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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 795 Documents
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Pengaruh Model Case Based Learning dengan Pendekatan Gamifikasi terhadap Computational Thinking Peserta Didik Kelas IV Sekolah Dasar Dika Happy Nurhalimah; Roy Ardiansyah
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.v14i3.117092

Abstract

Latar Belakang: Computational thinking merupakan keterampilan esensial abad ke-21 yang perlu dikembangkan sejak pendidikan dasar. Namun, hasil observasi awal di Gugus Sriwijaya Kartasura menunjukkan bahwa 61,5% peserta didik kelas IV memiliki kategori computational thinking rendah. Peserta didik cenderung menghindari soal pemecahan masalah dan pembelajaran masih didominasi model direct instruction.Metode: Penelitian ini menggunakan metode kuantitatif dengan desain quasi-experimental bentuk nonequivalent control group design. Sampel terdiri dari 20 peserta didik kelas eksperimen (SDN Pucangan 04) yang mendapatkan perlakuan model Case Based Learning dengan pendekatan gamifikasi dan 22 peserta didik kelas kontrol (SDN Pucangan 03) dengan model direct instruction. Teknik pengumpulan data menggunakan tes uraian computational thinking pada materi Sumber Daya Alam. Analisis data meliputi uji normalitas, homogenitas, uji keseimbangan, uji hipotesis (independent sample t-test), uji N-Gain, dan uji effect size.Hasil: Hasil uji hipotesis menunjukkan nilai signifikansi 0,01 < 0,05 dan t-hitung 5,954 > t-tabel, sehingga H0 ditolak. Rata-rata N-Gain kelas eksperimen sebesar 0,55 (kategori sedang) dengan distribusi 85% peserta didik pada kategori sedang dan 15% kategori tinggi, sementara kelas kontrol memperoleh rata-rata N-Gain 0,32 (kategori sedang) dengan 64% sedang dan 36% rendah. Uji effect size menunjukkan nilai 3,421 (kelas eksperimen) dan 2,204 (kelas kontrol), keduanya dalam kategori besar. Analisis per indikator menunjukkan keunggulan kelas eksperimen pada decomposition (4,13 > 2,87), pattern recognition (3,47 > 2,07), abstraction (3,59 > 2,40), dan algorithm (3,38 > 2,22).Implikasi: Model Case Based Learning dengan pendekatan gamifikasi terbukti lebih efektif dalam meningkatkan computational thinking peserta didik dibandingkan direct instruction. Guru dapat mengimplementasikan model ini sebagai alternatif inovatif dalam pembelajaran IPA untuk mengembangkan keterampilan berpikir komputasional peserta didik sekolah dasar.
Penerapan model pembelajaran problem based learning berbantuan media matific untuk meningkatkan keterampilan pemecahan masalah peserta didik kelas IV sekolah dasar Putri Rahmadini; Matsuri Matsuri
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.v13i4.107560

Abstract

This study aims to: 1) describe the implementation of the Problem Based Learning (PBL) model assisted by matific media in improving problem-solving skills in multiplication word problems; 2) enhance students’ problem-solving abilities through an interactive and contextual learning approach. The method used was Classroom Action Research (CAR) with the research subjects being one teacher and 21 fourth-grade students. Data collection techniques included observation, questionnaires, documentation, and tests, with data validity ensured through triangulation. Data were analyzed using an interactive analysis approach. The results showed that students' problem-solving skills increased significantly from the pre-action stage (average score of 38,6) to 70,3 in cycle I, and 92,4 in cycle II. Classical mastery also improved from 4,8% to 38,1%, and finally reached 100% in cycle II. The conclusions of the study are: 1) the PBL model assisted by matific media was implemented effectively; 2) the problem-solving skills of fourth-grade students at Tirtoyoso 111 Elementary School improved through the use of this model and media. Theoretically, this research reinforces constructivist theory, emphasizing that active and contextual learning can enhance critical thinking skills. Practically, the findings suggest that teachers can use the PBL model assisted by matific to increase student engagement and learning outcomes in contextual mathematics instruction.This study can be a reference for other researchers.
Meningkatkan Kemampuan Menulis Teks Deskripsi melalui PjBL dan Motivasi Belajar pada Siswa Kelas IV SD Citra Indri Pramesti Regina; Sukarno Sukarno Sukarno; Septi Yulisetiani Yulisetiani
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.v14i4.122129

