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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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EFEKTIVITAS LKPD BERTINGKAT BERBASIS TEACHING AT THE RIGHT LEVEL (TaRL) TERHADAP PEMAHAMAN KONSEP IPAS MURID KELAS V Rohmad Basuki; Aditya Dyah Puspitasari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 04 (2026): Volume 12 No. 4, Desember 2026 Released
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i04.19410

Abstract

Learners in a single classroom differ in cognitive readiness, yet a uniform worksheet may leave some of them behind while under-challenging others. This study aimed to describe students' conceptual understanding of food chains in Natural and Social Sciences (IPAS) before and after the use of tiered worksheets based on Teaching at the Right Level (TaRL), and to analyze their effectiveness. A quantitative approach with a quasi-experimental one group pretest-posttest design was used. The sample consisted of 24 fifth-grade students of SD Negeri Banyuajuh 3, selected through purposive sampling and grouped by diagnostic assessment into proficient (5), moderate (9), and low (10) readiness groups. Data were collected with a 20-item multiple-choice test of conceptual understanding (12 items at C2 level and 8 higher-order thinking items at C3–C4 level) and analyzed using the Shapiro-Wilk test, normalized gain (N-Gain), and a paired sample t-test. The mean score increased from 41.88 to 75.42, with a mean N-Gain of 0.59 (moderate category). The paired t-test was significant (t = 11.01; df = 23; p < 0.001) with a very large effect size (Cohen's d = 2.25). The proficient group obtained the highest N-Gain (0.78), while the moderate and low groups obtained 0.57 and 0.50. These results indicate that tiered worksheets based on TaRL significantly improved conceptual understanding, although the one-group design limits causal inference and the low-readiness group needs additional reinforcement.
PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) BERBANTUAN MEDIA KARTU NILAI TEMPAT UNTUK MENINGKATKAN HASIL BELAJAR MATERI OPERASI HITUNG PEMBAGIAN PADA MURID KELAS IV SDN PUTAT JAYA 1/377 SURABAYA Salsabila Wardatul Fajriyah; Suhartono; Lailatul Chasanah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 04 (2026): Volume 12 No. 4, Desember 2026 Released
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i04.19419

Abstract

Mathematics instruction regarding the division of whole numbers in elementary schools still faces challenges; notably, low student learning outcomes stem from teaching methods that rely heavily on teacher explanations and lack concrete learning experiences. This study aims to improve student learning outcomes in the division of whole numbers by implementing the Problem-Based Learning (PBL) model supported by Place Value Card media in the fourth-grade class at SDN Putat Jaya I/377 Surabaya. The study employs the Classroom Action Research (CAR) method, conducted over two cycles. Each cycle comprises the stages of planning, action implementation, observation, and reflection. The research subjects consisted of 30 fourth-grade students. Learning outcome data were obtained through tests and analyzed based on the achievement of the Learning Objective Mastery Criteria (KKTP), with a minimum threshold of 75 and a minimum class mastery rate of 80%. The results indicate an increase in class mastery of learning outcomes from 13.33% in the pre-cycle stage to 43.33% in Cycle I and 90.00% in Cycle II. Thus, the implementation of PBL supported by Place Value Cards can improve student learning outcomes regarding the division of whole numbers.
DARI SUMUR MENUJU SINGGASANA MESIR : PERJALANAN IMAN DAN KESABARAN NABI YUSUF AS Nabila Nurhafizah; Nafisah Sa'adah; Resya Medyna; Siti Nur Zaskia Muliana
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 04 (2026): Volume 12 No. 4, Desember 2026 Released
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i04.19452

Abstract

The story of Prophet Yusuf (peace be upon him) in the Qur’an is called ahsanal qashash, the best of stories, because it presents a complete chain of life’s trials: the jealousy of his brothers, being thrown into a well, temptation in the palace, and imprisonment, before Allah finally raised his status in Egypt. This article aims to describe the journey of faith and patience of Prophet Yusuf, to explore the educational values contained in it, and to formulate its implications for present-day life. The study uses a qualitative approach with library research on six journal articles and one book about the story of Prophet Yusuf, analyzed descriptively and thematically. The findings show that the journey of Prophet Yusuf unfolds in four interrelated stages: strengthening basic values in childhood, building character through trials, actualizing character in leadership, and spiritual reflection marked by humility and forgiveness. The prominent values include tawhid and reliance on Allah, patience, honesty, iffah (guarding one’s honor), trustworthiness, intelligence, humility, and forgiveness. These values are relevant to family education, character building among teenagers, the development of leadership with integrity, and the formation of mental resilience in facing life’s pressures. The story can be used as a storytelling method in Islamic religious education.
PENERAPAN MODEL DEEP LEARNING SEBAGAI PEMBELAJARAN TERHADAP PENINGKATAN PEMAHAMAN TERHADAP MAKNA DAN NILAI-NILAI PADA PERISTIWA SEJARAH M.Rizky Ramadhan Ramadhan; Livia Ramadhani; Fatima Nimas Nabila; Reka Seprina; Apdelmi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 04 (2026): Volume 12 No. 4, Desember 2026 Released
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i04.19531

Abstract

History education often continues to focus on the memorization of facts, key figures, and dates. Consequently, students frequently lack a deep comprehension of the intrinsic meanings and values embedded in historical events. This study aims to analyze the implementation of the deep learning model in enhancing student comprehension of historical meanings and values. A qualitative narrative literature review approach was employed for this research. Data were gathered from academic books, scholarly articles, and peer-reviewed journals relevant to deep learning in history education. The retrieved literature was analyzed by identifying core concepts, categorizing themes, and synthesizing interconnected ideas. The findings indicate that the application of deep learning assists students in comprehending historical meaning and values through critical thinking activities, cause-and-effect analysis, connecting new knowledge with prior experiences, and reflecting on daily life. Furthermore, the integration of mindful learning, meaningful learning, and joyful learning renders history instruction more active, reflective, meaningful, and engaging. This approach emphasizes foundational values such as perseverance, unity, responsibility, tolerance, and humanity. However, its implementation continues to face constraints, including limited teacher understanding and professional training, as well as the unequal distribution of instructional facilities.

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