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[ECOPRENEURSHIP EDUCATION BERBASIS PRAKARYA DALAM KURIKULUM 2013 ]]>
<![CDATA[Anih, Euis]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 1 No. 1 (2015): Vol. 1, No. 1, Desember 2015 ]]>
Publisher : <![CDATA[STKIP Subang ]]>
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DOI: 10.36989/didaktik.v1i1.17
<![CDATA[In 2020-2030 an estimated 70 % of Indonesia's population of productive age. This is an opportunity that needs to be optimized through education so that it appears ecopreneurship new entrepreneurs who care about the environment in anticipation of not match jobs with people who need a job (as an employee). This paper describes the concept ecopreneurship education, the urgency of ecopreneurship education, and implementation craft-based ecopreneurship education in the curriculum of 2013. Based on the results of the study are known to still craft curriculum subjects that need to be improved because there is less and less environmentally friendly in accordance with ecopreneurship. Ecopreneurship education is the use of content-based craft subjects as substance entrepreneurship education (intra and extracurriculum) combined with the concept of environmental awareness in entrepreneurship that will produce eco-friendly crafts, eco-innovation, eco- resources, and eco- commitment.]]>
<![CDATA[DEVELOPMENT OF SOCIAL SKILLS IN LEARNING SOCIAL STUDIES IN PRIMARY SCHOOL ]]>
<![CDATA[Nurlaila, Nurlaila]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 1 No. 1 (2015): Vol. 1, No. 1, Desember 2015 ]]>
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DOI: 10.36989/didaktik.v1i1.18
<![CDATA[Referring to the standard social studies curriculum content subjects, 2006, one of the competencies that would be developed is to give students with a useful social knowledge, social skills, and intellectual, in fostering social attention as well as human resources who care as good Indonesian citizen and responsible realize national goals. To be able to successfully learn social studies, students should be equipped not only knowledge, but also the need to be explored and developed dimension of the skills and attitude value. Therefore, the focus of discussion in this paper is the urgency to develop social skills that are integrated into social studies teaching in elementary school. Processes and learning outcomes with social skills and building value is needed to equip learners to anticipate the future challenges that certainly will be more severe and complex. Teachers as curriculum developers are demanded to be skillful to bring atmosphere and learning activities which has purpose on developing basic skills and the cultivation and development of personality, temperament and character.. Implementation of educational based on social skills and coaching will is believed have valuable graduates outcome that have personality, temperament and good character. Therefore, the main task of basic education is to build students' character and have purpose build students from an early age in order to not fail be a perfect human.]]>
<![CDATA[PENGARUH PEMBELAJARAN KOOPERTIF TIPE STAD TERHADAP KEMAMPUAN PEMAHAMAN DAN KOMUNIKASI MATEMATIS SISWA SEKOLAH DASAR ]]>
<![CDATA[Siti Fitriani, Rayi]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 1 No. 1 (2015): Vol. 1, No. 1, Desember 2015 ]]>
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DOI: 10.36989/didaktik.v1i1.19
<![CDATA[Examined the differences in mathematical ability of understanding and communication between students and Cooperative Learning STAD and students in hands-on learning. The subjects were students of class IV SDN Sarimulya II Cikampek. The study concluded: 1) The ability of the final mathematical understanding of students who received different STAD cooperative learning with the ability of students who received direct instruction. 2) The ability of mathematical communications students getting the same STAD cooperative learning with students getting hands-on learning. 3) Increased understanding of the mathematical ability of students who received STAD cooperative learning does not differ greatly from the ability of the students who received direct instruction. 4) Improving students' mathematical communication skills that got STAD cooperative learning significantly better than students who received direct instruction.]]>
<![CDATA[PENGARUH PEMBELAJARAN KONTEKSTUAL TERHADAP KEMAMPUAN PEMAHAMAN DAN REPRESENTASI MATEMATIS SISWA SEKOLAH DASAR ]]>
<![CDATA[Handayani, Hani]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 1 No. 1 (2015): Vol. 1, No. 1, Desember 2015 ]]>
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DOI: 10.36989/didaktik.v1i1.20
<![CDATA[This study aims to determine whether the ability of understanding and reoresentasi mathematical students who get contextual learning is higher than the capability of understanding and the mathematical representation of students who learn by direct instruction, as well as to determine whether the increased ability of comprehension and mathematical representation of students who get contextual learning is higher than increase in students who received direct instruction teaching. This study is a quasi-experimental study design with pretest posttest control group research desaign. Based on data analysis and data posttest scores normalized gain, it can be concluded that 1) the ability of understanding and abilities of students who obtain a mathematical representation of contextual learning is higher than the capability of mathematical understanding of students who received direct instruction; 2) to improve the understanding and ability of students who obtain a mathematical representation of contextual learning is higher than the increase in understanding of mathematical ability of students who received direct instruction]]>