Abstract

Kemampuan peserta didik sekolah dasar dalam menulis teks deskripsi masih berada pada tingkat yang rendah dan belum memenuhi standar kurikulum yang telah ditetapkan. Kondisi tersebut disebabkan oleh proses pembelajaran yang cenderung berpusat pada guru serta minimnya motivasi belajar peserta didik. Penelitian ini bertujuan untuk meningkatkan kemampuan menulis teks deskripsi melalui penerapan model pembelajaran Project Based Learning (PjBL) dengan mempertimbangkan faktor motivasi belajar. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain faktorial 2 × 2. Subjek penelitian terdiri atas kelas eksperimen yang menerapkan model Project Based Learning (PjBL) dan kelas kontrol yang menggunakan model Think Talk Write (TTW). Pengumpulan data dilakukan melalui tes menulis dan angket motivasi belajar, yang selanjutnya dianalisis menggunakan analisis variansi dua jalur. Hasil penelitian menunjukkan bahwa penerapan model PjBL memberikan peningkatan kemampuan menulis teks deskripsi yang lebih baik dibandingkan dengan model TTW. Selain itu, peserta didik yang memiliki motivasi belajar tinggi menunjukkan kemampuan menulis yang lebih baik dibandingkan peserta didik dengan motivasi belajar rendah. Implikasi dari penelitian ini menunjukkan bahwa pembelajaran berbasis proyek yang didukung oleh motivasi belajar dapat menjadi strategi yang efektif untuk meningkatkan kemampuan menulis peserta didik sekolah dasar.
Hubungan Motivasi Belajar Dengan Berpikir Komputasi Mahasiswa PGSD UNS Surakarta M. Argiadi Ramadhan; Rukayah Rukayah; Roy Ardiansyah
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.v14i3.114977

Abstract

The rapid development of technology requires every individual to follow these developments in the world of education, one of which is the skill that must be mastered, namely computational thinking skills. These skills play a role in solving mathematical problems that use abstract, logical ways of thinking, and following algorithmic steps. The use of a student-centered learning approach in teaching computational thinking can increase a person's motivation to learn. This study aims to determine the relationship between learning motivation and computational thinking skills of PGSD UNS Surakarta students. This research is a type of quantitative research with a correlation approach. The research data was taken from second-semester students of PGSD UNS Surakarta for the 2022/2023 Academic Year. Data were collected through Likert-based psychological tests and scales. Data analysis includes prerequisite tests (normality and linearity tests) and hypothesis tests with simple correlations. The results showed that there was no positive and significant relationship between learning motivation and computational thinking skills, with a significance value of 0.421 > 0.005 and Pearson Correlation 0.098 which showed a very low relationship category. It is recommended to increase learning motivation to become independent learners, as well as develop computational thinking skills to better manage the mind and learning process.
Pengaruh gamifikasi terhadap perceived enjoyment pada mata pelajaran ipas sekolah dasar gugus II ahmad yani kecamatan laweyan Fitriya Handayani; Roy Ardiansyah
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.v14i3.106693

Abstract

This study aims to examine the impact of gamification on students' perceived enjoyment in Natural and Social Sciences (IPAS) at elementary schools in the Ahmad Yani Cluster, Laweyan District. This study was motivated by the observation that students often find the learning of IPAS less interesting, which leads to low perceived enjoyment. This study used a quantitative quasi-experimental approach involving fourth-grade students. SDN Dukuhan Kerten served as the experimental group, while SDN Tegalrejo served as the control group. To measure students' perceived enjoyment, data were collected through a questionnaire. Our findings indicate a significant positive effect between gamification and perceived enjoyment. The calculated t-value exceeds the table t-value, so the null hypothesis is rejected. In addition, the N-Gain test showed an increase in the experimental class, while the control class remained in the low category. In conclusion, this study shows that gamification is effective in increasing students' perceived enjoyment. This also has practical implications, encouraging educators to use this approach. The implementation of gamification can increase students' motivation, engagement, and perceived enjoyment in IPAS.
Kesesuaian Metode Fonik pada Konten Video Kinderflix Episode Fonik dalam Pembelajaran Membaca Permulaan Peserta Didik Aprilia Ayu Nurcahyani; Joko Daryanto; Endrise Septina Rawanoko
Didaktika Dwija Indria Vol 14, No 5 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i5.124812

