Jurnal Didaktika Dwija Indria
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.
Articles
795 Documents
<![CDATA[Peningkatan dimensi bernalar kritis mata pelajaran pendidikan pancasila materi pancasila dalam kehidupanku melalui model group investigation pada peserta didik kelas 5 sekolah dasar ]]>
<![CDATA[Sa'diyah, Maulina]]>;
<![CDATA[Adi, Fadhil Purnama]]>
<![CDATA[ Didaktika Dwija Indria Vol 14, No 2 (2026): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v14i2.103449
<![CDATA[One of the 6 dimensions in the Pancasila learner profile that students must have is critical reasoning. The purpose of this study to improve the ability to reason critically in learning Pancasila Education through the application of the group investigation model in grade V elementary school students. The method in this research is a classroom action research method (PTK) carried out in two cycles. The research subjects were students of class VB SDN Nayu with a total of 27 students. The data collection techniques used were observation, interviews, documentation, and tests. Triangulation of techniques and sources is a method of testing validity. Initial conditions showed the percentage of 22%, cycle I meeting 1 increased to 30%, and at meeting 2 the percentage of completeness was 52%, the average in cycle I was 37%. In cycle II meeting 1 the percentage of completeness was 74% and at meeting 2 it increased to 93%, the average in cycle II was 89%. Based on the results of the study, it can be concluded that the application of the group investigation learning model can improve the ability to reason critically in learning Pancasila Education in class VB students of SDN Nayu.]]>
<![CDATA[Penerapan model pembelajaran problem based learning untuk meningkatkan pemahaman materi indonesia kaya budaya pada peserta didik kelas 4 sekolah dasar ]]>
<![CDATA[Prima Aldi Kurnia]]>; siti istiyati; fadhil purnama adi
<![CDATA[ Didaktika Dwija Indria Vol 13, No 5 (2025): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v13i5.91113
<![CDATA[This study aims to improve understanding of Indonesia's Rich Culture material by using the Problem Based Learning learning model for students SD Negeri 2 Kuwarisan Kebumen. This research approach is qualitative with the type of research, Classroom Action Research (PTK). The research that has been carried out has two cycles. Each cycle has two meetings. Each meeting has planning, action, and reflection. The subjects of this research are fourth grade students of SD Negeri 2 Kuwarisan. Data collection techniques include interviews, observation, documentation and tests. The validity test technique uses technical triangulation. Data analysis techniques use interactive data analysis models from Miles and Huberman. Data analysis begins with data collection, data reduction, data presentation and data conclusions taken during the research. The results showed an increase in understanding of Indonesia's Rich Culture material by using the Problem Based Learning learning model. This can be seen in the increase in the percentage of students who meet the minimum completeness criteria (KKM) at the pre-action stage, cycle I, cycle II. The pre-action activities of students who have met the minimum completeness criteria (KKM) in understanding the material of Indonesia Kaya are 35.71% or there are 5 students. While students who have not met the minimum completeness criteria (KKM) are 64.07% or there are 9 students. In cycle I, students who have met the minimum completeness criteria (KKM) are 42.855 or there are 12 students. While 57.14% or 16 learners have not reached the minimum completeness criteria (KKM). In cycle II as many as 17.85% or there are 5 students who have not met the minimum completeness criteria (KKM) while for students who have met the minimum completeness criteria (KKM) as many as 82.14% or there are 23 students. The conclusion of this study is that the use of the Problem Based Learning learning model can improve understanding of IPAS learning material Indonesia is rich in culture.]]>
<![CDATA[Pemanfaatan Diorama Berbasis Augmented Reality dalam Meningkatkan Pemahaman Konsep IPA Peserta Didik Sekolah Dasar ]]>
<![CDATA[Puspita, Alda]]>;
<![CDATA[Pangestu, Deviyanti]]>;
<![CDATA[Nurjanah, Siti]]>
<![CDATA[ Didaktika Dwija Indria Vol 14, No 2 (2026): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v14i2.116637
