kecamatan Kartasura. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Populasi adalah seluruh siswa kelas V SD Negeri se-Kecamatan Kartasura sebanyak 717 siswa yang tersebar di 38 sekolah dasar negeri, dan sampel sebanyak 108 siswa dipilih menggunakan teknik cluster random sampling dari empat sekolah. Pengumpulan data menggunakan: (1) angket motivasi membaca (α = 0,881); (2) tes penguasaan kosakata (KR-20 = 0,894); dan (3) tes kemampuan menulis puisi dengan lima kriteria penilaian (ICC = 0,967). Analisis data menggunakan korelasi Spearman Rank dan regresi linear berganda (α = 0,05). Hasil penelitian menunjukkan bahwa: (1) motivasi membaca memiliki hubungan positif dan signifikan dengan kemampuan menulis puisi (r = 0,211; p = 0,028) serta berkontribusi sebesar 4,45% (sumbangan efektif = 0,95%); (2) penguasaan kosakata memiliki hubungan positif dan signifikan dengan kemampuan menulis puisi (r = 0,258; p = 0,007) serta berkontribusi sebesar 6,66% (sumbangan efektif = 7,75%); dan (3) motivasi membaca dan penguasaan kosakata secara simultan memiliki hubungan positif dan signifikan dengan kemampuan menulis puisi serta berkontribusi sebesar 8,70% (R = 0,294; p = 0,009; Cohen's f² = 0,095). Temuan ini menunjukkan bahwa penguasaan kosakata merupakan prediktor dominan (sumbangan relatif 89,08%), yang mengimplikasikan bahwa guru perlu memprioritaskan pengayaan kosakata siswa sebagai fondasi linguistik utama dalam pembelajaran menulis puisi melalui pendekatan berbasis stimulus visual.

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