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Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Published by Sekolah Tinggi Keguruan dan Ilmu Pendidikan Subang
ISSN : 2614722X     EISSN : 24775673     DOI : https://doi.org/10.36989/didaktik
Core Subject : Education,
Education
Didaktik : Jurnal Ilmiah PGSD STKIP Subang adalah salah satu jurnal yang dterbitkan oleh STKIP Subang, jurnal ini mempunyai bidang cakupan yaitu Penelitian Pendidikan. Terbit pada bulan Juni dan Desember setiap tahunnya. Didaktik : Jurnal Ilmiah PGSD STKIP Subang melalui proses review oleh dua reviewer sesuai bidang keahlianya. Jurnal didaktik telah terindex oleh Google Sholar dan ROAD. Adapun P-ISSN dari Didaktik : Jurnal Ilmiah PGSD STKIP Subang yaitu 2477-5673, serta E-ISSN dari Didaktik : Jurnal Ilmiah PGSD STKIP Subang yaitu 2614-722X. Website jurnal yang digunakan yaitu https://jurnalstkipsubang.ac.id dengan versi OJS ke 2.0, kemudian dirubah domain dan hosting ke alamat https://journal.stkipsubang.ac.id dengan versi OJS 3.0, sehingga kebanyak histori dan jumlah kunjungan berada pada domain https://jurnalstkipsubang.ac.id, namun dikarenakan ada masalah integrasi dari yang lama ke yang baru, sehingga kami menggunakan versi OJS 3.0 di domain baru. Dan menggunakan quicksubmit di OJS yang baru.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 10,741 Documents
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PERAN GURU SEBAGAI PENDIDIK DALAM PENGUATAN KARAKTER PEDULI LINGKUNGAN MELALUI PEMBELAJARAN IPAS PADA MATERI EKOSISTEM SISWA KELAS IV DI SD NEGERI 48 PEKANBARU Siti Nur Khasanah; Elpri Darta Putra
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17136

Abstract

ABSTRACT The integration of environmental care character into Integrated Science and Social Studies (IPAS) learning still faces several challenges, as classroom instruction has primarily focused on cognitive aspects, while the development of affective and psychomotor domains has not been optimally implemented. In addition, the level of student involvement remains an issue in the learning process. This study aims to describe the role of teachers as educators in strengthening students' environmental care character through IPAS learning on the ecosystem topic for fourth-grade students at SD Negeri 48 Pekanbaru. This research employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation. The validity of the data was ensured through source triangulation and technique triangulation. The findings indicate that the teacher's role as an educator in strengthening environmental care character through IPAS learning on the ecosystem topic has been effectively implemented in the fourth grade at SD Negeri 48 Pekanbaru. Teachers not only acted as lesson planners and learning facilitators but also served as motivators and role models in shaping students' character. The impact of these roles is reflected in the increased awareness among students of maintaining cleanliness and preserving the surrounding environment, which ultimately represents the primary goal of character education.
Lingkungan Keagamaan dan Praktik Pengajaran di Rumah dalam Membentuk Kefasihan Membaca Al-Qur'an di Kalangan Siswa Sekolah Dasar Fatimah Azzahra
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17227

Abstract

Qur’anic reading fluency (tajwid, tartil, and correct articulation) is a foundational religious competency expected of Muslim elementary students, yet achievement remains low and uneven, particularly in eastern Indonesia. This study explored how family religious environment and home teaching practices shape students’ Qur’anic reading fluency at SD 48 Kabupaten Sorong. A descriptive phenomenological qualitative design was employed, with participants selected through purposive and snowball sampling. Data were collected through in-depth semi-structured interviews, passive participant observation, and document study, then analyzed using Braun and Clarke’s six-phase thematic analysis. Findings from two key informants, a parent/guardian and a Qur’an teacher (ustadzah), revealed that consistent post-Maghrib recitation routines, parental modelling of reading and worship, the availability of iqra/qiroati materials, and a warm, low-pressure emotional climate at home were central to building children’s fluency and motivation. The Qur’an teacher emphasized that students whose families were religiously engaged progressed faster and retained tajwid rules more consistently than those relying solely on TPQ (Taman Pendidikan Al-Qur’an) instruction, although parents’ limited tajwid knowledge and time constraints were identified as recurring obstacles. The study concludes that the home functions as an informal Qur’anic literacy environment that complements formal instruction, and recommends collaborative parent–teacher–TPQ programs to strengthen this environment.
Project-Based Learning dan Collaborative Learning dalam Pembelajaran Bahasa Arab: Kajian Pedagogis Harmanto Raharjo; Isop Syafei; Ade Nandang; Aulia Rahmi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17235