<![CDATA[Rendahnya pemahaman konsep IPA peserta didik dalam pembelajaran yang masih didominasi metode konvensional menjadi tantangan dalam menciptakan pembelajaran yang bermakna. Penelitian ini bertujuan untuk menganalisis pemanfaatan diorama berbasis Augmented Reality (AR) dalam meningkatkan pemahaman konsep IPA peserta didik sekolah dasar. Penelitian menggunakan pendekatan kuantitatif dengan desain pre-experimental one group pretest–posttest. Subjek penelitian berjumlah 33 peserta didik kelas V yang ditentukan melalui teknik total sampling. Instrumen penelitian berupa tes pemahaman konsep IPA yang diberikan sebelum dan sesudah perlakuan. Uji normalitas Shapiro–Wilk menunjukkan data berdistribusi normal dengan nilai signifikansi pretest 0,174 dan posttest 0,056. Hasil analisis regresi linier sederhana memperoleh nilai F sebesar 37,620 dengan signifikansi 0,000 (p < 0,05), menunjukkan adanya peningkatan yang signifikan setelah penerapan media. Rata-rata nilai pretest sebesar 56,18 meningkat menjadi 83,94 pada posttest, serta hasil uji N-gain menunjukkan kategori peningkatan sedang hingga tinggi. Temuan ini mengindikasikan bahwa pemanfaatan diorama berbasis Augmented Reality dapat menjadi alternatif media pembelajaran yang mendukung peningkatan pemahaman konsep IPA peserta didik sekolah dasar.]]>
<![CDATA[Dampak pembelajaran daring dan luring terhadap pengetahuan peserta didik pada materi sifat perkalian kelas vi ]]>
<![CDATA[Algamas Yayang Prifagfirli]]>;
<![CDATA[Siti Istiyati]]>; siti kamsiyati
<![CDATA[ Didaktika Dwija Indria Vol 13, No 1 (2025): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v13i1.85177
<![CDATA[.This study aims to describe the impact of online and offline learning on students' knowledge of multiplication properties. This research is a descriptive qualitative research. The subjects in this study were students of class VI at SD Negeri 1 Krasak Boyolali. Data collection techniques through observation, interviews, and documentation. Test the validity of the data used in this study is the source triangulation and technique triangulation. The data analysis technique used in this study used the Miles and Huberman analysis model which consisted of data collection, data reduction, data display, and conclusion drawing/verification. The results of the study showed that the implementation of online learning experienced several obstacles which impacted on the decreased competence of students. A decrease in competence can be seen based on students who are confused about the material that has been taught in online learning. Meanwhile, the offline learning process has an impact on student competence which increases compared to competence in online learning. This increase occurred because teachers were able to convey material more effectively and were able to control students' abilities better in offline learning. Based on these data, it can be concluded that online learning causes a decrease in student competence, while the implementation of offline learning has an impact on participant competency or knowledge. increased education. This research can be used as a reference for further research on the same variables.]]>
<![CDATA[Hubungan antara kemampuan numerik, kemandirian belajar, dan hasil belajar matematika siswa kelas V sekolah dasar se gugus baturaden kecamatan grogol ]]>
<![CDATA[Saa'dah, Aprilia Lailatus]]>;
<![CDATA[Riyadi, Riyadi]]>;
<![CDATA[Atmaja, Idam Ragil Widianto]]>
<![CDATA[ Didaktika Dwija Indria Vol 14, No 2 (2026): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v14i4.107753
<![CDATA[The aim of this research is to find out the relationship between numerical ability and self-regulated learning with mathematics learning outcomes of 5th grade students of SDN Gugus Baturaden, Grogol District. There are 3 variables in this research, namely numerical ability (X1), self-regulated learning (X2) as independent variables, and learning outcomes (Y) as dependent variables with a type of quantitative research with correlation approach. The samples in this study was 42 students. Data on numerical skills and learning outcomes were obtained through test instruments and data on self-regulated learning were obtained through questionnaire instruments. Descriptive quantitative data analysis using both basic and multiple correlation analysis is the method employed. The results of the analysis show that 1) there is a relationship between numerical ability and mathematics learning outcomes, 2) there is a relationship between self-regulated learning and mathematics learning outcomes, and 3) there is a relationship between numerical ability, self-regulated learning and mathematics learning outcomes. Consequently, it can be said that the mathematics learning results of fifth-grade elementary students in Gugus Baturaden, Kecamatan Grogol, are correlated with both numerical aptitude and self-regulated learning.]]>
