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 541 Documents
 48   49   50   51   52 
Pengaruh metode sugesti imajinasi terhadap keterampilan menulis pantun ditinjau dari motivasi belajar peserta didik kelas v Agpriana, Devi; Slamet, STY; Sukarno, Sukarno
Didaktika Dwija Indria Vol 13, No 4 (2025): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Komponen keterampilan berbahasa meliputi komponen empat, yaitu keterampilan membaca, menyimak, berbicara, dan menulis. Sebagai suatu keterampilan, keterampilan menulis siswa yang harus dimiliki untuk mengembangkan kreativitasnya antara keterampilan menulis pantun lainnya. Penelitian ini bertujuan untuk mengetahui pengaruh metode sugesti imajinatif terhadap keterampilan menulis pantun ditinjau dari motivasi belajar siswa kelas V. Penelitian ini menggunakan metode penelitian kuantitatif eksperimen semu. Subjek penelitian ini melibatkan 44 siswa yang terbagi dalam kelas eksperimen dan kontrol. Teknik pengumpulan data dalam penelitian ini berupa tes dan non tes. Ada dua jenis data yang dikumpulkan dalam penelitian ini, yaitu data keterampilan menulis pantun dan data motivasi belajar. Hasil penelitian ini menunjukkan (1) terdapat perbedaan keterampilan menulis pantun yang diajarkan dengan menggunakan metode sugesti imajinatif dan model make a match yang ditunjukkan dengan Fhitung = 28,22 > Ftabel = 4,08. H, (2) terdapat perbedaan keterampilan menulis pantun antara siswa yang memiliki motivasi belajar tinggi dan siswa yang memiliki motivasi belajar rendah, ditunjukkan dengan FB = 26,08 > Ftabel = 4,08., (3) terdapat interaksi antara metode pembelajaran dan motivasi belajar yang berpengaruh terhadap keterampilan menulis pantun siswa, ditunjukkan dengan FAB = 6,68 > Ftabel = 4,08.
Pengaruh model pembelajaran problem based learning berbasis socio scientific issue (Ssi) terhadap computational thinking siswa kelas 5 sd se- kecamatan laweyan Akbar, Ilham Malik; Ardiansyah, Roy
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.v14i5.109979

Abstract

The purpose of this study is to investigate how the problem-based learning model based on socio scientific issues affects the Computational thinking skills of fifth-grade elementary school students in Laweyan District, Surakarta. The research used a quantitative experimental methodology, collecting data via essay tests and analyzing the results with the Independent Sample T-test, N-Gain test, and Effect Size test.  A significance value (2-tailed) of 0.001 < 0.05 was found in the analysis results, indicating a significant difference between the experimental and control populations.  The experimental class had an N-Gain value of 0.49 (middle category), whereas the control class had a score of 0.30 (low category). Furthermore, the effect size value in the control class was 1.43 and in the experimental class 3.41, both categorized as large, but the experimental class showed a higher value. Thus, this study demonstrates that problem-based learning based on socio scientific issues is effective in supporting the development of 21st-century skills, particularly Computational thinking.
Hubungan Kecerdasan Linguistik dengan Computational Thinking pada Peserta Didik Kelas V Sekolah Dasar Widianto, Joko Tri; Atmojo, Idam Ragil Widianto; Ardiansyah, Roy
Didaktika Dwija Indria Vol 12, No 4 (2024): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v12i4.90920

Abstract

This research aims to find out whether there is a relationship between linguistic intelligence and computational thinking. The research method used is quantitative with a correlational research type. The sample was 4 elementary schools with a total of 73 students. Data collection uses a test instrument in the form of an essay test. Data analysis uses prerequisite tests and hypothesis testing. The results of this research are that there is a simultaneous relationship between linguistic intelligence and computational thinking, showing a significance value of 0.000 < 0.05 with a Pearson correlation value of 0.493. The results of this research can be used as a reference for further research.
Pengaruh Metode Outdoor Study Terhadap Kecerdasan Ekologis Aspek Kognitif Peserta Didik Sekolah Dasar Adiwiyata kelas 5 Se- Kecamatan Laweyan Rosyadah, Ferdyan Rezka; Ardiansyah, Roy
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.v14i2.107963

