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 795 Documents
 51   52   53   54   55 
Hubungan antara motivasi menulis dan penguasaan kosakata dengan keterampilan menulis cerita pendek peserta didik kelas iv sekolah dasar Aliya Rahma Nurnafisah; Fadhil Purnama Adi
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 | DOI: 10.20961/ddi.v13i4.105067

Abstract

This study aims to reveal the relationship between short story writing skills, writing motivation, and vocabulary mastery of fourth-grade students. The approach used in this study is correlational. The subjects of the study included all fourth-grade students in public elementary schools in the Ngadirejo District area in the 2024/2025 academic year. Sample selection was carried out using random sampling techniques. Data were collected through instruments in the form of tests and questionnaires. Tests were given to measure the variables of vocabulary mastery and short story writing skills, while questionnaires were used to measure writing motivation. The data analysis techniques applied included simple and multiple correlation analysis. The findings of this study indicate a significant relationship between writing motivation and short story writing skills, as indicated by the correlation coefficient value of r count (0.98), which is greater than r table (0.199), and the t count value (9.79), which exceeds t table (1.66). In addition, vocabulary mastery also correlates with short story writing skills; the results of the correlation coefficient value r count (0.96) are greater than r table (0.199), and the t count value (38.08) exceeds t table (1.66). The variables of writing motivation and vocabulary mastery contribute significantly to short story writing skills, indicated by r count (0.968) > r table (0.199) and F count (4333.02) which is much greater than F table (3.09), at a significance level of α = 0.05 with degrees of freedom (df) of 95.
Penerapan model pembelajaran langsung untuk meningkatkan hasil belajar matematika siswa kelas V di sekolah dasar I'anatul Khoiriyah; Much. Arsyad Fardani; Sudjadi Sudjadi
Didaktika Dwija Indria Vol 13, No 3 (2025): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v13i3.102590

Abstract

This study aims to improve the mathematics learning outcomes of fifth-grade elementary school students through the application of the direct instruction model. Direct instruction is a structured teaching approach that includes clear objectives, teacher demonstrations, guided practice, and independent student activities. This classroom action research was conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. The research involved 35 fifth-grade students as participants. Data were collected through learning outcome tests, classroom observations, and documentation. The results showed a consistent improvement in students’ mathematics achievement after implementing the direct instruction model. In the pre-cycle, many students had not yet met the minimum mastery criteria. However, after two cycles of applying direct instruction, the number of students reaching the expected learning standards increased significantly. The findings suggest that the direct instruction model is effective in enhancing students’ understanding and performance in mathematics. Therefore, it is recommended for elementary school teachers to adopt this model, particularly when teaching abstract or procedural mathematical concepts.
Pengaruh model pembelajaran multiliterasi terhadap keterampilan berpikir kritis ditinjau dari self regulated learning mahasiswa Milenia Suci Rachmawati; Idam Ragil Widianto Atmojo; Roy Ardiansyah
Didaktika Dwija Indria Vol 11, No 4 (2023): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v11i4.77593

Abstract

As a teacher candidate, it is important for a student to master the 21st century skills, namely the 4C. Critical thinking is one of the directions of 21st century education. As prospective educators, students need to master critical thinking skills which are supported by good self-regulated learning as a provision so that later they are able to conduct meaningful learning in class. This study aims to determine the effect of applying the multiliteracy learning model on students' critical thinking skills in terms of the students' self-regulated learning. The type of research method used is a quantitative experiment with a 2 x 3 factorial design. Based on the results of hypothesis testing using the two-way ANOVA test with different cells, the results are Fobs > Fα  with details, namely Fa > Fα (18,03901 > 3,986269479), Fb > Fα (27,5862 > 3,135917934), and Fab > Fα(139,2992 > 3,135917934). Referring to these results, it can be seen that the multiliteracy learning model has an effect on students' critical thinking skills, self-regulated learning has an effect on students' critical thinking skills, and there is an interaction between the multiliteracy learning model and the level of self-regulated learning on critical thinking skills.
Implementasi pendidikan karakter pada mata pelajaran pendidikan pancasila materi norma dalam kehidupan kelas v sekolah dasar Shasfi Annisa; Rukayah Rukayah; Supianto Supianto
Didaktika Dwija Indria Vol 12, No 2 (2024): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v12i2.83495

