cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Anesa Surya
Contact Email
anesasurya@staff.uns.ac.id
Phone
-
Journal Mail Official
anesasurya@staff.uns.ac.id
Editorial Address
-
Location
Kota surakarta,
Jawa tengah
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 412 Documents
 34   35   36   37   38 
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 Khusnul Mutiara Wardani; 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.
Pengaruh penerapan model pembelajaran project based learning berbantuan augmented reality terhadap kemampuan berpikir kritis peserta didik kelas VI materi tata surya Resty Kurnia Dewi; Idam Ragil Widianto Atmojo; Dwi Yuniasih Saputri
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.v13i6.98754

Abstract

The purpose of this research is to determine if sixth graders at SDN 1 Sedayu can improve their solar system-related critical thinking abilities by using an AR-augmented project-based learning (PjBL) paradigm. Both the control and experimental groups' pre- and post-test scores increased significantly. A post-test average of 79.61 was achieved by the experimental class, whose average pre-test score was 56.92, while a post-test average of 60.27 was achieved by the control class, whose average pre-test score was 50.31. The data were first examined for normality and homogeneity using the Kolmogorov-Smirnov and Levene tests, which confirmed that the samples were distributed normally and were similar to one another. Only then were hypothesis testing initiated. After doing hypothesis testing using a paired sample t-test, the null hypothesis (H0) was rejected due to a significance value of 0.00, which is less than 0.05. These findings demonstrate a notable difference between the two groups and demonstrate that students' critical thinking abilities are improved with the use of AR-assisted PjBL. Consistent with other findings, this study confirms that PjBL and AR effectively boost students' motivation, engagement, and critical thinking abilities. 
Hubungan Keterampilan Berhitung dengan Kemampuan Memecahkan Soal Cerita Materi FPB dan KPK Sekolah Dasar Afni Arifatul Hidayah; Riyadi Riyadi
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.v14i3.115901

Abstract

Tujuan penelitian yaitu untuk mengetahui hubungan antara keterampilan berhitung dengan kemampuan memecahkan soal cerita materi Faktor Persekutuan Terbesar (FPB) dan Kelipatan Persekutuan Terkecil (KPK) pada peserta didik kelas V Sekolah Dasar Segugus Tetuko. Penelitian ini memakai pendekatan kuantitatif dengan metode korelasional. Subjek penelitian totalnya 140 peserta didik. Teknik pengumpulan data menggunakan tes keterampilan berhitung dan tes kemampuan memecahkan soal cerita FPB dan KPK. Analisis data didapatkan dengan uji normalitas Kolmogorov–Smirnov, uji korelasi Pearson Product Moment, analisis regresi linier sederhana, dan koefisien determinasi dengan bantuan perangkat lunak SPSS. Hasil uji normalitas memperlihatkan bahwa data berdistribusi normal. Hasil uji korelasi memperlihtakan adanya hubungan positif dan signifikan antara keterampilan berhitung dengan kemampuan memecahkan soal cerita FPB dan KPK dengan koefisien korelasi sebesar 0,996 dan nilai signifikansi 0,000. Analisis regresi linier memperoleh persamaan Ŷ = 21,606 + 0,796X yang menunjukkan bahwa keterampilan berhitung berpengaruh positif terhadap kemampuan memecahkan soal cerita FPB dan KPK. Nilai koefisien determinasi sebesar 0,992 menunjukkan bahwa keterampilan berhitung memberikan kontribusi sebesar 99,2% terhadap kemampuan memecahkan soal cerita FPB dan KPK. Berdasarkan hasil tersebut, dapat disimpulkan bahwa keterampilan berhitung memiliki hubungan yang sangat kuat dan berpengaruh signifikan terhadap kemampuan memecahkan soal cerita FPB dan KPK.
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.
Pengaruh Model Problem-Based Learning Terintegrasi Etnosains Terhadap Kemampuan Berpikir Kritis Peserta Didik SD Nawang Lutfia Sani; Frida Destini; Niken Yuni Astiti
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.v14i1.115071

Abstract

The problem in this study is the low critical thinking skills of students in IPAS subjects in grade IV elementary school. The purpose of this study is to determine the effect of using the Problem-Based Learning model integrated with ethnoscience on critical thinking skills in IPAS subjects in grade IV elementary school. The study used a quantitative method with a quasi-experimental non-equivalent control group design.The population and sample in this study were obtained through purposive sampling with a sample size of 48 students. Data collection techniques included tests and non-tests. The data were tested for hypotheses using simple linear regression tests. The results of the study indicate that the use of the ethnoscience-integrated Problem-Based Learning model has an effect on critical thinking skills in fourth-grade  IPAS subjects in elementary schools. 

Page 36 of 42 | Total Record : 412

 34   35   36   37   38 

Filter by Year

2019 2026


Reset
Filter By Issues
All Issue Vol 14, No 3 (2026): Didaktika Dwija Indria Vol 14, No 2 (2026): Didaktika Dwija Indria Vol 14, No 1 (2026): Didaktika Dwija Indria Vol 11, No 1 (2023): Didaktika Dwija Indria Vol 10, No 6 (2022): Didaktika Dwija Indria Vol 10, No 5 (2022): Didaktika Dwija Indria Vol 10, No 4 (2022): Didaktika Dwija Indria Vol 10, No 3 (2022): Didaktika Dwija Indria Vol 10, No 2 (2022): Didaktika Dwija Indria Vol 10, No 1 (2022): Didaktika Dwija Indria Vol 9, No 6 (2021): Didaktika Dwija Indria Vol 9, No 5 (2021): Didaktika Dwija Indria Vol 9, No 4 (2021): Didaktika Dwija Indria Vol 9, No 3 (2021): Didaktika Dwija Indria Vol 9, No 2 (2021): Didaktika Dwija Indria Vol 9, No 1 (2021): Didaktika Dwija Indria Vol 8, No 6 (2020): Didaktika Dwija Indria Vol 8, No 5 (2020): Didaktika Dwija Indria Vol 8, No 4 (2020): Didaktika Dwija Indria Vol 8, No 3 (2020): Didaktika Dwija Indria Vol 8, No 2 (2020): Didaktika Dwija Indria Vol 8, No 1 (2020): Dikdaktika Dwija Indria Vol 7, No 8 (2019): Didaktika Dwija Indria Vol 7, No 7 (2019): Didaktika Dwija Indria Vol 7, No 6 (2019): Didaktika Dwija Indria Vol 7, No 5 (2019): Didaktika Dwija Indria Vol 7, No 4 (2019): Didaktika Dwija Indria Vol 7, No 3 (2019): Didaktika Dwija Indria Vol 7, No 2 (2019): Didaktika Dwija Indria Vol 7, No 1 (2019): Didaktika Dwija Indria More Issue