<![CDATA[UPAYA MENINGKATKAN HASIL BELAJAR SISWA MELALUI PENERAPAN MODEL PEMBELAJARAN TEMATIK PADA PELAJARAN IPA, BAHASA INDONESIA, MATEMATIKA DAN SBK KELAS II SEKOLAH DASAR ]]>
<![CDATA[Darmawan Nugroho, Imam]]>;
<![CDATA[Priatna, Asep]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 1 No. 2 (2016): Vol. 1 No. 2, Juni 2016 ]]>
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DOI: 10.36989/didaktik.v1i2.21
<![CDATA[Conducted thematic learning in primary schools, especially low grade since the passing of the SBC in 2006, there are still many obstacles in the field and not in accordance with the provisions of Permendiknas Content Standards No.22 of 2006 and it therefore requires an effort of applying thematic learning in accordance with Standards The content and improve the quality of learning. In this research theme selected based on the needs of learning and research interests are focused primarily on assessing learning science, Indonesian, mathematics, and SBK through thematic learning. The purpose of this study was to determine the general process of learning science, Indonesian, mathematics, and SBK through thematic learning model, particularly with regard to the learning outcomes and student activity. This study uses a class action consisting of 2 cycles of action. The research found that students' understanding before action learning cycle I showed low criteria with the average achieved 47.96 and the second cycle showed normal criteria with average achieved 55.11. After the act of learning, comprehension of students has increased that the first cycle the average value of students with the acquisition of 66.11 indicates that students 'understanding of normal, while in the second cycle students' understanding increased with the acquisition of 71.48. Thus, the application of thematic learning model can be more effectively used to improve learning outcomes and student activity grade II compared to non-thematic learning.]]>
<![CDATA[PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KERJA SAMA DAN HASIL BELAJAR SISWA KELAS IV SDN BHAKTI WINAYA BANDUNG PADA SUBTEMA KEBERSAMAAN DALAM KEBERAGAMAN ]]>
<![CDATA[Mumin Saud, Abdul]]>;
<![CDATA[Oktiana, Letty]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 1 No. 2 (2016): Vol. 1 No. 2, Juni 2016 ]]>
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DOI: 10.36989/didaktik.v1i2.22
<![CDATA[The study, titled "Model Problem Based Learning to Enhance Cooperation and Learning Outcomes Student Class IV SDN Bhakti Winaya Bandung on Subtheme Unity in Diversity", against the background because of their problems in the field of the learning outcomes of students who mostly have reached completeness and lack of implementation of activities the cooperation of students during the learning process. This study uses classroom action research model, which consists of the third cycle. Each cycle consists of several actions, planning, implementation, analysis and reflection. The results of the first cycle studies show the learning outcomes of students achieving mastery percentage of 60.7% with an average value of students 2.5, for the same work values of students in this cycle are categorized in category (quite good) with the average value of students 2, 4. While the second cycle which is an improvement from the first cycle of learning outcomes increased by 85.7% with an average value of 2.8 students, and for the value of cooperation on sisklus II is categorized into categories (good) with the average value of students 3. and the third cycle which is a refinement of the second cycle increased learning outcomes by 100% with an average value of 3.7, and for the same work values of students in the third cycle is categorized into categories (good) with the average value of 3 students , 4. Based on the results of this study concluded that the model of problem based learning can improve cooperation and student learning outcomes in grade IV SDN Winaya Bhakti Bandung on subtema unity in diversity. Thus, problem based learning models can be used as an alternative learning models to be implemented on thematic learning.]]>
<![CDATA[PENGARUH KEDISIPLINAN TERHADAP PENINGKATAN PRESTASI BELAJAR PESERTA DIDIK PADA MATA PELAJARAN PKN DI SMK PASUNDAN 1 SUBANG ]]>
<![CDATA[Cahyono, Cahyono]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 1 No. 2 (2016): Vol. 1 No. 2, Juni 2016 ]]>
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DOI: 10.36989/didaktik.v1i2.23
<![CDATA[Discipline is berperanguh to increased student achievement. This study aims to collect information on students' disciplinary effect on student achievement in the subjects of Civics at SMK Pasundan 1 Subang. Using the theory of discipline (Maman Rachman and A. Kosasih Djahiri) and the theory of learning achievement (Moh. Surya). By using a quantitative approach. Penenlitian sample as many as 108 students and 2 teachers Civics. The results showed that the discipline of the students have a significant influence on the improvement of student achievement that is, True 0, 832. It can be concluded that the higher discipline learners, it will be a good learning achievements of learners, especially on the subjects PPKn in SMK Pasundan 1 Subang]]>
<![CDATA[TINGKAT KETERBACAAN WACANA PADA BUKU PAKET KURIKULUM 2013 KELAS 4 SEKOLAH DASAR MENGGUNAKAN FORMULA GRAFIK FRY ]]>