Abstract

This study intends to demonstrate how character education is implemented in Pancasila Education on the topic of norms in life in class V SDN Kleco II Surakarta, as well as the challenges that stand in the way of its implementation and potential solutions. This type of research is qualitative. Teachers and fifth-graders served as the research subjects at SDN Kleco II Surakarta. Data collection techniques in this study used interviews, observations, and document studies. Data validity testing techniques used were source triangulation and technique triangulation. The data analysis technique used was an interactive model developed by Miles and Huberman. Data analysis techniques include data collection, data reduction, data presentation, and conclusion drawing. The results showed that the implementation of character education through Pancasila Education was carried out through three stages, namely planning, implementation, and evaluation. The character values of religion, tolerance, discipline, creativity, curiosity, respect for achievement, and responsibility contained therein have been well implemented, but there are still some students who have not been able to apply them. The obstacles found are students who are bored when learning and the attitude of students towards material that has not been maximally implement, while the teacher is only focused on completing the material. The solution to overcome existing obstacles is for teachers to create innovative learning and use active learning approaches.
Pengaruh penerapan treasure map sebagai media pembelajaran matematika terhadap keaktifan siswa SD Tri Wulandari; Zainnur Wijayanto
Didaktika Dwija Indria Vol 13, No 2 (2025): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v13i2.101340

Abstract

Mathematics at the elementary school level is often assumed to be a difficult and unvaried subject. The lack of interest and motivation of students in learning mathematics can have an impact on the low potential in the form of their learning activeness. This study has the main objective, namely to analyze the effect resulting from the application of Treasure Map learning media on the activeness of grade 6 students at SDN 3 Glodogan in the 2024/2025 academic year specifically in mathematics subjects. The method used in this research is pre experimental design through one group pretest-posttest design with quantitative data processed through the SPSS application. Data collection that researchers do with observation, questionnaires, and written tests. The results of the research conducted are the use of Treasure Map learning media in math fraction material has a positive and significant effect on the learning activeness of each student. The effect caused is able to influence the increase in learning activeness effectively and efficiently according to the ability of each student.
Hubungan minat membaca dan kebiasaan membaca dengan keterampilan menulis teks eksplanasi kelas v sekolah dasar Yola Ahza Aqilah; Jenny Indrastoeti Siti Poerwanti; Supianto Supianto
Didaktika Dwija Indria Vol 12, No 6 (2024): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v12i6.84057

Abstract

This study aims to find out the relationship between reading interest and reading habits with the writing skills of the explanatory text students of class V SD N Bugel 02 Salatiga 2022/2023. This research uses a quantitative approach to correlational research models. This research sample is students of class V SD N Bugel 02. Data collection techniques used are questionnaires and tests. The validation used is expert validation and instrument validity test. Data analysis was carried out by descriptive statistics and multiple correlation analysis. The results of the study indicate that students’ reading interests are low, students’ reading habits are low, and student’s writing skills of the explanatory text are moderate and all three have strong, positive, and significant correlations. It is hoped that this research can provide information regarding students’ reading interests, reading habits, and the writing skills of the explanatory text. These results should be taken into consideration by teachers and schools to improve the efforts that have been carried out by not only considering the application of literacy but also the cultivation of interest and habits in students so that in the future students can implement these experiences as supporting efforts writing skills.
Strategi Guru dalam Mengintegrasikan Teknologi Digital pada Pembelajaran Anak Berkebutuhan Khusus di Sekolah Dasar Inklusi Rahmawati Rahmawati; Liftiah Liftiah; Ali Formen
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.v14i3.119306

Abstract

Integrasi teknologi digital dalam pendidikan inklusi menjadi semakin penting untuk mendukung kebutuhan belajar anak berkebutuhan khusus (ABK) di sekolah dasar, namun guru sering menghadapi tantangan terkait kompetensi teknologi dan adaptasi media. Metode: Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan melibatkan enam guru kelas dan guru pendamping khusus di sekolah dasar inklusi di Kabupaten Blora, Jawa Tengah. Data dikumpulkan melalui wawancara semi terstruktur, observasi, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman. Hasil: Guru mengintegrasikan teknologi digital melalui media visual interaktif, video edukatif, aplikasi pembelajaran, dan permainan edukatif digital yang disesuaikan dengan kebutuhan individual siswa. Kolaborasi dengan orang tua juga menjadi strategi pendukung yang efektif. Implikasi: Teknologi digital dapat mendukung pembelajaran inklusif secara efektif apabila disertai strategi guru yang adaptif, namun keterbatasan infrastruktur dan literasi digital guru perlu diatasi melalui pelatihan dan dukungan institusi yang memadai.
Analisis nilai karakter peduli sosial pada kartun upin-ipin season 16 episode temanku susanti dalam menunjang pendidikan karakter peduli sosial pada siswa kelas III SD Ahmad Laththuv Majid; Rukayah Rukayah; Sandra Bayu Kurniawan
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 | DOI: 10.20961/ddi.v13i3.90047