<![CDATA[Peningkatan Hasil Belajar Materi Tanggung Jawab dalam Pembelajaran PKn Melalui Pembelajaran Aktif Tipe Role Reversal Question Peserta Didik Kelas V ]]>
<![CDATA[Armandha, Bryan Afri]]>;
<![CDATA[Daryanto, Joko]]>;
<![CDATA[Matsuri, Matsuri]]>
<![CDATA[ Didaktika Dwija Indria Vol 14, No 4 (2026): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v14i4.119534
<![CDATA[The study aimed to describe the improvement in learning outcomes on responsibility material in Civics for fifth-grade students of SD N 2 Tambakan Klaten using the Pembelajaran aktif Role Reversal Question Type Model. This collaborative Classroom Action Research involved 13 students, with the teacher as the implementer and the researcher as the observer. Conducted in two cycles, data were collected through tests, observations, and documentation and analyzed quantitatively and qualitatively. Success was defined as ≥75% of students scoring ≥70. In the pre-action stage, the average score was 53.84, with 1 student (7.69%) achieving ≥70, while 12 students (92.31%) scored below. In Cycle I, the average increased by 10% to 64.61, and the proportion of students scoring ≥70 rose to 23.08%. In Cycle II, the average improved by 11% to 76.15. The study concluded that the Role Reversal Question Model effectively enhanced learning outcomes. The steps include preparing material-based questions, explaining activities, dividing students into groups, assigning group discussions, creating individual questions, conducting role-reversal Q&A sessions, and providing feedback.]]>
<![CDATA[Analisis aktivitas projek penguatan profil pelajar pancasila (P5) peserta didik kelas iv ditinjau dari perspektif proses kreatif ]]>
Pratiwi Panca Wati; Karsono Karsono; Peduk Rintayati
<![CDATA[ Didaktika Dwija Indria Vol 13, No 3 (2025): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v13i3.91008
<![CDATA[This study aims to describe the process of P5 activities of fourth grade students of Bratan 1 Elementary School from a creativity perspective. This study uses a descriptive qualitative approach. Data collection techniques used are observation, interviews, and document studies. The subjects of this study were fourth grade students of Bratan 1 Elementary School based on purposive sampling subject selection techniques. Data were validated using source and technique triangulation. Data analysis used the Miles and Huberman model consisting of data reduction, data presentation, and drawing conclusions. The results of the study indicate that students have carried out the creative process stage in P5 activities consisting of preparation, incubation, illumination and verification stages. In the preparation stage, students collect information through various activities such as watching videos, listening to teacher explanations, asking questions, and discussing. In the incubation stage, students reflect on the information they have obtained, reread, and do activities that are not related to the project. In the illumination stage, students begin to find ideas and express them verbally and in writing. In the verification stage, students re-examine the results of their projects and ask for feedback from others.]]>
<![CDATA[Penerapan model pembelajaran inkuiri terbimbing untuk meningkatkan pemahaman konsep keanekaragaman hayati dalam pembelajaran IPAS ]]>
<![CDATA[Paramitha, Catherine Dyah]]>;
<![CDATA[Poerwanti, Jenny Indrastoeti Siti]]>
<![CDATA[ Didaktika Dwija Indria Vol 14, No 3 (2026): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v14i5.111240