Abstract

This study examines Project-Based Learning (PBL) and Collaborative Learning (CL) in Arabic language learning from a pedagogical perspective, focusing in particular on the conceptual relationship between the two approaches, which have thus far tended to be studied separately. The study employs a qualitative approach in the form of descriptive-analytical library research. Data were drawn from relevant journal articles, books, and prior studies, and were then analyzed through content analysis and thematic analysis. The findings point to three main conclusions. First, PBL positions Arabic as a communicative tool within authentic tasks—such as thematic dialogues, presentations, and text production—so that language skills become functionally integrated. Second, CL strengthens the dimension of social interaction that renders the use of Arabic active through discussion, peer learning, and group work. Third, the integration of the two forms a mutually complementary pedagogical framework: PBL supplies the structure of project-based tasks, whereas CL sustains the interactional process, so that learning becomes more communicative, participatory, and learner-centered while also reinforcing twenty-first-century skills. Nevertheless, its implementation faces challenges in the form of teacher readiness, time constraints, the heterogeneity of learners’ abilities, and the scarcity of a language-rich environment. Because these findings are conceptual in nature, empirical research is needed to test the effectiveness of this integrative model within broader contexts of Arabic language learning.
MODEL PROBLEM BASED LEARNING BERBANTUAN MEDIA “SERASIK” UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIS SISWA KELAS III DI SDN 5 RAHTAWU Fitri Wahyuningtiyas; Dwi Amelia Noor; Putri Nor Aini; Fitriyah Amaliyah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17263

Abstract

The low level of elementary school students' mathematical conceptual understanding remains a major issue in mathematics learning, particularly in the topic of angles. This condition is caused by teacher-centered instruction, limited active student participation, and the lack of engaging instructional media. This study aimed to examine the effect of implementing the Problem-Based Learning (PBL) model assisted by the "SERASIK" learning media on the mathematical conceptual understanding of third-grade students at SDN 5 Rahtawu. The study employed a quantitative approach using a quasi-experimental research design with a One-Group Pretest–Posttest Design. The research participants consisted of 18 third-grade students, including 10 girls and 8 boys. Data were collected through tests, observations, and documentation. Data analysis was conducted using descriptive and inferential statistics, including the Shapiro–Wilk normality test, the Paired Samples t-test, and the N-Gain test. The results showed that the mean pretest score of 64.94 increased to 83.29 on the posttest, representing an improvement of 18.35 points. The Paired Samples t-test yielded a significance value of 0.000 (< 0.05), indicating that the implementation of the Problem-Based Learning (PBL) model assisted by the "SERASIK" learning media had a statistically significant effect on students' mathematical conceptual understanding. Furthermore, the N-Gain score of 0.6271 fell within the moderate category, indicating that the instructional intervention was moderately effective in improving students' mathematical conceptual understanding. Based on these findings, it is recommended that teachers implement the Problem-Based Learning (PBL) model supported by concrete learning media such as "SERASIK" in mathematics instruction and provide more varied learning activities to optimize all indicators of students' mathematical conceptual understanding.
ANALISIS KOMPARATIF PARADIGMA BEHAVIORISME DAN KONSTRUKTIVISME DALAM PEMBELAJARAN Sabrun Jamil; Hesti Rahmawati; Mutiara Haya Afifah; Natasya Amelia Loviana; Yuniy Sarah Hasibuan
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17293

Abstract

This research presents a comparative analysis of the behaviorist and constructivist paradigms in the context of teaching and learning. The study was conducted in response to the increasing need for learning approaches that effectively address the demands of twenty-first-century education. Its primary objective is to explore the characteristics, differences, strengths, limitations, and educational implications of both paradigms. A qualitative literature review was employed as the research method by analyzing relevant books, scholarly articles, and other credible academic references. The findings reveal that the behaviorist paradigm emphasizes learning as a process of observable behavioral change through stimulus, response, reinforcement, and repeated practice, making it particularly suitable for developing fundamental skills and disciplined behavior. Conversely, the constructivist paradigm views learners as active participants who construct knowledge through experience, interaction, inquiry, and reflection, thereby fostering critical thinking, creativity, collaboration, and problem-solving abilities. The study concludes that both paradigms offer valuable contributions to educational practice. Integrating the structured principles of behaviorism with the learner-centered approach of constructivism can support the creation of more effective, meaningful, and balanced learning experiences that align with the goals of contemporary education.
PENERAPAN MEDIA PEMBELAJARAN BERBASIS GAME BAAMBOOZLE UNTUK MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR MATEMATIKA MATERI PENYAJIAN DATA DALAM BENTUK TABEL PADA PESERTA DIDIK KELAS III UPT SD NEGERI SENDANGHARJO 4 TUBAN Rohmat Fajar Shofarin; Sumadi; Sri Wahyuni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17310