Abstract

Early reading instruction for elementary school students requires appropriate methods to ensure that the ability to recognize letters, sounds, and word blending develops optimally. One effective approach is the phonic method, which emphasizes the relationship between letters and sounds. Along with technological developments, audiovisual media such as educational videos have become a supporting alternative for learning. This study aims to analyze the suitability of the phonic method used in the video content of Kinderflix Phonic Episode for early reading instruction among elementary school students. This study used a descriptive qualitative approach with content analysis methods. Data were collected through observation of the Kinderflix Phonic Episode video content, documentation, and interviews with first-grade teachers at SDN Gumpang 03 Kartasura. Data analysis was carried out through data reduction, data display, and drawing conclusions. The results showed that the Kinderflix Phonic Episode video contains the main elements of the phonic method, such as introducing letter-sound relationships, blending sounds into syllables, and practicing reading simple words. In addition, the video content was deemed suitable for the characteristics of students' early reading stages, particularly in visual, auditory, and material repetition aspects. These findings indicate that the Kinderflix Phonic Episode video is relevant for use as a supporting medium for early reading learning because it helps students understand phonic concepts in a more engaging and interactive way that aligns with their stage of reading development.
Peningkatan kemampuan berpikir kritis dalam pembelajaran IPAS melalui Project Based Learning(PjBL) pada siswa kelas 4C sekolah dasar 'Azizah Nur Zahra; Chumdari Chumdari; Roy Ardiansyah
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.v14i4.109189

Abstract

This study was motivated by the low critical thinking skills of elementary school students in learning Natural and Social Sciences (IPAS). The research aimed to improve students’ critical thinking skills through the implementation of the Project Based Learning (PjBL) model. This study employed Classroom Action Research (CAR) conducted in two cycles, consisting of planning, implementation, observation, and reflection. The subjects were 28 students of grade 4C at SD Negeri Kemasan 1 Surakarta during the second semester of the 2023/2024 academic year. Data were collected through written tests, observation, and interviews, and analyzed using both descriptive quantitative and qualitative approaches. The findings indicated a significant improvement in students’ critical thinking skills from the pre-action stage to cycle II. The average score increased from 56.8 (pre-action) to 66.4 (cycle I), and reached 83.2 (cycle II). The percentage of students achieving the mastery level also increased from 21% (pre-action), 28% (cycle I), to 89% (cycle II). These results demonstrate that the structured application of PjBL, even with simple projects, can effectively enhance elementary school students’ critical thinking skills.
Optimalisasi Penanaman Karakter Demokratis melalui Pembelajaran Pendidikan Pancasila pada Peserta Didik Sekolah Dasar Dhevina Anggraini Fatekah; Endrise Septina Rawanoko; Fadhil Purnama Adi
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.v14i4.122692

Abstract

Penanaman karakter demokratis pada peserta didik sekolah dasar merupakan bagian penting dalam penguatan pendidikan karakter. Penelitian ini bertujuan mendeskripsikan perencanaan, pelaksanaan, evaluasi, dan upaya optimalisasi penanaman karakter demokratis melalui pembelajaran Pendidikan Pancasila di SDN Nayu Barat 1 Surakarta. Penelitian menggunakan pendekatan deskriptif kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, serta dianalisis dengan triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa karakter demokratis ditanamkan melalui diskusi kelompok, kerja sama, pembiasaan, demonstrasi, dan simulasi pemilu mini. Nilai yang berkembang meliputi keberanian berpendapat, toleransi, komunikasi terbuka, kerja sama, dan penghargaan terhadap pendapat orang lain. Kendala yang dihadapi meliputi rendahnya rasa percaya diri peserta didik, dominasi dalam diskusi, dan keterbatasan media pembelajaran. Upaya optimalisasi dilakukan melalui keteladanan guru, penerapan metode pembelajaran partisipatif, pembiasaan sikap demokratis, dan penciptaan iklim sekolah yang demokratis. Hasil penelitian ini diharapkan menjadi referensi dalam pengembangan pembelajaran Pendidikan Pancasila yang berorientasi pada penguatan karakter demokratis peserta didik sekolah dasar. 
Tingkat Motivasi Belajar Murid melalui Gamifikasi dalam Manajemen Kelas Intan Tri Utami; Sri Marmoah; Supianto Supianto
Didaktika Dwija Indria Vol 14, No 5 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i5.124902