Abstract

This study aims to describe the value of social care characters contained in Upin-Ipin cartoons in supporting the implementation of social care character education in SD Negeri Jajar Surakarta. This research is qualitative descriptive research. The subject of the study was the cartoon Upin-Ipin season 16 episode "Temanku Susanti", a teacher and student of SD Negeri Jajar Surakarta. This study used data collection techniques in the form of observation, interviews, questionnaires, and documentation. Data analysis uses Miles & Huberman model analysis techniques, namely data reduction, data display, and conclusions. The result of this study is that the value of social care contained in the Upin-Ipin cartoon season 16 episode "Temanku Susanti" has values that can be applied by elementary school students. With the airing of Upin-Ipin cartoons, especially in the episode "Temanku Susanti" to students, it can support the education of students' social care characters.
Evaluasi implementasi program makan bergizi gratis (mbg) di sekolah dasar x kota bandar lampung Muhammad Rizal Habib; Lindia Gemesu Pratiwi; Hardiansyah Hardiansyah; Undang Rosidin; Handoko Handoko
Didaktika Dwija Indria Vol 13, No 6 (2025): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v13i6.112075

Abstract

Abstract. The Free Nutritious Meals Program is a strategic effort by the government to improve the nutritional status of students while supporting the learning process in elementary schools. The success of the program is largely determined by the quality of its implementation at the school level. This study aims to evaluate the implementation of the Free Nutritious Meals Program at Elementary School X in Bandar Lampung City using the Context, Input, Process, and Product (CIPP) evaluation model. This study uses a qualitative approach with data collection techniques through observation and interviews with program managers, principals, teachers, students, and parents. The results of the study show that the program is highly relevant to the nutritional needs of students and has a positive impact on their enthusiasm for learning. However, there are still obstacles in the form of delays in fund disbursement, menus that do not match the schedule, and leftover food due to student preferences. In general, the program is running quite well, but it still needs to be strengthened in terms of educational assistance and periodic menu evaluation.Keywords: Free Nutritious Meals Program, CIPP Evaluation, Elementary School
Analisis keterampilan berpikir kritis ditinjau dari gaya belajar pada materi penjumlahan dan pengurangan bilangan pecahan peserta didik kelas iv sekolah dasar Vita Astarini; Idam Ragil Widianto admojo; Hasan mahfud; Anesa Surya
Didaktika Dwija Indria Vol 12, No 6 (2024): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v12i6.86571

Abstract

The aim of this research is to describe critical thinking skills in terms of learning styles on the topic of addition and subtraction of fractions among fourth-grade students at SDN Tegalrejo No. 98 in the academic year 2023/2024. This study employs a qualitative research method with a case study design. The subjects are teachers and nine fourth-grade students from SDN Tegalrejo No. 98. Data collection techniques include questionnaires, interviews, observations, and documentation. Data validity is ensured through triangulation of techniques and sources. Data analysis follows Creswell's analytical model. The results indicate that students with kinesthetic and auditory learning styles were only able to fulfill the evaluation and inference indicators. Students with a visual learning style did not meet all four indicators of critical thinking skills, including interpretation, analysis, evaluation, and inference. Therefore, this research is expected to provide additional information for teachers to develop more effective and efficient teaching strategies by considering students learning styles. Additionally, it serves as a reference for further research on mathematics learning. The implication of this research is that critical thinking skills play a crucial role in solving mathematical problems related to addition and substraction of fractions.

Page 53 of 80 | Total Record : 795

 51   52   53   54   55 

Filter by Year

2000 2026


Reset
Filter By Issues
All Issue Vol 14, No 6 (2026): Didaktika Dwija Indria Vol 14, No 5 (2026): Didaktika Dwija Indria 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 1 (2022): Didaktika Dwija Indria Vol 10, No 2 (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