Abstract

This classroom action research (CAR) was motivated by the low learning engagement and mathematics learning outcomes of third-grade students, particularly on the topic of presenting data in table form, at UPT SD Negeri Sendangharjo 4 Tuban. Initial observation showed a class average score of only 70 with classical learning completeness of 31.8 percent, both below the Learning Achievement Criteria (KKTP) of 78. This study aimed to describe the implementation of Baamboozle game-based learning media and to examine its effect on improving students' learning engagement and outcomes. The research used a Classroom Action Research design carried out in two cycles, each consisting of planning, action, observation, and reflection. The subjects were 22 third-grade students of UPT SD Negeri Sendangharjo 4 Tuban in the 2025/2026 academic year. Data were collected through observation, tests, and documentation, then analyzed descriptively and quantitatively. The results showed that the implementation of Baamboozle-based learning media increased students' active engagement during the learning process, including attention, questioning, answering, discussing, and enthusiasm. Learning outcomes also improved, as shown by the increase in the class average score from 74 in Cycle I to 85 in Cycle II, while classical completeness rose from 55 percent in Cycle I to 86.4 percent in Cycle II. It can be concluded that the implementation of Baamboozle game-based learning media is effective in improving both the learning engagement and the mathematics learning outcomes of third-grade students.
ACTUAL LEARNING TRAJECTORY SISWA PADA PEMBELAJARAN ETNOMATEMATIKA BERBASIS PERMAINAN LAYANG-LAYANG DALAM KONSEP GEOMETRI KELAS IV Lilis Selviana Dewi; Dindin Abdul Muiz Lidinillah; Pidi Mohamad Setiadi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17326

Abstract

Geometry learning in elementary schools remains challenging due to the abstract nature of geometric concepts, making it difficult for students to develop meaningful conceptual understanding. One approach to addressing this issue is integrating cultural contexts into mathematics instruction through ethnomathematics, enabling students to relate mathematical concepts to their everyday experiences. This study aimed to describe the students' Actual Learning Trajectory in ethnomathematics-based learning using the traditional kite game to support the understanding of geometry concepts in fourth-grade elementary students. The study employed the Educational Design Research (EDR) approach involving 25 fourth-grade students from an elementary school in Tasikmalaya. Data were collected through classroom observations, interviews, documentation, and students' work, and were analyzed descriptively to identify the learning trajectory that emerged during the instructional process. The findings revealed that the students' actual learning trajectory developed progressively, beginning with recognizing the traditional kite game as a cultural context, identifying geometric elements of the kite, exploring the properties of plane figures, and finally relating geometric concepts to real-life experiences. The ethnomathematics-based learning approach provided a more contextual learning experience, promoted students' active participation, and facilitated a more concrete understanding of geometry concepts. These findings indicate that the traditional kite game serves as an effective cultural context for developing students' learning trajectories in elementary geometry learning.
PENGEMBANGAN E-LKPD IPA BERBASIS LITERASI SAINS MATERI CAHAYA DI SEKITAR KITA UNTUK KELAS V SD NEGERI 161 PEKANBARU Aulia Tika Utami; Dea Mustika
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17328

Abstract

Teaching materials are an important component in supporting the learning process. This study aims to develop an Electronic Student Worksheet (E-LKPD) for Science based on scientific literacy on the subject of Light Around Us, to determine the level of product feasibility through expert assessments and teacher and student responses to the developed product. The research method used is Research and Development (R&D) with a 4D model limited to the development stage. Data collection techniques involve validation questionnaires by material experts, media experts, language experts, and teacher and student response figures. The results of the study indicate that the developed E-LKPD is very feasible to use with an average feasibility score from material experts of 95.8%, media experts 94.95%, and language experts 94.15% with a very feasible category. The results of teacher responses obtained an average of 97.45%, and student responses obtained an average of 92.5% with a very feasible category. Based on these results, it can be concluded that the E-LKPD for Science based on scientific literacy on the subject of Light Around Us is very feasible to use as a teaching material in science learning for grade V of elementary school.
PENERAPAN MODEL PEMBELAJARAN READ, ANSWER, DISCUSS, EXPLAIN AND CREATE (RADEC) BERBANTUAN MEDIA KARTU MISTERI UNTUK MENINGKATKAN HASIL BELAJAR IPAS SISWA KELAS V SDN 15 MANJALLING KABUPATEN BULUKUMBA Andi Ilmiyah Nur Qalbi; Andi Makkasau; Widya Karmila Sari Achmad
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17337