Abstract

This study aims to examine the effectiveness of the outdoor study method in enhancing ecological intelligence in the cognitive aspect among fifth-grade elementary school students in Adiwiyata schools in Laweyan District. While outdoor learning is known to promote environmental awareness, its impact on cognitive ecological understanding remains underexplored in the elementary context. One experimental class used outdoor study as part of a quasi-experimental design, whereas the control class used traditional classroom instruction. The Wilcoxon signed-rank test, Mann-Whitney U test, and effect size calculation were used to examine the data, which were gathered utilizing pretests, posttests, and N-Gain analysis. The experimental group's posttest scores significantly outperformed the control group, according to the results, which also indicated a larger effect size and higher N-Gain score. These results imply that outdoor study enhances students' ecological cognitive abilities more than traditional approaches. However, successful implementation requires contextual learning activities and active engagement with the local environment. The study reinforces the importance of experiential learning in fostering meaningful understanding of environmental issues in early education.
Efektivitas model problem based learning dengan langkah polya terhadap keterampilan berpikir kritis pada penyelesaian soal cerita matematika kelas IV sekolah dasar Mauliona, Mayra Robby; Riyadi, Riyadi
Didaktika Dwija Indria Vol 13, No 5 (2025): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v13i5.100103

Abstract

This research aims to determine the effectiveness of the Problem Based Learning model incorporating Polya's Steps in enhancing the critical thinking skills of fourth grade students in Cluster 1 Kyai Mojo, Pasar Kliwon District, Surakarta City. Quantitative approach was employed, utilizing a quasi-experimental design with a pretest-posttest control group. The study applied a probability sampling technique with a cluster random sampling method. Data collection uses a critical thinking skills test. Validity testing uses content validity, namely expert judgment and construct validity by testing research instruments. Data analysis included the Shapiro-Wilk normality test, Levene's homogeneity test, and hypothesis testing using the independent sample t-test. The findings revealed that the significance value of the hypothesis test was less than 0.001, indicating a value lower than the 0.05 (5%) significance threshold. A notable difference was observed in the average critical thinking skills between the control and experimental groups, with the control group scoring an average of 70.76, while the experimental group achieved an average of 80.48. These results demonstrate that the PBL model with Polya’s Steps implemented in the experimental class proved to be more effective in fostering critical thinking skills compared to the discovery learning model used in the control class.
Implementasi model pembelajaran circ berbantuan media strip story dalam pembelajaran menulis teks narasi di sekolah dasar Ula, Imtihan Syarifatul; Rukayah, Rukayah; Yulisetiani, Septi
Didaktika Dwija Indria Vol 13, No 1 (2025): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v13i1.91005

Abstract

This research aims to explore (1) the utilizing of the CIRC learning model with strip story media in learning to write narrative texts for class IVA students of MIS Muhammadiyah Sidowayah, (2) narrative text writing skills of class IVA students of MIS Muhammadiyah Sidowayah who learn using the CIRC model and strip story media. This study is a qualitative study with a case study method. The data sources in this study are teacher, students, learning processes, and narrative text documents. Data collection techniques use observation, interviews, and documentation studies. The data validity test technique in this study uses time triangulation and technique triangulation. The data analysis technique uses an interactive model, namely, data collection, data reduction, data presentation, and drawing conclusions. The results of this study are as follows. First, the implementation of learning to write narrative texts using the CIRC learning model and strip story media that the teacher did has fulfilled all stages, including orientation, organization, concept introduction, exploration and application, publication, and closing. In the exploration stage of learning, the teacher uses strip story learning media to help students come up with ideas for writing narrative texts. Second, the narrative writing skills of class IVA students who learned using the CIRC learning model and strip story media were quite good. The skill with the highest percentage was the ability to arrange the sequence of narrative texts based on the time of the incident. The lowest writing ability was the accuracy of the use of punctuation in sentences.
Penerapan pembelajaran stad (student team achievement division) berbantuan media komik untuk meningkatkan keterampilan pemecahan masalah materi analisis data peserta didik kelas v sd Agustina, Arfika Aulia; Matsuri, Matsuri
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.v14i4.108437

