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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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Penerapan model pembelajaran inkuiri terbimbing untuk meningkatkan kemampuan berpikir kritis pada pembelajaran IPA di kelas V B SDIT Budi Utomo Jatipurno Wonogiri tahun 2023 Hidayah, Meiulina; Chumdari, Chumdari; Rintayati, Peduk
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.v14i5.108476

Abstract

This study aims to improve students' critical thinking skills in science learning through the implementation of a guided inquiry learning model. This study is a Class Action Research conducted in two cycles. The research subject is V B students of SDIT Budi Utomo Jatipurno Wonogiri in 2023. Data collection techniques use tests, observations, and interviews. Observation techniques use non-participant observation. The data is analyzed using narrative descriptions and interval values. The results of the study showed an increase in student activity in the classroom. Critical thinking ability increased from pre-cycle 26.1%, cycle I 47.8% to 78.3% in cycle II. Based on the data analysis, it can be concluded that the guided inquiry learning model can improve the critical thinking skills in science learning in V B class of SDIT Budi Utomo Jatipurno Wonogiri in 2023. The implication of this study is that teachers can apply guided inquiry learning model in science learning for fifth grade. Teachers who manage the classroom effectively will positively impact their ability to guide students in developing their critical thinking skills.
Pengaruh Model Pembelajaran Read, Answer, Discuss, Explain, Create (RADEC) pada Materi Keragaman Budaya Indonesiaku terhadap Keterampilan Berpikir Kritis Siswa Kelas V Sekolah Dasar Agnes Daralita Situngkir; Jenny Indrastoeti Siti Poerwanti
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.v14i1.102670

Abstract

The purpose of this study was to determine the impact of the Read, Answer, Discuss, Explain, Create (RADEC) learning model on critical thinking skills. This study used a nonequivalent control group design. SDN in Cluster III, Banjarsari District became the population in this study. The sample was obtained through cluster random sampling technique with the results of SDN Sumber 2 as the experimental class and SDN Tirtoyoso as the control class. The research instrument was a descriptive test that measured four indicators of critical thinking skills, namely analysis, problem-solving strategies, clarification, and drawing conclusions. The results showed that the average post-test score of the experimental class increased significantly. These findings indicate that the active and systematic application of the RADEC model can encourage students to think more reflectively, analytically, and creatively in understanding the diversity of Indonesian culture.
Hubungan antara penguasaan penggunaan ejaan dan minat baca dengan keterampilan menulis narasi siswa kelas iv sd Noella Adil Abita; Slamet Slamet
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.v14i1.104817

Abstract

The purpose of this study is to demonstrate how the narrative writing skills of fourth-grade students (Y) relate to their mastery of spelling (X1) and reading interest (X2). Using a correlational design, the study involved all fourth-grade students in public elementary schools in Manyaran sub district during the 2024/2025 academic year, with cluster random sampling. The data collection methods used are questionnaires and tests. Data were collected through questionnaires and tests, and analyzed using simple and multiple correlation techniques. The findings reveal a strong and significant correlation between spelling mastery and writing skills (r = 0.96, t = 24.7 > t-table 1.67), as well as between reading interest and writing skills (r = 0.98, t = 39.4 > t-table 1.67). Combined, both variables significantly correlate with narrative writing skills (r = 0.986, F = 927.18 > F-table 3.168, α = 0.05, df = 54).
Pengaruh model project based learning dan minat belajar terhadap keterampilan menulis teks prosedur peserta didik kelas v di sekolah dasar Putri Amalia Ramadhani; St Y Slamet
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.v14i5.109953

Abstract

This research investigated how different instructional approaches and levels of student interest impact procedural writing skills. Specifically, it examined: (1) the comparative effectiveness of Project-Based Learning (PjBL) versus Problem-Based Learning (PBL) in enhancing writing performance; (2) the influence of varying degrees of learning interest on students' writing outcomes; and (3) whether a combination of instructional model and interest level produces any interaction effects. Adopting a 2×2 factorial design within a quantitative quasi-experimental framework, the study involved 50 fifth-grade students from public elementary schools in Argomulyo Subdistrict, selected through cluster random sampling. Instruments used included procedural writing assessments and interest-in-learning questionnaires, with data analyzed using Two-Way ANOVA. The results demonstrated that the type of instructional model significantly affected students’ writing abilities (FA = 4.221 > Ftable = 4.06), as did learning interest (FB = 47.211 > Ftable = 4.06); however, no significant interaction was found between the two variables (FAB = 0.017 < Ftable = 4.06).These findings indicate that both the PjBL model and learning interest independently affect students’ procedural writing skills. The implication, theoretically, it strengthens the idea that project-based learning effectively enhances writing skills through meaningful and collaborative experiences. Practically, it implies that teachers can implement the Project Based Learning model to foster students’ interest and improve their ability to write procedural texts in a creative and structured manner.
Profil adversity quotient peserta didik kelas IV sekolah dasar di Kecamatan Pedan Khoir, Fidella Nur; Ardiansyah, Roy
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.v14i1.103312