<![CDATA[Anih, Euis]]>;
<![CDATA[Nurhasanah, Nesa]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 1 No. 2 (2016): Vol. 1 No. 2, Juni 2016 ]]>
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DOI: 10.36989/didaktik.v1i2.24
<![CDATA[Readability are all elements that exist in the text (including the interaction between text) that affect the success of the reader in understanding the material they read on the speed reading is optimal. Measure the readability of a discourse needs to be done by educators to the material presented on target. There are many ways to measure the readability level of discourse, one formula Fry Graph. Fry Graph formula is quite popular because the procedure is easy. Curriculum 2013, the government issued textbooks thematic. This study aims to determine the readability level of discourse using the formula Fru Graph in this thematic books, especially books Elementary School 4th grade thematic themes ?Indahnya Kebersamaan? and ?Selalu Menghemat Energi?. This study is a descriptive analysis method, namely: based on readability formulas introduced by Edward Fry, who became known as "Fry Graph". Fry suggests that the main factor affecting the readability of a discourse or book there are two things, namely the length of the short sentence and word, difficulty level is also characterized by the number of syllables that make up each word in the discourse. Based on these results take the number of discourses that were sampled were 14 themes for ?Indahnya Kebersamaan? and 10 pieces for the theme ?Selalu Berhemat Energi. The discourse is measured based on the steps of the Fry graph readability formula. The results using Fry graphs readability formula to conclude that the book theme package ?Indahnya Kebersamaan? more suitable for level 7, 8, and 9. While on the theme?Selalu Berhemat Energi? more suitable for level 1, 2, and 3.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN ROLE PLAYING UNTUK MENINGKATKAN KEMAMPUAN BERMAIN DRAMA PADA SISWA KELAS V SDN NAGRAK LEMBANG TAHUN PELAJARAN 2012/2013 ]]>
<![CDATA[Eka Suprapriyadi, Yudi]]>;
<![CDATA[Ariyanto Purnomo, Arip]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 1 No. 2 (2016): Vol. 1 No. 2, Juni 2016 ]]>
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DOI: 10.36989/didaktik.v1i2.25
<![CDATA[Playing the drama is learning that can foster creativity, attitude, character, confidence, courage to face a lot of people, responsible, and has the soul of art. With the model of role playing can train students' understanding and creativity in living up to its role in the story. This study aims to determine the ability of authors and students in learning to play the drama by using model role playing Then, to determine the effectiveness of learning to do plays with role playing learning model used in Class V SDN Nagrak Lembang. Based on this research, the authors can conclude the following. The results of students of class V SDN Nagrak Lembang, able to play drama. This can be evidenced from the average value of 50 pretest, posttest average value of 85. The difference between pretest and posttest is 35. From the average value of the performance to-1 by 58 and the value of the average performance of all 2 at 84. the difference between the performance of the 1st and 2nd performance is 26. This value indicates that the class V students of SD Negeri Nagrak Lembang able to do plays well. Model role playing effectively used in learning to play the drama students of class V SDN Nagrak Lembang. This is evident from the results of statistical calculation and results of calculation of the significant level of pretest and posttest differences mean that t_hitung> t_tabel, namely 46.54> 33.15, the 95% confidence level and degrees of freedom 34. That is, the method used in the effective role playing learning to play role.]]>
<![CDATA[PENGGUNAAN PENDEKATAN KONTRUKTIVIS DALAM PEMBELAJARAN IPA TENTANG KONSEP SIFAT DAN PERUBAHAN WUJUD BENDA DI KELAS IV SDN ARGASARI KECAMATAN KERTASARI KABUPATEN BANDUNG ]]>
<![CDATA[Roni Hamdani, Acep]]>;
<![CDATA[Meilani Emaningrum, Dwi]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 1 No. 2 (2016): Vol. 1 No. 2, Juni 2016 ]]>
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DOI: 10.36989/didaktik.v1i2.26
<![CDATA[This study was conducted based on the background of the lack of understanding of fourth grade students of SDN Argasari about the concept of nature and changes in states of matter. Then students better understand where the subject matter delivered by his own neighbor. This study aims to determine the learning outcome using constructivist approach. The population of this study were students at SDN Argasari Bandung regency, namely grade IV with a number of students as many as 30 people. The method used in this research is a classroom action research (Class Action Research). The research instrument used is a research instrument used in conducting the study investigators at the time was observai sheet, sheet guidance interviews, field notes, worksheets and test questions. From the results of student learning outcomes as follows: 1) the average value of: a) prior to the action 57.7; b) the first cycle of 81; and c) the second cycle of 93: 2) percentage of mastery learning: a) prior to the action of 46.7%; b) the first cycle of 83.3%; and c) the second cycle of 100 Application of the constructivist learning approach was found to increase student learning, with students actively involved with activities to identify, understand, interpret and solve problems.]]>