Abstract

This research aims to: 1) explore the implementation of the Student Team Achievement Division (STAD) learning model integrated with comic media to develop problem-solving skills in data analysis for fifth-grade students at SD Negeri Banyuanyar 1; and 2) enhance students’ problem-solving abilities in data analysis through the STAD model assisted by comic media. The study adopts a Classroom Action Research (CAR) approach, involving the classroom teacher and 28 students as participants. Data were gathered through observation, interviews, documentation, and tests, with triangulation employed to ensure data validity. An interactive data analysis method was used throughout the research. The results show a consistent improvement in students’ problem-solving performance, with the average score increasing from 50 in the pre-action stage to 68 in the first cycle, and further to 84 in the second cycle. Classical completeness also improved, rising from 32% during the pre-action phase to 68% in cycle 1, and reaching 86% in cycle 2. The study concludes that: 1) the STAD learning model combined with comic media is feasible and can be implemented effectively; and 2) the model significantly improves fifth-grade students’ problem-solving skills. Theoretically, the findings offer valuable insight into the integration of STAD and comic media within mathematics instruction. Practically, the use of comic media in the STAD model demonstrates clear benefits and positive impacts, serving as a useful reference for future educational research.This research aims to: 1) explore the implementation of the Student Team Achievement Division (STAD) learning model integrated with comic media to develop problem-solving skills in data analysis for fifth-grade students at SD Negeri Banyuanyar 1; and 2) enhance students’ problem-solving abilities in data analysis through the STAD model assisted by comic media. The study adopts a Classroom Action Research (CAR) approach, involving the classroom teacher and 28 students as participants. Data were gathe
Pola penerapan social emotional learning dalam pembelajaran matematika di sekolah dasar Putri, Vihayuning; Mahfud, Hasan; Surya, Anesa
Didaktika Dwija Indria Vol 12, No 1 (2024): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v12i1.84450

Abstract

This research aims to describe the pattern of implementing Social Emotional Learning (SEL) in mathematics learning for fifth grade students at SD Djama'atul Ichwan Surakarta. This research uses a qualitative approach with a case study method. The subjects of this research were class teachers and 28 students. This research uses observation, interviews, questionnaires and document study techniques. Testing the validity of the data uses triangulation of time and techniques. The data analysis model uses the Creswell model. Results showed teachers utilized supportive classroom environment approaches, integration of SEL and Academic Instruction, and explicit SEL Instruction. The teacher carries out several activities that have become routine, thus forming a clear pattern. The approach used can shape students' SEL competencies, including self-awareness, self-management, social awareness, relationship skills, and responsible decision making. The use of the SEL approach in mathematics learning indirectly influences mathematics learning outcomes. Therefore, it is important for teachers to integrate SEL into mathematics learning. The implication of this research is that it can increase scientific insight regarding the application of SEL to both teachers and students. The recommendation from researchers is that SEL can be further optimized in its implementation in a massive and structured manner.Kata kunci: social emotional learning, approach, competencies, mathematics, academic achievement, and elementary school
Analisis profil pelajar pancasila dimensi mandiri di sekolah dasar se-kecamatan ngemplak kabupaten boyolali Munawaroh, Zuliana Nikmah Fatkhiyatul; Supianto, Supianto
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.v13i5.104480

