Didaktik : Jurnal Ilmiah PGSD STKIP Subang
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.
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<![CDATA[PENGGUNAAN TEKNIK SHOW NOT TELL DALAM MENINGKATKAN KEMAMPUAN MENULIS TEKS ANEKDOT ]]>
<![CDATA[Maulana, Irpan]]>;
<![CDATA[Kusmayanti, Desti]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 6 No. 1 (2020): Volume 6, Nomor 1, Juni 2020 ]]>
Publisher : <![CDATA[STKIP Subang ]]>
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DOI: 10.36989/didaktik.v6i1.113
<![CDATA[The ability of students in writing is still low, especially in writing anecdotal texts, so we need a learning innovation that can improve students' abilities through the use of show not tell techniques. This study aims to improve students 'anecdotal text writing skills by applying the Show not tell technique, as well as describing the improvement in students' anecdotal text writing skills by applying the show not tell technique. The population in this study were all grade X students of SMA Negeri 1 Ciasem. The research method used was a pre-experimental design with One-Group Pretest-Posttest Design. Data collection techniques used in this study were writing tests. The data form of this research is in the form of an assessment of learning outcomes that illustrate the skills of students in writing anecdotal texts. Data analysis of test results is done by collecting data writing anecdotal texts, correcting, determining values ​​and processing values. The results showed a significant increase in anecdotal text writing test scores with pretest and posttest. Overall pretest results of students obtained an average value of 59.09 while the overall posttest results of students scored with an average of 78.27. Thus it can be concluded that the learning outcomes of writing anecdotal texts by using show not tell technique increases. Keywords: Writing, Anecdotal Text, Show Not Tell Technique]]>
<![CDATA[PENGARUH MODEL PICTURE AND PICTURE TERHADAP KEMAMPUAN MENULIS TEKS BERITA ]]>
<![CDATA[Isti Sitihindun]]>;
<![CDATA[Willyana, Willyana]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 6 No. 1 (2020): Volume 6, Nomor 1, Juni 2020 ]]>
Publisher : <![CDATA[STKIP Subang ]]>
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DOI: 10.36989/didaktik.v6i1.114
<![CDATA[There were several reasons for conducting this study, students’ seriousness in attending writing news text were still low and not excited. Therefore, the teacher must choose and apply an effective teaching learning model to improve students’ abilities in writing news text. This study aims to improve students’ abilities in writing news text through picture and picture model and investigated students’ responses through teaching writing news text by using picture and picture. The experiment is the research method of this study. The control and experiment class were given pre-test and post-test to know the students’ abilities before and after treatment. The questionnaire also used to gain the data about students’ responses through teaching writing news text by using picture and picture. The research finding shows that the picture and picture model is effective to improve students’ ability in writing news text. The indicators of the success are that: (1) the mean of pre-test result in the experiment class was 48.71, meanwhile the mean of post-test result was 69.03; (2) the students’ responses through questionnaires found that the application picture and picture model was very positive.]]>
<![CDATA[MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS-GAMES-TOURNAMENTS UNTUK PENCAPAIAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA ]]>
<![CDATA[Anih, Euis]]>;
<![CDATA[Nurlaela, Nurlaela]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 6 No. 1 (2020): Volume 6, Nomor 1, Juni 2020 ]]>
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DOI: 10.36989/didaktik.v6i1.116
<![CDATA[Kemampuan pemahaman konsep merupakan salah satu tuntutan kurikulum yang perlu dicapai. Rendahnya pemahaman dan penguasaan konsep-konsep matematika salah satunya disebabkan oleh faktor siswa hanya menghafal konsep bukan dipahami dan metode yang digunakan guru dalam pembelajaran terkesan kurang menyenangkan bahkan membosankan. Melalui model pembelajaran kooperatif tipe Teams Geams Tournaments siswa diharapkan tidak hanya menghafal konsep matematika tetapi betul-betul memahami konsep yang sedang dipelajari. Penelitian ini dilaksanakan dengan tujuan untuk: 1) mengetahui pencapaian kemampuan pemahaman konsep matematika siswa setelah menggunakan kooperatif tipe TGT lebih baik daripada yang menggunakan pembelajaran cara konvensional, 2) mengetahui peningkatan pemahaman konsep matematika siswa yang memperoleh pembelajaran dengan model kooperatif tipe TGT dan yang memperoleh pembelajaran konvensional, 3) mengetahui respon siswa terhadap pembelajaran