Abstract

Kecerdasan intelektual (IQ) sering disebut sebagai faktor utama yang berkontribusi terhadap keberhasilan akademis, tetapi penelitian terkini menyoroti pentingnya kecerdasan menghadapi tantangan (AQ) untuk menentukan ketahanan siswa terhadap tantangan. AQ didefinisikan sebagai kemampuan untuk mengatasi kesulitan, dan dikategorikan menjadi tiga tingkatan: Quitters, Campers, dan Climbers. Individu dengan AQ rendah cenderung menyerah ketika menghadapi rintangan, sedangkan individu dengan AQ tinggi menunjukkan kecenderungan untuk tekun dalam mencari solusi. Penelitian ini bertujuan untuk mengidentifikasi profil AQ siswa sekolah dasar kelas empat di kecamatan Pedan. Metodologi yang digunakan adalah pendekatan kuantitatif deskriptif, dengan ukuran sampel 50 siswa dari tiga sekolah dasar negeri terakreditasi A dan B. Pengukuran AQ dilakukan berdasarkan empat aspek: Control, Origin and Ownership, Reach, dan Endurance. Hasil penelitian menunjukkan bahwa mayoritas siswa tergolong Campers (58%). Temuan ini menunjukkan bahwa meskipun peserta didik secara umum menunjukkan ketahanan dalam menghadapi tantangan, mereka mungkin belum mencapai tingkat kegigihan yang optimal. Studi ini merekomendasikan penelitian masa depan, pemeriksaan yang lebih mendalam terhadap faktor-faktor yang memengaruhi AQ dan pengembangan strategi pembelajaran untuk meningkatkan ketahanan akademis siswa.
Menanamkan kesadaran sosial dan ekologis pada siswa sekolah dasar: upaya menuju pendidikan untuk pembangunan berkelanjutan Ayu Andira; Mayang Rachmawati Adji; Zikri Akbar
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.v14i3.113909

Abstract

This study aims to analyze strategies for instilling social and ecological awareness in elementary school students as part of the implementation of Education for Sustainable Development (ESD). Sustainability awareness is considered important to be formed from an early age considering the increasingly complex global challenges such as environmental damage and social inequality. Using a qualitative approach based on literature review, this study examines the integration of sustainability values in the thematic curriculum, the application of contextual learning approaches (such as PjBL, PBL, experiential, and service learning), and the role of teachers as role models and facilitators of values. Furthermore, it discusses the role of school culture and environment as well as support from national education policies such as the Independent Curriculum and the Pancasila Student Profile. The study results indicate that the success of ESD at the elementary school level is strongly influenced by the synergy between the curriculum, learning methods, teacher capacity, institutional support, and community involvement. This study recommends the importance of strengthening teacher training, providing contextual teaching media, and developing a school culture that supports the internalization of sustainability values in a comprehensive and sustainable manner.
Analisis self-efficacy pada peserta didik di sekolah dasar se-kota surakarta Adlian Dema Cesaria; Supianto Supianto
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.v14i1.103791

Abstract

Abstract. This study aims to describe the self-efficacy of students in elementary schools in city of surakarta. The research method used is descriptive quantitative with a sample of 178 students from grades III and IV at SD Negeri Danukusuman, SD Negeri Manahan, and SD Negeri Munggung, selected using purposive sampling techniques. Data collection used a non-test method in the form of self-assessment. The instruments used have three dimensions, namely the level dimension, generality dimension, and strength dimension. The results show that the self-efficacy of students in the very good category consists of 15 students with a percentage of 8.45%, the good category consists of 89 students with a percentage of 50%, the sufficient category consists of 56 students with a percentage of 31.45%, and the inadequate category consists of 18 students with a percentage of 10.1%. All dimensions, namely the level dimension, generality dimension, and strength dimension, are categorized as good.
Penerapan model pembelajaran means ends analysis untuk meningkatkan keterampilan penalaran matematis pada materi keliling dan luas bangun datar peserta didik kelas V sd Indra, Shifa Ramadhana; Poerwanti, Jenny Indrastoeti Siti
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.v14i4.108690

