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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 7,112 Documents
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ASESMEN PEMBELAJARAN DALAM KURIKULUM MERDEKA: KESULITAN DAN TANTANGAN GURU Rahayu Rahmadani , Nova Arianti; Ira Maya Sofa , Adriantoni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 02 (2025): Volume 11 No. 02 Juni 2025 In Order
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i02.6916

Abstract

This research discusses the implementation of learning assessments in the Independent Curriculum and various difficulties faced by teachers. The method used is a literature study by examining various relevant literature. The results of the study show that assessment has an important role not only to measure learning outcomes, but also as a basis for designing learning follow-up according to the needs of students. However, the implementation of assessments in the field has not been optimal. Diagnostic assessments are still constrained by the lack of understanding of teachers, skills in compiling instruments, and the use of assessment results. Formative assessments are often equated with daily tests and have not been used optimally to monitor learning progress. Summative assessment is still dominated by written tests without variations of instruments. It is necessary to improve teachers' competence in understanding concepts, compiling instruments, and following up on assessment results so that the implementation of the Independent Curriculum is truly on the side of students.
PENERAPAN ASESMEN FORMATIF DAN SUMATIF DALAM KURIKULUM MERDEKA Rahma Yuni, Ramayulis Rahman; Ratna Juita, Adriantoni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 02 (2025): Volume 11 No. 02 Juni 2025 In Order
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i02.6917

Abstract

This study aims to understand the use of formative and summative assessments in the learning process. The method used is a library research with data sources from literature reviews related to assessment in education. The results of the study show that formative assessments are carried out during the learning process to monitor, improve, and evaluate student development, while summative assessments are carried out at the end of learning to assess the achievement of overall learning outcomes. These two types of assessments have complementary functions in improving the quality of learning. The development of appropriate assessment techniques is very important so that teachers can assess accurately while improving the learning process continuously, so as to produce effective learning and oriented towards the achievement of student competencies.
PENDEKATAN PEMBELAJARAN SAINS UNTUK MENUMBUHKAN SIKAP ILMIAH DAN KARAKTER SOSIAL PESERTA DIDIK Syarifuddin, Irdawati; Desma Juita, Ghea Aina Khairunisa
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 02 (2025): Volume 11 No. 02 Juni 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i02.6918

Abstract

This study aims to examine effective science learning approaches in fostering scientific attitudes and social character in elementary school students. The method used is literature review (library research) by analyzing various sources related to science education, development of scientific attitudes, and social character. Based on the analysis, it was found that Problem-Based Learning (PBL) and Project-Based Learning (PjBL) approaches are effective in developing critical thinking, analytical skills, and student collaboration. These approaches provide students with the opportunity to engage directly in experiments and group discussions that are relevant to everyday life. Additionally, the integration of scientific attitude and social character development in science education is essential to shape students who possess not only high cognitive abilities but also good social skills, such as communication, teamwork, and a sense of responsibility. The implications of this research highlight the importance of teachers' roles in designing and managing lessons that focus not only on academic competencies but also on the development of social character and scientific attitudes. Learning that integrates scientific experiments and social collaboration is expected to create students who are prepared to face the challenges of the 21st century. A balanced approach between individual and collaborative activities needs to be carefully managed to optimally support the development of scientific attitudes and social character
PERBANDINGAN TEKNIK PENSKORAN AFEKTIF BERBASIS OBSERVASI LANGSUNG DAN PEER ASSESSMENT DI SEKOLAH DASAR Herlina Saswita, Irma Yendi; Nurhayati, Adriantoni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 02 (2025): Volume 11 No. 02 Juni 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i02.6919

Abstract

Learning in elementary schools not only emphasizes cognitive aspects but also the affective domain as an essential component in shaping students’ character and life skills. This study aims to compare the effectiveness of affective scoring techniques based on direct observation and peer assessment within the context of elementary education. The study employed a literature review method to analyze and compare the effectiveness of both techniques, covering aspects of assessment accuracy, practicality of implementation, and the perceptions of teachers and students. The analysis results indicate that the direct observation technique offers advantages in terms of data accuracy, ease of implementation by teachers, and effectiveness in monitoring students' behavior during the learning process. Meanwhile, peer assessment is considered effective in fostering students' sense of social responsibility, empathy, and self-reflection skills in peer-to-peer interactions. A combination of both techniques is recommended as an ideal strategy to improve the validity and reliability of affective assessments in elementary schools. Direct observation can be focused on assessing attitudes in formal learning situations, while peer assessment is applied to collaborative and social activities among students. This study recommends enhancing teachers’ competencies in systematic affective observation, providing assessment training for students, and developing integrated affective assessment guidelines suitable for elementary school characteristics.
PROGRAM IMITAN INDUSTRI SEBAGAI UPAYA MENINGKATKAN SERAPAN LULUSAN YANG BEKERJA DI DUNIA INDUSTRI DI SMK NEGERI 2 PENGASIH Fajrina Sulistyani; Agustina Sri Purnami; Sunarto
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 9 No. 1 (2023): Volume 09 No 01, Maret 2023
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v9i1.692

