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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 412 Documents
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Penggunaan Pendekatan Computational Thinking Pada Mata Pelajaran Matematika Terhadap Keterampilan Berpikir Kritis Peserta Didik Kelas IV Sekolah Dasar Arcilia Intan Permadani; Deviyanti Pangestu; Miranda Abung; Frida Destini
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.v14i1.115551

Abstract

Rendahnya keterampilan berpikir kritis peserta didik dalam pembelajaran menjadi permasalahan yang perlu diperhatikan, sehingga penelitian ini bertujuan untuk mengkaji penggunaan pendekatan Computational Thinking terhadap keterampilan berpikir peserta didik serta perbedaan keterampilan berpikir kritis peserta didik anatara yang menggunakan pendekatan Computational Thinking dan pendekatan saintifik. Penelitian ini menggunakan quasi experimental design dengan pretest-posttest control group. Sampel penelitian terdiri dari 42 peserta didik kelas IV yang dipilih menggunakan teknik purposive sampling, dengan 21 anak kelas IVA sebagai kelas eksperimen dan 21 anak kelas IVB sebagai kelas kontrol. Pengumpulan data menggunakan instrumen tes dan non-tes yang telah divalidasi. Analisis regresi linear sederhana menunjukkan bahwa pendekatan Computational Thinking memberikan kontribusi sebesar 52,4% terhadap keterampilan berpikir kritis. Hasil uji independent sample t-test menunjukkan keterampilan berpikir kritis antara kelompok eksperimen dan kelompok kontrol. Temuan ini mengimplikasikan bahwa pendekatan Computational Thinking dapat digunakan sebagai alternatif pendekatan pembelajaran untuk mengembangkan keterampilan berpikir kritis peserta didik.
Implementasi program pendidikan lingkungan hidup dalam proyek penguatan profil pelajar Pancasila di sekolah dasar Diva Izma Afia; Septi Yulisetiani
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.v14i1.105581

Abstract

This study aims to (1) Describe the implementation of environmental education programs in the Pancasila student profile strengthening project at elementary school, and (2) Describe supporting factors and inhibiting factors for the implementation of environmental education programs in the Pancasila student profile strengthening project at elementary school. This type of research is a qualitative case study. Data collection techniques use interviews, observations, and questionnaires. The data analysis technique uses Cresswell data analysis. The results of the study found that the environmental education program in the Pancasila student profile strengthening project at elementary school was successfully implemented with reference to the assessment indicators, namely using an environmental-based curriculum, having an environmentally-based school culture, and having facilities and infrastructure that support the program. The implementation of the environmental education program in the Pancasila student profile strengthening project has supporting factors, namely: (1) The school has partners who support the program, (2) The school is an Adiwiyata school, (3) The school has adequate environmental facilities and infrastructure, (4) The school has competent teaching staff, and (5) The school has environmental conditions that support the creation of optimal environmental learning, while the inhibiting factors include: (1) Limited aspiration funds for improving facilities and infrastructure, and (2) Several school residents who are not yet consistent in responding to the environment properly.
Penggunaan media pembelajaran permainan monopoli untuk meningkatkan kemampuan menulis pantun peserta didik kelas v sdn banyuanyar 1 tahun ajaran 2024/2025 Santi Mustika Wati; Retno Winarni
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.v14i4.108439

Abstract

Abstract. This study aims to describe the use of monopoly game learning media to improve the ability to write pantun of grade V students of SDN Banyuanyar 1, explain the obstacles and solutions, and describe the results of improving the ability to write pantun. The subjects of this study were grade V teachers and 28 students. Data collection involved tests and non-tests, while data analysis followed the Miles and Huberman model data reduction, presentation, conclusion drawing, and verification. The use of monopoly game learning media to improve the ability to write pantun has obstacles faced by students, one of which is being less active in learning activities. Improvements that can be made based on these obstacles are that teachers create interesting learning media so that students remain focused on learning. The ability to write pantun has increased from cycle 1 and cycle 2 by 89%.
Efektivitas model pembelajaran inkuiri berbantuan augmented reality dalam meningkatkan kemampuan berpikir kritis peserta didik pada pembelajaran matematika kelas v sekolah dasar Adzkya Salsabila Cahyono; Frida Destini
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.v14i1.114546

