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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 11,374 Documents
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PENGARUH PENDEKATAN PEMBELAJARAN MENDALAM BERBANTUAN FLIPBOOK TERHADAP HASIL BELAJAR SISWA Faza Alfina Lestari; Adnan Yusufi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 Nomer 03, September 2026 Publication
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18973

Abstract

Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar siswa setelah penerapan Pendekatan Pembelajaran Mendalam (Deep Learning Approach) dengan bantuan flipbook dan untuk mengetahui perbedaan hasil belajar antara kelas eksperimen dan kelas kontrol pada IPAS untuk siswa kelas empat sekolah dasar. Penelitian ini menggunakan pendekatan kuantitatif dengan metode kuasi-eksperimental dan desain kelompok kontrol non-ekuivalen. Sampel terdiri dari 21 siswa kelas empat SDN Taraban 06 sebagai kelas eksperimen dan 20 siswa kelas empat SDN Taraban 02 sebagai kelas kontrol. Data dikumpulkan melalui tes esai enam item yang diberikan sebagai pretest dan posttest. Data dianalisis menggunakan uji t sampel berpasangan dan uji t sampel independen dengan bantuan SPSS. Hasil penelitian menunjukkan peningkatan hasil belajar siswa setelah penerapan Pendekatan Pembelajaran Mendalam dengan bantuan flipbook, dengan p < 0,001, dan peningkatan nilai rata-rata dari 56,14 pada pretest menjadi 78,05 pada posttest. Selanjutnya, terdapat perbedaan hasil belajar antara kelas eksperimen dan kelas kontrol, dengan nilai Sig. (2-tailed) sebesar 0,004 < 0,05. Kelas eksperimen memperoleh nilai rata-rata posttest yang lebih tinggi yaitu 78,05 dibandingkan kelas kontrol yang memperoleh 71,45, dengan perbedaan rata-rata 6,60 dan ukuran efek Cohen's d sebesar 0,9663, yang dikategorikan besar.
PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS ARTICULATE STORYLINE UNTUK MENINGKATKAN LITERASI NUMERASI SISWA DI SDN KARANGPARI 01 Lina Haerun Nisa; Umi Chabibatus Zahro
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 Nomer 03, September 2026 Publication
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18974

Abstract

This study aimed to develop an interactive learning media based on Articulate Storyline, to determine its level of validity and practicality, and to examine the improvement in numeracy literacy skills of fifth-grade students at SD Negeri Karangpari 01. This study employed a Research and Development (R&D) approach using the 4D model, comprising Define, Design, Develop, and Disseminate stages. The subjects were 24 fifth-grade students, along with a classroom teacher and three validators (media, material, and language experts). Data were collected through observation, interviews, tests, questionnaires, and documentation, and were analyzed using both qualitative and quantitative techniques, including validity, reliability, item difficulty, discrimination index, expert validation, practicality, normality, paired-sample t-test, and N-gain analyses. The results showed that the media obtained validity percentages of 86.67% from the media expert, 93.33% from the material expert, and 80% from the language expert, all categorized as valid, with an overall average of 86.67% (very valid). The practicality test conducted with the classroom teacher yielded 88.33%, categorized as very practical. The paired-sample t-test showed a Sig. (2-tailed) value of 0.000 < 0.05, with the mean pretest score increasing from 37.04 to a mean posttest score of 66.81, while the N-gain analysis yielded a score of 0.47, categorized as moderate. These findings indicate that the interactive learning media based on Articulate Storyline is valid and practical, and effectively improves the numeracy literacy skills of fifth-grade students at SD Negeri Karangpari 01.
PENGARUH PENDEKATAN PEMBELAJARAN MENDALAM BERBANTUAN WEB GENIALLY TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATA PELAJARAN IPAS KELAS V MI MIMBARUL HUDA Nurul Hidayah; Muh Luqman Arifin
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Released
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18978