<![CDATA[This study aims to determine the application of the guided inquiry learning model to improve students' understanding of biodiversity concepts in Grade V in Science and Social Studies (IPAS) lessons at Tirtoyoso State Elementary School in Surakarta. This research method used a classroom action research design conducted in two cycles, with each cycle consisting of two meetings. The research subjects were 21 fifth-grade students at Tirtoyoso Surakarta Public Elementary School in the 2024/2025 academic year. Data were collected through observation, documentation, interviews, and tests. This study consisted of four stages: planning, implementation, observation, and reflection. The results showed a significant increase in students' understanding of biodiversity concepts. The average score in cycle 1 increased to 71.19 with a classical mastery level of 61.90%. In cycle 2, the average score increased to 81.19 with a classical mastery level of 85.71%. These results indicate that the guided inquiry learning model is effective in improving students' conceptual understanding because it transforms the learning process into an active and student-centered one, where students are directly involved in the discovery process.]]>
<![CDATA[Hubungan antara penguasaan kalimat efektif dan minat membaca dengan keterampilan menulis karangan narasi peserta didik kelas v sekolah dasar ]]>
<![CDATA[Qibtiah, Maryatul]]>;
<![CDATA[Slamet, Slamet]]>
<![CDATA[ Didaktika Dwija Indria Vol 14, No 2 (2026): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v14i2.106010
<![CDATA[This study aims to (1) determine the correlation between mastery of effective sentences and narrative writing skills; (2) determine the correlation between reading interest and narrative writing skills; and (3) investigate the correlation between the mastery of effective sentences and reading interest with the narrative writing skills. The research employed a quantitative approach with a correlational design, involving 97 fifth-grade students from public elementary schools in Laweyan District during the 2024/2025 academic year, selected using cluster random sampling. Data were collected through a writing test to assess narrative writing skills, a multiple-choice test for mastery of effective sentences, and a questionnaire to measure reading interest. The data were analyzed using simple and multiple correlation techniques. The results showed significant positive correlation: (1) between mastery of effective sentences and narrative writing skills (; (2) between reading interest and narrative writing skills with ; and (3) simultaneously between both variables and narrative writing skills (. These findings suggest that both variables positively contribute to students’ writing proficiency. Instructional strategies should emphasize sentences construction and promote reading habits to improve students’ narrative writing skills.]]>
<![CDATA[Pengaruh model pembelajaran make a match dan minat belajar terhadap keterampilan menulis pantun kelas v sd negeri se-kecamatan ngadirojo ]]>
<![CDATA[Manunggal, Mugi Siti]]>;
<![CDATA[Slamet, Slamet]]>
<![CDATA[ Didaktika Dwija Indria Vol 13, No 5 (2025): Didaktika Dwija Indria ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ddi.v13i5.101530
<![CDATA[This research aims to determine: 1) differences in pantun writing skills between students who are taught using the learning model Make A Match and learning model Think Pair Share (TPS), 2) differences in pantun writing skills between students who have high learning interest and low learning interest, 3) whether or not there is an interaction between the learning model and learning interest on students' pantun writing skills. This research uses a quantitative approach with experimental methods and a 2x2 factorial research design. The research population consisted of all fifth grade students at State Elementary Schools in Ngadirojo District. Sample selection uses techniques cluster random sampling. Data collection techniques include tests and questionnaires. Data analysis used two-way ANOVA. The results of the research show that: 1) There are differences in pantun writing skills of students who are taught using the learning model Make A Match with students who are taught using a learning model Think Pair Share (TPS), because FA = 5,60 > Ftable = 4.08, 2) There is a difference in pantun writing skills of students who have high learning interest and students who have low learning interest, because FB = 144,6 > Ftable = 4.08, 3) There is an interaction between the learning model and learning interest towards pantun writing skills, because FAB = 14,26 > Ftable = 4,08.]]>
