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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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PEMBERDAYAAN GURU IPS SMP DALAM PEMANFAATAN MEDIA BELAJAR BERBASIS ARTIFICIAL INTELLIGENCE M. Fashihullisan
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.18090

Abstract

Artificial Intelligence (AI) has brought significant changes to human life. Education should adapt to these developments by integrating AI-based learning media into the teaching and learning process. This study aims to analyze the readiness of junior high school social studies teachers to utilize AI-based learning media and to examine empowerment strategies that enable them to effectively implement such media in their instructional practices. The research employed a qualitative descriptive approach, with the participants consisting of teachers from a public junior high school in Pacitan Regency, Indonesia. The findings indicate that teachers are not yet adequately prepared to utilize AI-based learning media. Therefore, teacher empowerment is necessary to enhance their capacity to integrate AI-based learning media, particularly through the application of Communicative Action Theory.
PERKEMBANGAN PENDIDIKAN ISLAM AWAL: DAR AL-ARQAM , KUTTAB DAN MASJID Yanda Amalia; Faridi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.18095

Abstract

This study aims to examine the development of early Islamic education through three main institutions: Dar Al-Arqam, Kuttab, and the Mosque. These institutions played a crucial role in establishing the foundations of the Islamic educational system from the time of the Prophet Muhammad (peace be upon him) to the early period of Islamic civilization. This research is motivated by the importance of understanding the historical roots of Islamic education to ensure that its fundamental values remain relevant in contemporary educational contexts. The research employs a library research method by analyzing various academic sources, including books on the history of Islamic education, scientific journals, and relevant scholarly works. The findings indicate that Dar Al-Arqam functioned as the first center of Islamic education, focusing on strengthening faith and character development in a secret and secure environment amid Quraysh persecution. Kuttab emerged as a basic educational institution emphasizing literacy skills, Qur’anic learning, and moral education for Muslim children. Meanwhile, mosques developed as open educational centers that integrated religious, social, and intellectual activities. These three institutions illustrate the gradual evolution of Islamic education, highlighting a balanced integration of faith, knowledge, and moral practice. The educational values established during the early Islamic period have proven to be a solid foundation for the sustainability and development of Islamic education to the present day.
KEBIJAKAN POLITIK PENDIDIKAN ISLAM ZAMAN SEKUTU Lely Wahyu Ningrat; Faridi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.18096

Abstract

This article examines the dynamics of Islamic education in Indonesia during the arrival of the Allied Forces and the Netherlands Indies Civil Administration (NICA) in the period 1945-1949, a crucial phase in the early years of independence. The post-Proclamation political situation, marked by conflicts between the Republic of Indonesia, the Allied Forces, and the Dutch, had significant implications for the organization and development of Islamic education. Madrasahs, pesantren, and other Islamic educational institutions faced various challenges, ranging from strict supervision and limited institutional activities to threats of dissolution, as they were perceived as potentially supporting the national struggle. This study employs a qualitative approach using the historical method through library research on relevant primary and secondary sources. The findings indicate that the establishment of the Ministry of Religious Affairs in 1946 constituted an important milestone in the formal recognition of Islamic education as an integral part of the national education system. Furthermore, pesantren, madrasahs, and Islamic organizations such as Nahdlatul Ulama, Muhammadiyah, Persis, and Perti played strategic roles in sustaining and strengthening Islamic education amid political pressure and military conditions. The period of 1945-1949 not only represented a phase of survival for Islamic education but also laid the foundational basis for institutional structures, curriculum development, and the consolidation of Islamic educational identity oriented toward religious values, nationalism, and national character building.
MENINGKATKAN HIGHER ORDER THINKING SKILLS (HOTS) IPA MELALUI MODEL TRANSFORMATIVE LEARNING PADA SISWA KELAS III SDN KENARI 07 KOTA JAKARTA PUSAT Widya Khairunisa; TunjungSari Sekaringtyas; Yurniwati Yurniwati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.18101

Abstract

This study was conducted due to the low Higher Order Thinking Skills (HOTS) of third-grade elementary school students in science learning, particularly on the topic of changes in the states of matter. This study aimed to improve students’ HOTS through the implementation of the Transformative Learning model. The research employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, which was conducted in three cycles consisting of planning, action, observation, and reflection. The participants were 25 third-grade students of SDN Kenari 07, Central Jakarta. Data were collected through HOTS essay tests, observation sheets, documentation, and field notes, and analyzed using descriptive quantitative and qualitative techniques. The results showed that the implementation of the Transformative Learning model improved students’ HOTS in every cycle. Learning mastery increased from 60% in Cycle I to 72% in Cycle II and reached 88% in Cycle III. The average HOTS score also increased from 76.00 in Cycle I to 76.50 in Cycle II and reached 85.40 in Cycle III. In addition, the HOTS indicators of analyzing (C4), evaluating (C5), and creating (C6) increased to 34.80%, 26.70%, and 24.60%, respectively, with the overall HOTS achievement reaching 86.10% in Cycle III. Therefore, the Transformative Learning model effectively improves elementary school students’ Higher Order Thinking Skills in science learning.
PENERAPAN METODE TALKING STICK UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA DALAM PEMBELAJARAN PPKN DI KELAS IV MI MUHAMMADIYAH BUNTU BARANA Sulistianingsih; Suherman; Saleha
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18108