Abstract

This study aims to improve mathematical reasoning skills in the subject of perimeter and area of flat shapes through the application of the Means Ends Analysis (MEA) learning model to fifth-grade students at Trombol 2 Public Elementary School, Mondokan, Sragen, in the 2024/2025 academic year. The research method used was qualitative, specifically Classroom Action Research, which was carried out in two cycles. Each cycle included the stages of planning, implementation, observation, and reflection. There were 16 students participating in the study. Data collection was conducted through observation, interviews, documentation, and tests. Data validity was tested through source triangulation and technique triangulation. The data analysis technique referred to the Miles and Huberman model. The results showed improvement in each cycle. The average pre-action test score was 35.5 with a classical mastery level of 0%. In cycle I, the average test score was 66 with a classical mastery level of 37.5% in the first meeting and increased to 74 with a classical mastery level of 62.5% in the second meeting. In cycle II, the average score increased to 80.5 with a classical mastery of 81.25% in the first meeting and reached an average score of 84 with a classical mastery of 87.5% in the second meeting. Based on this data, it can be concluded that the mathematical reasoning skills of fifth-grade students at Trombol 2 Public Elementary School, Mondokan, Sragen, in the 2024/2025 academic year improved after the implementation of the Means Ends Analysis (MEA) learning model.
Penggunaan E-LKPD berbasis problem based learning terhadap pemahaman konsep IPAS peserta didik kelas IV sekolah dasar Ricca Tri Fadillah; Deviyanti Pangestu; Siti Nurjanah
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.v14i1.114803

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan lembar kerja siswa elektronik (E-LKPD) berbasis Pembelajaran Berbasis Masalah (PBL) terhadap pemahaman konsep siswa dalam pembelajaran IPAS. Penelitian ini menggunakan metode kuasi-eksperimental dengan desain kelompok kontrol non-ekuivalen. Partisipan penelitian adalah siswa kelas empat SD 4 Kedondong, terdiri dari 18 siswa di kelas eksperimen dan 17 siswa di kelas kontrol. Data dikumpulkan melalui tes dan observasi. Instrumen yang digunakan adalah tes esai yang dirancang berdasarkan indikator pemahaman konsep. Analisis data dilakukan menggunakan regresi linier sederhana. Hasil penelitian menunjukkan bahwa siswa yang belajar menggunakan E-LKPD berbasis PBL mengalami peningkatan pemahaman konsep yang signifikan lebih tinggi dibandingkan siswa yang belajar menggunakan lembar kerja konvensional. Temuan ini menunjukkan bahwa E-LKPD berbasis PBL mempunyai pengaruh positif dan signifikan terhadap pemahaman konsep siswa terhadap IPAS.
Model cooperative integrated reading and composition (circ) berbantuan aplikasi canva terhadap kemampuan menulis narasi Ira Fitri Yanti; Matsuri Matsuri
Didaktika Dwija Indria Vol 14, No 4 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i3.117445

Abstract

Penelitian ini bertujuan untuk menganalisis apakah terdapat pengaruh terhadap kemampuan menulis naratif siswa kelas IV SD akibat penerapan model pembelajaran Cooperative Integrated Reading and Composition (CIRC) yang dikombinasikan dengan penggunaan aplikasi Canva. Penelitian kuantitatif merupakan metode yang diterapkan dalam penelitian ini dengan desain kuasi-eksperimental. Tes menulis naratif digunakan untuk mengumpulkan data, sedangkan uji normalitas, uji homogenitas, uji keseimbangan, dan uji-t merupakan serangkaian uji yang diterapkan untuk menganalisis data. Hasil penelitian menunjukkan bahwa skor rata-rata post-test kelas eksperimen dan kelompok kontrol secara statistik berbeda secara signifikan. Temuan ini mengindikasikan bahwa peningkatan keterampilan menulis naratif siswa sekolah dasar dipengaruhi secara positif dan signifikan oleh penerapan model CIRC yang dibantu oleh aplikasi Canva.

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