Abstract

This study aims to determine the effect of Genially-assisted deep learning on students’ critical thinking skills in the IPAS subject for fifth-grade students at MI Mimbarul Huda. The study employed a quantitative approach using a quasi-experimental design of the Non-equivalent Pretest-Posttest Control Group type. The study population consisted of all fifth-grade students at MI Mimbarul Huda, and total sampling was used. Data were collected through tests and documentation and analyzed using the Independent Samples t-test and the Paired Samples t-test. The results indicated a significant difference in critical thinking skills between the experimental and control groups, with a p-value of 0.000 < 0.05. The mean posttest score for the experimental group was 72.88, while that for the control group was 61.22. Furthermore, the results of the Paired-Sample t-Test showed a significance value of 0.000 < 0.05, indicating an improvement in students’ critical thinking skills following the implementation of deep learning supported by the Genially platform. Based on these results, it can be concluded that deep learning supported by the Genially platform has an effect on students’ critical thinking skills in the IPAS subject for fifth-grade students at MI Mimbarul Huda
ANALISIS PERKEMBANGAN KARAKTER KOMUNIKATIF MELALUI PEMBELAJARAN MENDALAM DENGAN MEDIA DIGITAL INTERAKTIF DI KELAS V SD NEGERI BANTARWARU 01 Elina; Adnan Yusufi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 Nomer 03, September 2026 Publication
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18979

Abstract

This study was motivated by the suboptimal development of students' communicative character and the need for an instructional approach capable of fostering mindful, meaningful, and joyful learning experiences supported by interactive digital media. This study aims to describe the development of communicative character among fifth-grade students at SD Negeri Bantarwaru 01 through the implementation of deep learning with interactive digital media, and to describe the role of interactive digital media in supporting that development. A qualitative approach with a descriptive method was employed, involving the fifth-grade teacher, the school principal, and five purposively selected students as subjects. Data were collected through observation, interviews, and documentation, and analyzed using the interactive model of Miles and Huberman, while data validity was examined through source and technique triangulation. The results show that the implementation of deep learning reflected three core principles-mindful, meaningful, and joyful-which together encouraged students to speak up, express opinions, discuss, and collaborate more confidently. The interactive digital media, in the form of animated videos displayed on a smart TV, was perceived by both teachers and students as attractive, easy to use, communicative, and creative, and it supported greater student engagement and communication. However, the development of communicative character was not yet uniform across all students, indicating that teacher guidance remains essential. These findings are expected to serve as a practical reference for elementary school teachers in designing innovative, student-centered instruction
THE EFFECT OF USING GAMIFICATION ON STUDENTS’ MOTIVATION IN ENGLISH LEARNING AMONG THE TENTH GRADE STUDENTS OF SMKS TEKNOLOGI MUHAMMADIYAH BUKITTINGGI Nurlia Sari Sihotang; Veni Roza; Reflinda; Melyann Melani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 Nomer 03, September 2026 Publication
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18980

Abstract

This research was conducted due to several problems found in the English learning process among tenth-grade students at SMKS Teknologi Muhammadiyah Bukittinggi. Some students showed low motivation in learning English, as indicated by their limited participation, lack of enthusiasm, and difficulties in understanding English learning materials. Therefore, this study aimed to examine the effect of gamification on students’ motivation in learning English. This research employed a quantitative approach using a quasi-experimental design involving an experimental class and a control class. The experimental class received English instruction through gamification-based learning, while the control class was taught using conventional learning methods. The sample was selected through purposive sampling. Data were collected using a closed-ended questionnaire with a five-point Likert scale to measure students’ motivation in learning English. The data were then analyzed statistically to determine whether there was a significant difference in students’ motivation between the two groups. The findings revealed that the use of gamification did not have a statistically significant effect on students’ motivation in learning English. There was no significant difference in motivation between students who were taught through gamification and those who received conventional instruction. However, during the learning process, students in the experimental class demonstrated more consistent participation, attention, and engagement in classroom activities. These findings indicate that although gamification did not significantly improve students’ motivation based on the statistical results, it contributed positively to students’ classroom engagement and participation. Therefore, gamification may still be considered a useful instructional strategy for creating a more active and engaging English learning environment
PENGARUH PENGGUNAAN MEDIA POWERPOINT INTERAKTIF TERHADAP KEMAMPUAN KONSEP MATEMATIKA GRAFIK ANAK USIA 5–6 TAHUN DI TK NURUL HUDA AUR MALINTANG Aura Vira Agesti; Yaswinda; Nurhafizah; Vivi Anggraini
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Released
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18981