Abstract

Sulistianingsih, 2026. The Implementation of the Talking Stick Method to Improve Students’ Learning Motivation in Civics Education for Fourth Grade Students at MI Muhammadiyah Buntu Barana. Thesis. Supervisor I: Suherman, S.Pd., M.Pd and Supervisor II: Saleha, S.Pd., M.Pd. Elementary School Teacher Education Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Enrekang.This study aims to determine the process of implementing the Talking Stick method to improve students’ learning motivation in Civics Education for fourth grade students at MI Muhammadiyah Buntu Barana. The research used Classroom Action Research (CAR) consisting of planning, action implementation, observation, and reflection stages. The subjects of this study were all fourth grade students. Data collection techniques were carried out through observation to measure students’ learning motivation during the learning process. The results of the study showed that the implementation of the Talking Stick method was able to improve students’ learning motivation. This could be seen from the improvement of students’ learning mastery in each learning cycle. The conclusion of this study is that the Talking Stick method is effective in improving students’ learning motivation in Civics Education on the topic “Cooperation in My Environment” at elementary school level.
SUPERVISI AKADEMIK DALAM MELAKSANAKAN KURIKULUM MBKM UNTUK MENINGKATKAN KUALITAS PENDIDIKAN DI SMPN 5 PATI M. Fashihullisan; Ahmad Hariyadi; Gunawan Setiadi; Saaduddin Annasih; Siti Aniqoh Shofwani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.18116

Abstract

This study aims to describe the implementation of academic supervision in the implementation of the Merdeka Curriculum as an effort to improve the quality of education at SMPN 5 Pati Regency. Academic supervision has a strategic role in assisting teachers in planning, implementing, evaluating, and reflecting on student-centered learning. In the context of the Merdeka Curriculum implementation, teachers are required to develop flexible, differentiated, contextual learning that is oriented toward strengthening students’ competencies and character. This study employed a qualitative descriptive approach, with data collected through observation, interviews, and documentation. The subjects of the study included the principal, teachers, and educational staff at SMPN 5 Pati Regency. The findings indicate that academic supervision was carried out through several stages, namely supervision planning, classroom observation, feedback provision, reflection, and follow-up mentoring. Academic supervision conducted in a directed, collaborative, and continuous manner was able to improve teachers’ ability to design teaching materials, implement active learning strategies, use diagnostic and formative assessments, and reflect on the learning process. Therefore, academic supervision serves as an important instrument for improving teacher professionalism and the quality of learning at SMPN 5 Pati Regency. This study recommends strengthening supervision based on mentoring, reflective dialogue, and the development of teacher learning communities as a strategy for sustainable improvement in the quality of education.
PENGARUH METODE BERCERITA TERHADAP PENDIDIKAN AKHLAK ANAK USIA DINI DI PAUD LITTLE RAINBOW BALIKPAPAN Sulpa; Iskandar Yusuf
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Now Available
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18122

Abstract

This study aims to analyze the influence of the storytelling method on the moral education (akhlak) of early childhood students at PAUD Little Rainbow Balikpapan. Storytelling is considered suitable for early childhood learners because it delivers moral messages through characters and plot in an enjoyable and easily understood way. This research used a quantitative correlational approach involving 8 respondents. Data were collected through Likert-scale questionnaires for the storytelling method variable (X) and the moral education variable (Y), then analyzed using validity testing, normality testing, simple linear regression, and Pearson product moment correlation with the aid of SPSS. The results showed that all 20 items of the instrument, 10 items of the storytelling method variable and 10 items of the moral education variable, were valid. The regression analysis produced the equation Y = 2.407 + 0.920X with a significance value of 0.000, and the correlation coefficient reached 0.998, categorized as very strong, with a coefficient of determination of 99.6%. These findings indicate that the storytelling method has a positive and significant influence on early childhood moral education, so teachers are encouraged to continue optimizing storytelling activities as a primary strategy for early childhood moral education.
ANALISIS KETERAMPILAN BERPIKIR KRITIS SISWA MELALUI MODEL PROBLEM-BASED LEARNING (PBL) PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI SMA: STUDI LITERATUR Raudah Azzahra; Patricia Anya Devista; Aryo Dwi Nugroho; Ahyatul Ihsan; M. Nur Ikhsan; Mukhtar Latif
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.18133