dengan menggunakan pembelajaran kooperatif tipe TGT. Data dikumpulkan dari tes kemampuan pemahaman konsep matematika siswa berupa soal uraian dan angket siswa. Angket diberikan kepada seluruh siswa kelas eksperimen dengan tujuan untuk mengetahui respon siswa terhadap pembelajaran matematika dengan menggunakan pembelajaran kooperatif tipe TGT. Penelitian ini merupakan penelitian kuasi eksperimen dengan desain kelas eksperimen yaitu Pretes-Treatment-Postest sedangkan kelas kontrol yaitu Pretest-Postest. Dari hasil analisis data dengan taraf signifikan α = 0,05 menunjukan bahwa pencapaian kemampuan pemahaman konsep matematika siswa yang mendapatkan pembelajaran dengan kooperatif tipe TGT lebih baik dibandingkan dengan pembelajaran konvensional. Peningkatan pemahaman konsep matematika siswa yang mendapatkan pembelajaran matematika dengan kooperatif tipe TGT lebih baik dibandingkan dengan kemampuan pemahaman konsep matematika siswa yang mendapatkan pembelajaran konvensional. Peningkatan pemahaman konsep matematika siswa yang mendapatkan pembelajaran matematika dengan kooperatif tipe TGT teramasuk kategori sedang, sedangkan siswa yang mendapatkan pembelajaran konvensional peningkatannya termasuk kategori rendah. Berdasarkan hasil analisis respon siswa terhadap pembelajaran kooperatif tipe TGT menunjukan bahwa siswa bersikap positif terhadap pembelajaran matematika dengan kooperatif tipe TGT.]]>
<![CDATA[DUKUNGAN PENGEMBANGAN KARIR DAN PEMBERDAYAAN OLEH KEPALA SEKOLAH SERTA KONTRIBUSNYA TERHADAP KEPUASAN KERJA GURU ]]>
<![CDATA[Jumroh]]>;
<![CDATA[Dekawati, Ipong]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 6 No. 1 (2020): Volume 6, Nomor 1, Juni 2020 ]]>
Publisher : <![CDATA[STKIP Subang ]]>
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DOI: 10.36989/didaktik.v6i1.117
<![CDATA[In general, teachers work to get satisfaction in carrying out their work. Satisfaction at work encourages the emergence of enthusiasm in work so that it tends to perform well. Many factors affect job satisfaction, including career development support and empowerment by the principal. The focus of the research is on how much the contribution of career development support and empowerment by the principal to teacher job satisfaction. The research method used is descriptive and verification methods, with data collection techniques using a Likert scale questionnaire, to the teacher. Processing of research results using regression analysis techniques. The significance test uses the F-test. The results showed that: (1) There was a positive and significant contribution of career development support to teacher job satisfaction. (2) There is a positive and significant contribution of empowerment by the principal to job satisfaction. (3) There is a positive and significant contribution to the support of career development and empowerment by the principal simultaneously to teacher job satisfaction. Considering that job satisfaction is very important in order to increase work motivation and school productivity, teachers as the most members of the education unit should be given even greater opportunities to grow followed by adequate funding assistance so that their careers develop more in the hope that teachers feel more satisfied at work. It is recommended to give more responsibility to the teacher so that the teacher unconsciously enters the empowerment process. Teachers should be alternately assigned to manage various activities with the authority to make decisions with the permission of the school principal. It is hoped that the teacher will develop his insight and confidence, which in turn can increase the level of satisfaction at work.]]>
<![CDATA[PENDEKATAN REALISTIK TERHADAP PEMAHAMAN SISWA PADA PEMBELAJARAN MATEMATIKA SEKOLAH DASAR ]]>
<![CDATA[Mira Shabrina, Nuryaen]]>;
<![CDATA[Sumiati, Nani]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 6 No. 1 (2020): Volume 6, Nomor 1, Juni 2020 ]]>
Publisher : <![CDATA[STKIP Subang ]]>
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DOI: 10.36989/didaktik.v6i1.118
<![CDATA[Lack of student understanding of the concept of learning mathematics, causing students to experience difficulties when working on math problems. The ability to understand is very important for students and is a target to be achieved in the learning process. The purpose of this study is to determine the extent of students' understanding through learning mathematics using a realistic approach by comparing mathematics learning directly. And measure student responses to a realistic approach. The population in this study amounted to 265 students with class IV samples totaling 40 students. The experimental class of 20 students came from the SDN Daya Bakti Cijambe. While the control class of 20 students came from SDN Marga Bakti Cijambe. This type of research is quantitative research using a quasi-experimental model with nonequivalent pretest-posttest design design. The results of the study showed an increase in student understanding as seen from the beginning and end of the ability in both classes. In the experimental class increased student understanding by 44.17% and in the control class by 36.94%. While the results of student questionnaire as much as 64% responded positively. It can be concluded that increasing student understanding through realistic learning approaches is higher than increasing student understanding through direct learning, and most students respond positively to realistic approaches.]]>