Abstract

Elementary school students' learning motivation needs to be strengthened through classroom management that is engaging and orderly, and that provides positive reinforcement. This study aims to describe students' learning motivation levels following the implementation of gamification in classroom management. A quantitative approach with a quasi-experimental design was employed. The sample consisted of 54 fifth-grade students: 32 in the experimental group and 22 in the control group. Data were collected using a Likert-scale learning motivation questionnaire and analyzed descriptively, supported by N-Gain and effect size calculations. The mean post-test score for learning motivation in the experimental group was 85.03, higher than the control group's score of 73.00. In the experimental group, 25 students fell into the high category and 7 into the medium category, with no students in the low category. The experimental group's N-Gain of 0.635 and Cohen’s d of 1.027 indicate a strong improvement and effect. Gamification elements such as points, badges, leaderboards, and challenges can serve as classroom management strategies to foster a learning environment that is active and enjoyable, thereby supporting elementary students' learning motivation.
Peningkatan Hasil Belajar IPAS melalui Video Pembelajaran Berbasis Canva pada Materi Warisan Budaya Indonesia Yoga Bagus Triwicaksana; Siti Istiyati; Septi Triyani
Didaktika Dwija Indria Vol 14, No 5 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i5.123415

Abstract

Penelitian ini bertujuan untuk meningkatkan hasil belajar kognitif IPAS kelas VI melalui penggunaan video pembelajaran berbasis Canva pada materi Warisan Budaya Indonesia di kelas VI SD N Jejeran. Desain penelitian ini mengadopsi pendekatan Penelitian Tindakan Kelas (PTK) yang diselenggarakan secara siklis dalam dua tahapan siklus, di mana setiap siklusnya mengintegrasikan prosedur perencanaan (planning), pelaksanaan (acting), pengamatan (observing), dan refleksi (reflecting). Adapun subjek yang terlibat dalam penelitian ini meliputi 30 murid kelas VI SD N Jejeran tahun ajaran 2025/2026. Teknik pengumpulan data dalam penelitian ini direalisasikan melalui instrumen observasi, wawancara mendalam, dokumentasi, serta tes hasil belajar. Data yang diperoleh kemudian dianalisis menggunakan model analisis interaktif, yang mencakup tahapan reduksi data, penyajian data (data display), hingga penarikan kesimpulan atau verifikasi. Temuan empiris mengonfirmasi bahwa integrasi video pembelajaran berbasis Canva efektif dalam meningkatkan capaian hasil belajar kognitif peserta didik, khususnya pada materi Warisan Budaya Indonesia yang Mendunia.. Hal ini ditunjukkan dengan meningkatnya ketuntasan belajar murid pada setiap siklus pembelajaran. Ketuntasan pada siklus pra tindakan sebesar 53,33% (16 murid). Mengalami peningkatan pada siklus I menjadi 63,33% (19 murid) dan peningkatan terakhir pada siklus II menjadi 93,33% (28 murid) yang sudah melebihi kriteria ketuntasan minimal. Pemanfaatan media audiovisual berbantuan aplikasi Canva terbukti membantu murid menyerap konsep materi secara nyata, menarik, dan relevan dengan kehidupan sehari-hari (kontekstual). Dampak positif ini secara langsung memicu penguatan perhatian, dorongan motivasi, dan keaktifan murid saat pembelajaran berlangsung. Dengan demikian, media pembelajaran berbasis Canva ini hadir sebagai solusi instrumen pembelajaran inovatif yang efektif untuk mendongkrak hasil belajar kognitif muatan IPAS di tingkat sekolah dasar

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