Abstract

The problem of low critical thinking skills of students in mathematics learning in fifth grade of elementary school is the main focus of this study. This study aims to describe the effectiveness of the inquiry learning model assisted by Augmented Reality (AR) in improving students' critical thinking skills. This study uses a quantitative approach with an experimental research type, the research design used is a pretest-posttest control group design. The population of this study was all fifth grade students, totaling 40 students. The data collection technique used a descriptive critical thinking ability test instrument and a non-test instrument in the form of an observation sheet. Data analysis was carried out using the N-Gain test. The results of the study indicate that learning with the inquiry model assisted by Augmented Reality (AR) is more effective than learning using the inquiry model without media assistance in improving students' critical thinking skills. This is proven by the N-Gain value obtained by the experimental class of 0.77 (high category) and the control class of 0.63 (medium category), indicating that the application of the Augmented Reality-assisted inquiry learning model is effective in improving students' critical thinking skills in mathematics learning in grade V of SD Negeri 2 Mekarmulya.
Metode pembelajaran preview, question, read, reflect, recite, and review (pq4r) terhadap kemampuan membaca intensif peserta didik kelas IV sekolah dasar Muhammad Nurhidayat; Matsuri Matsuri
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.v14i3.116410

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh metode pembelajaran Preview, Question, Read, Reflect, Recite, and Review (PQ4R) terhadap kemampuan membaca intensif peserta didik kelas IV sekolah dasar. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi eksperimen dan desain Nonequivalent Control Group Design. Subjek penelitian adalah peserta didik kelas IV SD Negeri pada Gugus Ahmad Yani, Kecamatan Laweyan, Kota Surakarta Tahun Ajaran 2024/2025 yang terdiri atas kelas eksperimen dan kelas kontrol. Teknik pengumpulan data menggunakan tes kemampuan membaca intensif berbentuk uraian yang telah diuji validitas dan reliabilitasnya. Analisis data dilakukan secara deskriptif dan inferensial melalui uji normalitas, homogenitas, keseimbangan, independent sample t-test, serta perhitungan N-Gain pada taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa terdapat pengaruh yang signifikan penerapan metode PQ4R terhadap kemampuan membaca intensif peserta didik, ditunjukkan oleh nilai signifikansi < 0,001. Rata-rata N-Gain kelas eksperimen (0,6355) berada pada kategori sedang atas dan lebih tinggi dibandingkan kelas kontrol (0,2813) yang berada pada kategori rendah. Temuan ini menunjukkan bahwa metode PQ4R efektif dalam meningkatkan pemahaman bacaan secara mendalam melalui tahapan pembelajaran yang sistematis. Oleh karena itu, metode PQ4R dapat direkomendasikan sebagai alternatif pembelajaran membaca intensif di sekolah dasar.
Pengaruh model discovery learning terintegrasi pembelajaran berdiferensiasi terhadap kemampuan menganalisis peserta didik Embun Seger Ingati; Idam Ragil Widianto Atmojo
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.v14i1.107823

Abstract

This study aims to determine the influence of the Discovery Learning model integrated with differentiated instruction on the analytical skills of fifth-grade students in the Natural and Social Sciences (IPAS) subject at SD Negeri 2 Wonosobo. The background highlights the importance of 21st-century skills, particularly analytical skills essential for facing globalization challenges. Initial observations indicated varied and suboptimal analytical abilities among students. The research employed a quasi-experimental method using a Nonequivalent Control Group Design, involving two classes: the experimental group taught with the Discovery Learning model integrated with differentiated instruction and the control group utilizing the Problem Based Learning (PBL) model. Data were collected through pretest and posttest assessments of analytical skills. Results indicate a significant improvement in analytical skills in the experimental group, with an average posttest score of 85.81 compared to 77.21 in the control group. The highest influence was observed among auditory learners, followed by kinesthetic and visual learners. These findings affirm the effectiveness of the Discovery Learning model integrated with differentiated instruction in enhancing students' analytical skills. Recommendations are provided for implementing this model in elementary school education. 
Penerapan model pembelajaran inkuiri terbimbing untuk meningkatkan kemampuan berpikir kritis pada pembelajaran IPA di kelas V B SDIT Budi Utomo Jatipurno Wonogiri tahun 2023 Meiulina Hidayah; Chumdari Chumdari; 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.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.

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