<![CDATA[EFEKTIFITAS IMPLEMENTASI PEMBELAJARAN DARING (FULL ONLINE) DIMASA PANDEMI COVID- 19 PADA JENJANG SEKOLAH DASAR DI KABUPATEN SUBANG ]]>
<![CDATA[Roni Hamdani, Acep]]>;
<![CDATA[Priatna, Asep]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 6 No. 1 (2020): Volume 6, Nomor 1, Juni 2020 ]]>
Publisher : <![CDATA[STKIP Subang ]]>
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DOI: 10.36989/didaktik.v6i1.120
<![CDATA[This research is motivated by the existence of full online learning (full online) as a result of Covid-19, it is rumored that online learning is less effective, because there is no maximum preparation in terms of regulation, field implementation, and also students, as well as various supporting infrastructure for online learning Therefore, researchers have a desire to test the effectiveness of learning, because there should be no learning content lost in the middle of this pandemic. The research method used was a survey method, with the instrument used was a questionnaire, which was distributed to 80 random elementary school teachers in Subang Regency. Based on the results of the study the effectiveness of learning from the 8 indicators studied is around 66.97%.]]>
<![CDATA[PENGGUNAAN APLIKASI KAHOOT PADA PEMBELAJARAN MEDIA DAN SUMBER PEMBELAJARAN SD ]]>
<![CDATA[Fazriyah, Nurul]]>;
<![CDATA[Saraswati, Aas]]>;
<![CDATA[Permana, Jaka]]>;
<![CDATA[Indriani, Rina]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 6 No. 1 (2020): Volume 6, Nomor 1, Juni 2020 ]]>
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DOI: 10.36989/didaktik.v6i1.119
<![CDATA[Penggunaan aplikasi Kahoot pada pembelajaran merupakan salah satu cara untuk membuat mahasiswa tertarik berinteraktif dalam pembelajaran. Pembelajaran media dan sumber pembelajaran cenderung penuh dengan teori dan membuat bosan maka perlunya media teknologi informasi untuk mengundang perhatian belajar mahasiswa. Aplikasi Kahoot merupakan aplikasi popular pada masa ini yang melibatkan siswa, guru untuk berinteraksi dengan materi pembelajaran dalam bentuk permainan, kuis, survei dan jajak pendapat. Maka perlunya pelibatan aplikasi ini pada proses belajar bila dikatakan perlu untuk menunjang pembelajaran yang cenderung membosankan. Penelitian ini merupakan penelitian eksperimen pada mahasiswa semester 5 pada program studi Pendidikan Guru Sekolah Dasar Universitas Pasundan. Berdasarkan hasil penelitian menggunakan Uji Mann-Whitney didapatkan nilai asymp.sig adalah 0.008 atau kurang dari alfa 0.05. sehingga dapat disimpulkan bahwa terdapat perbedaan rata-rata nilai hasil belajar antara kelas menggunakan media pembelajaran aplikasi Kahoot dengan kelas yang tidak menggunakan di perkuliahan media dan sumber pembelajaran.]]>
<![CDATA[PENGGUNAAN APLIKASI KAHOOT PADA PEMBELAJARAN MEDIA DAN SUMBER PEMBELAJARAN SD ]]>
<![CDATA[Fazriyah, Nurul]]>;
<![CDATA[Saraswati, Aas]]>;
<![CDATA[Permana, Jaka]]>;
<![CDATA[Indriani, Rina]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 6 No. 1 (2020): Volume 6, Nomor 1, Juni 2020 ]]>
Publisher : <![CDATA[STKIP Subang ]]>
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DOI: 10.36989/didaktik.v6i1.119
<![CDATA[Penggunaan aplikasi Kahoot pada pembelajaran merupakan salah satu cara untuk membuat mahasiswa tertarik berinteraktif dalam pembelajaran. Pembelajaran media dan sumber pembelajaran cenderung penuh dengan teori dan membuat bosan maka perlunya media teknologi informasi untuk mengundang perhatian belajar mahasiswa. Aplikasi Kahoot merupakan aplikasi popular pada masa ini yang melibatkan siswa, guru untuk berinteraksi dengan materi pembelajaran dalam bentuk permainan, kuis, survei dan jajak pendapat. Maka perlunya pelibatan aplikasi ini pada proses belajar bila dikatakan perlu untuk menunjang pembelajaran yang cenderung membosankan. Penelitian ini merupakan penelitian eksperimen pada mahasiswa semester 5 pada program studi Pendidikan Guru Sekolah Dasar Universitas Pasundan. Berdasarkan hasil penelitian menggunakan Uji Mann-Whitney didapatkan nilai asymp.sig adalah 0.008 atau kurang dari alfa 0.05. sehingga dapat disimpulkan bahwa terdapat perbedaan rata-rata nilai hasil belajar antara kelas menggunakan media pembelajaran aplikasi Kahoot dengan kelas yang tidak menggunakan di perkuliahan media dan sumber pembelajaran.]]>