Abstract

Critical thinking skills are one of the essential competencies that students must possess in the 21st century, including in Islamic Religious Education (PAI) instruction. However, the PAI learning process in schools is still often dominated by conventional methods that do little to encourage students to analyze, evaluate, and solve problems critically. One learning model considered capable of developing these skills is Problem-Based Learning (PBL). This study aims to analyze the application of the Problem-Based Learning (PBL) model in enhancing students’ critical thinking skills in Islamic Religious Education classes at high school based on various previous research findings. The study employed a qualitative approach using the library research method. Data were obtained by searching for and reviewing various scholarly sources, including journal articles, books, conference proceedings, and academic documents relevant to the research topic. Data analysis was conducted using content analysis techniques through the stages of data reduction, data presentation, interpretation, and drawing conclusions. The results of the study indicate that the implementation of the PBL model contributes positively to the improvement of students’ critical thinking skills, as evidenced by enhanced abilities to analyze problems, present arguments, evaluate information, make decisions, and solve problems systematically. Furthermore, PBL fosters more active, collaborative, and contextual learning, thereby supporting the achievement of Islamic Religious Education learning objectives. The success of PBL implementation is influenced by teacher competence, student readiness, and adequate support from the learning environment
STRATEGI GURU PENDIDIKAN AGAMA ISLAM DALAM MENUMBUHKAN KESADARAN BERMEDIA SOSIAL YANG BERETIKA Rahma jariani; Enjelita; Muzzaki Ramadhani; Hevia Gustin; Mukhtar Latif
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.18138

Abstract

The rise of social media has brought significant changes to people’s lives, particularly among students. On the one hand, social media makes it easier to access information and communicate; on the other hand, it has also given rise to various problems, such as the spread of misinformation, hate speech, cyberbullying, and a lack of ethical conduct in digital interactions. These conditions require Islamic Religious Education (PAI) teachers to play an active role in fostering awareness of ethical social media use based on Islamic values. This study aims to analyze the strategies used by Islamic Religious Education teachers in fostering awareness of ethical social media use among students. The study employed a qualitative approach using a literature review method. Data were obtained from various scholarly sources, such as books, national and international journal articles, and documents relevant to the research topic. Data analysis was conducted through the stages of data collection, reduction, presentation, and drawing conclusions regarding the various findings from the reviewed literature. The results of the study indicate that PAI teachers’ strategies for fostering ethical social media awareness can be implemented through the integration of moral values into the learning process, setting a good example in the use of digital media, cultivating responsible digital literacy, strengthening Islamic character education, and fostering collaboration among schools, families, and the community. These strategies contribute to shaping students who are wiser, more critical, responsible, and capable of using social media in accordance with religious norms, ethics, and moral values in the digital age.
PENGARUH PENGGUNAAN MEDIA PEMBELAJARAN BERGAMBAR FLASHCARD PADA MATERI BANGUN DATAR TERHADAP HASIL BELAJAR SISWA KELAS III SDN PELANG LOR 1 KEDUNGGALAR Annisa Nurul Istiqomah; Nofita Lestariningsih; Aulia Fajar Khasanah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.18139

Abstract

Mathematics learning on plane geometry in elementary schools is often hindered by the abstract nature of the material and limited use of visual media, resulting in suboptimal learning outcomes. This study aims to examine the effect of picture-based flashcard learning media on mathematics learning outcomes regarding plane geometry among third-grade students at SDN Pelang Lor 1 Kedunggalar. A quantitative approach with a quasi-experimental method and Non-Equivalent Control Group Design was employed, involving 30 students in the experimental group and 15 students in the control group determined through total sampling. Data were collected through tests, observation, and documentation using a multiple-choice test instrument that had been tested for validity (30 of 40 items valid), reliability (Cronbach's Alpha = 0.896; high category), difficulty level, and discrimination index. Data were analyzed using the Shapiro-Wilk normality test, Levene's homogeneity test, paired sample t-test, and independent sample t-test with SPSS 24. Results showed the data were normally distributed and homogeneous (Sig. = 0.125). In the experimental group, the mean learning outcome increased from 65.17 (pretest) to 80.70 (posttest), with a paired sample t-test Sig. (2-tailed) value of 0.000 (< 0.05), while the independent sample t-test on posttest scores between groups showed a Sig. value of 0.000 (< 0.05), so H0 was rejected and Ha accepted. These findings indicate that the use of picture-based flashcard media significantly affects the improvement of mathematics learning outcomes on plane geometry among third-grade students. Flashcard media also proved effective in increasing student engagement, interest, and conceptual understanding through concrete visual presentation.

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