Abstract

This study was motivated by the limited development of young children's mathematical graph concepts and the use of learning activities that were still dominated by worksheets, so children were not optimally involved in interpreting simple data. Interactive PowerPoint was used as an alternative medium because it can present pictures, animation, sound, navigation, and interactive activities in a visual format. This study aimed to determine the effect of interactive PowerPoint media on the mathematical graph concept ability of children aged 5–6 years at TK Nurul Huda Aur Malintang. The study employed a quantitative approach with a quasi-experimental design involving an experimental group and a control group, each consisting of 14 children. Data were collected through pre-test and post-test activities using a child worksheet and observation, with indicators covering counting displayed objects, identifying the greater and smaller quantities, and ordering quantities from most to least and least to most. Data were analyzed using the Shapiro-Wilk normality test, Levene homogeneity test, and independent samples t-test. The pre-test t-test showed Sig. (2-tailed) = 0.901 > 0.05, indicating that the initial abilities of both groups were relatively equivalent. The experimental group's mean score increased from 7.00 to 11.07, while the control group increased from 7.07 to 9.57. The post-test t-test produced Sig. (2-tailed) = 0.023 < 0.05. Thus, interactive PowerPoint media had a significant effect on children's mathematical graph concept ability. During treatment, children also showed positive responses through active participation in observing, counting, comparing, ordering, and responding to graph-based activities.
PERAN GURU DALAM MEMBENTUK KARAKTER DISIPLIN SISWA Mutiara Ratnaningtias; M. Shofi Mubarok
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18982

Abstract

Teachers have an important role in developing students’ disciplinary character from an early age, especially in first grade when students are still adapting to school rules and routines. This study aimed to describe the role of teachers in developing the disciplinary character of first-grade students at SD Negeri Bumiayu 03. The study employed a qualitative method with a descriptive approach. Data were collected through observation, interviews, and documentation. The main participant was the first-grade teacher, while the principal and first-grade students served as supporting informants. Data validity was examined through source and technique triangulation. Data analysis followed the interactive Miles and Huberman model through data collection, data reduction, data display, and conclusion drawing or verification. The findings indicate that the first-grade teacher performed nine roles in developing students’ disciplinary character: learning resource, advisor, role model, facilitator, classroom manager, demonstrator, mentor, motivator, and evaluator. These roles were implemented through repeated explanations of rules, classroom routines, visual reminders, orderly classroom management, direct modeling, individual guidance, positive reinforcement, advice, monitoring, and follow-up. The study also found that school programs and communication with parents supported discipline formation, while differences in students’ backgrounds and characteristics remained challenges. Overall, teacher roles were implemented well, although systematic evaluation of the effectiveness of learning methods, media, and strategies specifically used to develop discipline still needs to be strengthened.
HAKIKAT PENDIDIKAN SEBAGAI LANDASAN DALAM PENGUATAN PENDIDIKAN INKLUSIF DI SEKOLAH DASAR Dian Flora Gultom; Akasia Silalahi; Andini Khairiyah Marpaung; Asna Istikmalatul Muktamaroh; Nadia Apulisa Sukatendel; Nuryanti Sitanggang; Tasya Marbun
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.v12i3.18983