Abstract

Penelitian ini dimotivasi oleh rendahnya hasil belajar Ilmu Pengetahuan Alam dan Sosial (IPAS) di kalangan siswa kelas lima di SDN 15 Manjalling, Kabupaten Bulukumba, yang disebabkan oleh terbatasnya partisipasi aktif siswa selama proses pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan implementasi model pembelajaran Baca, Jawab, Diskusikan, Jelaskan, dan Ciptakan (RADEC) yang dibantu media Kartu Misteri dalam meningkatkan hasil belajar IPAS siswa. Penelitian ini menggunakan desain Penelitian Tindakan Kelas (CAR) dengan pendekatan kualitatif dan dilakukan dalam dua siklus, masing-masing terdiri dari empat tahap: perencanaan, implementasi, observasi, dan refleksi. Partisipan penelitian adalah 24 siswa kelas lima. Data dikumpulkan melalui observasi kelas, tes pencapaian belajar, dan dokumentasi, dan dianalisis menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi model pembelajaran RADEC yang dibantu media Kartu Misteri meningkatkan baik kualitas proses pembelajaran maupun hasil belajar siswa. Aktivitas pengajaran guru meningkat dari kategori cukup baik pada Siklus I menjadi kategori baik pada Siklus II. Demikian pula, aktivitas belajar siswa meningkat dari kategori cukup baik menjadi kategori baik. Selain itu, hasil belajar siswa meningkat dari kategori buruk pada Siklus I menjadi kategori baik pada Siklus II dan memenuhi kriteria yang telah ditetapkan untuk penguasaan pembelajaran klasik. Oleh karena itu, dapat disimpulkan bahwa penerapan model pembelajaran RADEC yang dibantu media Mystery Card efektif dalam meningkatkan hasil belajar IPAS siswa kelas lima di SDN 15 Manjalling, Kabupaten Bulukumba.
PENGEMBANGAN ALAT PERAGA ROPUTIF ( RODA PUTAR INTERAKTIF ) UNTUK MENINGKATKAN PEMAHAMAN KONSEP BANGUN DATAR PADA SISWA V SD NEGERI TEGALMULYO Giska Aryola; Budiharti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17345

Abstract

Penelitian ini bertujuan untuk mengembangkan alat peraga ROPUTIF (Roda PutarInteraktif) guna meningkatkan pemahaman konsep bangun datar pada siswa kelasV SD Negeri Tegalmulyo. Pengembangan media ini didasarkan pada rendahnyapemahaman konsep bangun datar siswa akibat proses pembelajaran yang masihbersifat konvensional, sehingga diperlukan inovasi media yang mampu menyajikanmateri secara lebih konkret dan menarik. Penelitian ini dilakukan di SD Negeri Tegalmulyo. Metode penelitian yangdigunakan adalah Research and Development (R&D). Subjek uji coba dalampenelitian ini meliputi uji coba terbatas (5 siswa) dan uji coba luas (28 siswa). Datakepraktisan dikumpulkan melalui angket respon guru dan siswa, sedangkan datakeefektifan diuji secara kuantitatif One Group Pretest-Posttest dengan analisis ujistatistik Paired Sample T-Test.Hasil penelitian menunjukkan bahwa alat peraga ROPUTIF memenuhi kriterialayak, praktis, dan efektif. Validasi ahli media memperoleh skor 63 (Layak) dan ahlimateri memperoleh skor 75 (Sangat Layak). Kepraktisan produk dibuktikan denganpersentase respon guru sebesar 93,33% pada uji terbatas dan 85,56% pada uji luasserta respon sangat positif dari siswa pada kedua tahap uji coba dengan rata-ratadi atas 89%. Keefektifan produk terbukti secara signifikan melalui kenaikan nilairata-rata dari pretest sebesar 53,7 menjadi 69,6 saat posttest, didukung hasil ujiPaired Sample T-Test dengan nilai Sig. (2-tailed) sebesar 0,000 (0,000 < 0,05).

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