Abstract

This study aims to describe the profile of Pancasila students in the independent dimension in elementary schools in ngemplak district boyolali. The research method used is descriptive quantitative which aims to describe the research variables based on the results of quantitative data analysis. The sample determination used purposive sampling with a sample of 202 students in grades V and VI in ngemplak district, boyolali regency consisting of 3 elementary schools, namely SDN 3 Manggung, SDN 1 Gagaksipat, and SDN 1 Sawahan. Data collection used a non-test method in the form of self-assessment. The instrument used has two key elements, namely Self-Understanding and Situations Faced and Self-regulation. The results showed that the Pancasila Learner Profile of the independent dimension of students with very good categories as many as 12 students with a percentage of 6%, good categories as many as 117 students with a percentage of 58%, sufficient categories as many as 48 students with a percentage of 24%, and less categories as many as 25 students with a percentage of 12%. The score of the Self-Understanding and Situation elements is lower than the score of the Self-Regulation element.
Kemampuan Menganalisis IPAS Materi Keanekaragaman Flora Fauna ditinjau dari Literasi Sains dan Berpikir Kritis Astuti, Risma Dwi; Poerwanti, Jenny Indrastoeti Siti; Atmojo, Idam Ragil Widianto
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.v14i4.120734

Abstract

Penelitian ini dilandasi oleh rendahnya kemampuan analisis peserta didik dalam pembelajaran IPAS, terutama pada materi keanekaragaman flora dan fauna Indonesia. Kondisi ini berkaitan dengan masih terbatasnya kemampuan literasi sains dan berpikir kritis yang dimiliki peserta didik. Penelitian ini bertujuan untuk mengkaji hubungan antara literasi sains dengan kemampuan analisis, hubungan antara kemampuan berpikir kritis dengan kemampuan analisis, serta hubungan keduanya secara simultan terhadap kemampuan analisis. Penelitian ini menggunakan pendekatan kuantitatif dengan metode korelasional dan desain analisis korelasi berganda. Sampel penelitian terdiri atas 131 peserta didik kelas V sekolah dasar. Teknik pengumpulan data dilakukan melalui tes untuk mengukur literasi sains, kemampuan berpikir kritis, dan kemampuan analisis, serta angket untuk menilai aspek sikap dalam literasi sains. Data yang diperoleh dianalisis melalui uji prasyarat, uji korelasi Pearson, dan uji korelasi ganda. Hasil penelitian menunjukkan adanya hubungan positif dan signifikan antara literasi sains dengan kemampuan analisis (R = 0,326), serta antara kemampuan berpikir kritis dengan kemampuan analisis (r = 0,685; p < 0,05). Secara simultan, literasi sains dan berpikir kritis juga menunjukkan hubungan positif dan signifikan dengan kemampuan analisis (R = 0,724). Temuan ini mengindikasikan bahwa peningkatan kedua variabel tersebut dapat memperkuat kemampuan analisis peserta didik.

Page 50 of 55 | Total Record : 541

 48   49   50   51   52 

Filter by Year

2019 2026


Reset
Filter By Issues
All Issue Vol 14, No 4 (2026): Didaktika Dwija Indria 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 13, No 6 (2025): Didaktika Dwija Indria Vol 13, No 5 (2025): Didaktika Dwija Indria Vol 13, No 4 (2025): Didaktika Dwija Indria Vol 13, No 3 (2025): Didaktika Dwija Indria Vol 13, No 2 (2025): Didaktika Dwija Indria Vol 13, No 1 (2025): Didaktika Dwija Indria Vol 12, No 6 (2024): Didaktika Dwija Indria Vol 12, No 5 (2024): Didaktika Dwija Indria Vol 12, No 4 (2024): Didaktika Dwija Indria Vol 12, No 3 (2024): Didaktika Dwija Indria Vol 12, No 2 (2024): Didaktika Dwija Indria Vol 12, No 1 (2024): Didaktika Dwija Indria Vol 11, No 6 (2023): Didaktika Dwija Indria Vol 11, No 5 (2023): Didaktika Dwija Indria Vol 11, No 4 (2023): Didaktika Dwija Indria Vol 11, No 3 (2023): Didaktika Dwija Indria Vol 11, No 2 (2023): 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): 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