Abstract

Education is fundamentally a process of human development encompassing intellectual, emotional, spiritual, and social dimensions. This principle is an important foundation for inclusive education in elementary schools, as students have diverse characteristics, abilities, and needs. However, a gap remains between the concept and implementation of inclusive education, particularly in teacher competence, infrastructure, and policy support. This study aims to analyze the nature of education as a foundation for realizing inclusive education in elementary schools, including its goals, functions, principles, processes, the gap between concept and practice, and influencing factors. This study uses a qualitative approach with a library research method. Secondary data from journal articles, books, and relevant scientific documents were analyzed thematically using an inductive approach. Eleven articles were purposively selected based on relevance, credibility, and recency. The synthesis shows that the success of inclusive education is closely related to teacher competence and attitudes, differentiated instruction, school management, principal leadership, resources, and collaboration with parents and related parties. Teacher competence has a stronger influence than attitudes on implementation. However, gaps remain in teacher competence and training, attitudes toward inclusion, instructional media and facilities, budget, administrative burden, and unequal school support. Therefore, inclusive education requires an integrated approach through strengthening teacher competence, responsive instruction, school management, resources, and sustainable collaboration according to school conditions. Education that prioritizes students’ development and needs can help bridge the gap between inclusive education concepts and practice.
PENINGKATAN HASIL BELAJAR IPAS SISWA MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD PADA SISWA KELAS V SDN 72/II PENINJAU Lusi Yana; Muhammad Subhan
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18984

Abstract

This study employed Classroom Action Research (CAR) conducted in Grade V of SDN 72/II Peninjau during the 2025/2026 academic year, involving 24 students. The research was carried out in two cycles, with each cycle consisting of planning, action, observation, and reflection stages. Data were collected through observation and learning achievement tests. The collected data were analyzed using qualitative and quantitative techniques to determine improvements in both the learning process and student learning outcomes. The results showed that the implementation of the STAD Cooperative Learning Model improved both the learning process and students’ learning outcomes in IPAS. This improvement was reflected in the teacher observation scores, which increased from 60.87 in Cycle I Meeting 1 to 78.26 in Cycle I Meeting 2, and further increased to 82.61 and 86.96 in Cycle II Meetings 1 and 2, respectively. Student activity also improved, as indicated by the increase in the percentage of students categorized as “very good,” from 29.17% in Cycle I Meeting 1 to 41.67% in Cycle II Meeting 2. Furthermore, student learning outcomes increased, with the percentage of students achieving the Learning Objective Achievement Criteria (KKTP) rising from 62.50% in Cycle I to 83.33% in Cycle II. Therefore, it can be concluded that the implementation of the STAD Cooperative Learning Model successfully improved both the learning process and learning outcomes in IPAS for Grade V students of SDN 72/II Peninjau.
MEWUJUDKAN LINGKUNGAN BELAJAR YANG AMAN DAN NYAMAN PERAN PEMERINTAH DAERAH DALAM MEWUJUDKAN SEKOLAH RAMAH ANAK (SRA Elina Nurni Ayu; Budi Kurnia
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 Nomer 03, September 2026 Publication
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18987

Abstract

This study aims to examine the role of local government in implementing Child-Friendly Schools (CFS) as an effort to create a safe, comfortable, inclusive, and supportive learning environment for students. The research employs a descriptive qualitative approach through field studies conducted in Cianjur Regency. Data were collected from reports concerning cases of violence against children, particularly those occurring within the educational environment, as well as documentation of work programs and activities implemented by the UPTD PPA. The findings indicate that although several schools in Cianjur Regency have been designated as Child-Friendly Schools, various forms of violence against children continue to occur. Bullying, verbal and physical violence, and student brawls remain challenges, particularly at the elementary and junior high school levels. In response to these issues, the local government has implemented several initiatives, including public awareness campaigns, socialization of child protection policies, training and capacity-building programs for educational personnel, and the provision of legal and psychological assistance services for children who experience violence. Nevertheless, the implementation of Child-Friendly School policies at the school level remains uneven. In some cases, CFS implementation tends to be administrative and symbolic rather than being fully integrated into daily educational practices. Therefore, strengthening coordination and collaboration among local government, schools, parents, communities, and child protection institutions is essential. Effective implementation requires continuous monitoring, adequate resources, increased understanding of child rights, and active participation from all stakeholders. This study emphasizes that CFS should not merely represent a formal designation but should become a sustainable commitment to safeguarding children’s rights, preventing violence, and ensuring a safe and supportive educational environment.

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