<![CDATA[PEMBELAJARAN MENGANALISIS STRUKTUR DAN KEBAHASAAN TEKS EKSPOSISI DENGAN METODE THINK PAIR AND SHARE UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PADA PESERTA DIDIK KELAS X SMAN 6 BANDUNG TAHUN PELAJARAN 2018/2019 ]]>
<![CDATA[Nugraha, Eggie]]>;
<![CDATA[Heriyanto, Ari]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 6 No. 1 (2020): Volume 6, Nomor 1, Juni 2020 ]]>
Publisher : <![CDATA[STKIP Subang ]]>
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DOI: 10.36989/didaktik.v6i1.121
<![CDATA[Learning to analyze the structure and linguistic exposition text is part of reading skills by optimizing critical thinking skills. The research results that have been carried out by the authors are: 1) The first hypothesis is accepted. The author gets the average value of learning implementation is 3.65; 2) The second hypothesis is accepted. This can be proven by the results of the experimental class pretest average score of 27.14 and the experimental class posttest value of 82.28; 3) The third hypothesis is accepted. This can be proven based on the results of the t test data, obtained a degree of freedom of 24 with a 95% confidence level and a significant level of 5% with the results of t count> t table. 4) The fourth hypothesis is accepted. The pretest data in the experimental class is a minimum score of 14.29, a maximum score of 42.86, a total value of 678.59 and a mean value of 27.14. Posttest data in the experimental class got a minimum score of 71.43, a maximum score of 92.86, a total value of 2057.11 and a mean value of 82.28. The pretest data in the control class obtained a minimum score of 0, a maximum score of 42.86, a total value of 450 and a mean value of 18. The posttest value of the experimental class with a minimum score of 35.71, a maximum score of 85.71, a total value of 1478.55, and the mean value is 59.14; 5) The fifth hypothesis is accepted. The experimental class gets an average value of 82.28, an average value of 59.14; 6) The sixth hypothesis is accepted. In the experimental class, the average score obtained from the observation sheets of critical thinking skills of students was 25 people including in the good category (B). Based on these data, the authors conclude that analyzing the structure and language of the exposition text with the think pair and share method to improve the critical thinking skills of class X students successfully.]]>
<![CDATA[PEMBELAJARAN MENGANALISIS STRUKTUR DAN KEBAHASAAN TEKS EKSPOSISI DENGAN METODE THINK PAIR AND SHARE UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PADA PESERTA DIDIK KELAS X SMAN 6 BANDUNG TAHUN PELAJARAN 2018/2019 ]]>
<![CDATA[Nugraha, Eggie]]>;
<![CDATA[Heriyanto, Ari]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 6 No. 1 (2020): Volume 6, Nomor 1, Juni 2020 ]]>
Publisher : <![CDATA[STKIP Subang ]]>
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DOI: 10.36989/didaktik.v6i1.121
<![CDATA[Learning to analyze the structure and linguistic exposition text is part of reading skills by optimizing critical thinking skills. The research results that have been carried out by the authors are: 1) The first hypothesis is accepted. The author gets the average value of learning implementation is 3.65; 2) The second hypothesis is accepted. This can be proven by the results of the experimental class pretest average score of 27.14 and the experimental class posttest value of 82.28; 3) The third hypothesis is accepted. This can be proven based on the results of the t test data, obtained a degree of freedom of 24 with a 95% confidence level and a significant level of 5% with the results of t count> t table. 4) The fourth hypothesis is accepted. The pretest data in the experimental class is a minimum score of 14.29, a maximum score of 42.86, a total value of 678.59 and a mean value of 27.14. Posttest data in the experimental class got a minimum score of 71.43, a maximum score of 92.86, a total value of 2057.11 and a mean value of 82.28. The pretest data in the control class obtained a minimum score of 0, a maximum score of 42.86, a total value of 450 and a mean value of 18. The posttest value of the experimental class with a minimum score of 35.71, a maximum score of 85.71, a total value of 1478.55, and the mean value is 59.14; 5) The fifth hypothesis is accepted. The experimental class gets an average value of 82.28, an average value of 59.14; 6) The sixth hypothesis is accepted. In the experimental class, the average score obtained from the observation sheets of critical thinking skills of students was 25 people including in the good category (B). Based on these data, the authors conclude that analyzing the structure and language of the exposition text with the think pair and share method to improve the critical thinking skills of class X students successfully.]]>