Abstract

Vocational High School graduates are the biggest contributor to the unemployment rate in Indonesia, therefore steps and actions are needed to overcome this. Industrial imitation is a program to increase the uptake of graduates in the industrial world. This program is an activity carried out at SMK N 2 Kasih, Kulon Progo. The aims of this study were to find out: (1) the management of the Imitan Industri program in an effort to increase graduate uptake in SMKs; (2) supporting factors for the Industrial Imitation program; (3) inhibiting factors for the Industrial Imitation program; (4) activity program in Industrial Imitation. The type of research used is descriptive qualitative. Interviews, observations, and documentation studies are ways of collecting techniques. Data reduction, data presentation, drawing conclusions and preparing recommendations are used in data analysis techniques. The results showed: (1) the management of the Industrial Imitation program at SMK N 2 Pengasih; (2) supporting factors in the form of adequate financial availability, planned and measurable programs, students who are enthusiastic about participating in the industrial imitation program, parents of students who support the industrial imitan program, professional educators; (3) the inhibiting factor in the form of limited time availability can be overcome by using hours outside of the KBM (Learning and Teaching Activities. There are not many companies that work together; (4) some of the activities in the Industrial Imitation program include physical training, psychological test training, training character, and material provision by alumni of the Industrial Imitation program.
PERAN BAKAT AKADEMIK TERHADAP PENCAPAIAN HASIL BELAJAR PESERTA DIDIK DI SEKOLAH Efna Yulita, Iwit Sunarti, Tenti Putri Handayani; Juwita Sari Indah, Titit Putriani, Masida Daulay, Hafiz Hidayat
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 02 (2025): Volume 11 No. 02 Juni 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i02.6920

Abstract

Education plays a strategic role in creating high-quality, productive, and competitive human resources in the era of globalization. One of the indicators of educational success is the achievement of optimal student learning outcomes. Various factors influence these outcomes, both internal and external. One crucial internal factor that is often overlooked in educational studies is academic talent. This study aims to examine the role of academic talent in students' learning achievement in schools through a literature review method. The research employs a library research approach to review various theories and empirical findings related to the role of academic talent in achieving learning outcomes. The results indicate that academic talent has a significant positive correlation with student learning outcomes. Students with high academic talent tend to possess better analytical skills, conceptual understanding, and problem-solving abilities. Early identification of academic talent can assist educators in designing more effective learning strategies tailored to individual needs, such as acceleration programs, differentiated instruction, and enrichment activities. In addition to innate talent, environmental factors such as family support, school learning atmosphere, and motivation also contribute to enhancing learning achievement. This study recommends the need for diagnostic assessments of academic talent in schools as a basis for adaptive and responsive learning planning that accommodates the diverse potentials of students.
GEJALA JIWA MANUSIA DAN APLIKASINYA DALAM PENDIDIKAN Wirma Datil Husna, Dewi Oktavia, Nurtika Syafitri; Herlina Saswita, Irma Yendi, Nurhayati, Hafiz Hidayat
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 02 (2025): Volume 11 No. 02 Juni 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i02.6921

Abstract

Education is a systematic process aimed at optimally developing students' potential, encompassing cognitive, affective, and psychomotor aspects. Within this process, human psychological symptoms play a crucial role as a psychological foundation influencing how students learn, interact, and grow. These psychological symptoms include various mental activities such as feelings, thoughts, will, motivation, and perception, which are reflected in individual behaviors and responses to their environment. A comprehensive understanding of these symptoms is essential for educators to adapt instructional strategies and educational approaches that are both effective and humanistic. This study employed a library research method to examine various theories and empirical findings related to human psychological symptoms in educational contexts. The results indicate that psychological symptoms are categorized into three main groups: cognitive, affective, and conative symptoms, each of which significantly influences students' learning processes. Cognitive symptoms relate to thinking skills and information processing, affective symptoms involve feelings and emotions, while conative symptoms are associated with students’ motivation and willingness to learn. Effective guidance and counseling services, particularly cognitive-behavioral interventions and group counseling, can play a vital role in addressing psychological issues such as anxiety and academic stress. Integrating an understanding of psychological symptoms into instructional planning and school programs is essential for improving educational quality and students' mental health, thereby supporting their academic and socio-emotional development optimally.
INTEGRASI PENDEKATAN STEAM DALAM PEMBELAJARAN SAINS UNTUK MENINGKATKAN KREATIVITAS DAN KOLABORASI SISWA SD Syarifuddin, Anggun Purnama Sari; Asmelawati, Marlina, Yosmeri Zalfianti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 02 (2025): Volume 11 No. 02 Juni 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i02.6922

Abstract

The STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning approach has emerged as a significant innovation in addressing the challenges of 21st-century education, particularly in fostering students' creative and collaborative thinking skills. This study aims to examine the integration of the STEAM approach into science learning at the elementary school level and to explore its influence on enhancing students’ creativity and collaboration. The method used is a literature review, analyzing various relevant scholarly sources such as national and international journals, seminar proceedings, and educational policy documents published between 2014 and 2024. Thematic analysis was conducted to explore the fundamental principles of STEAM, its integration strategies, and its impact on the learning process. The findings indicate that implementing STEAM significantly improves students' critical thinking, creativity, and collaboration skills. Several studies reveal that combining STEAM with project-based learning models or contextual experiments creates an active and meaningful learning environment. However, implementing STEAM in Indonesian elementary schools still faces several challenges, including limited teacher understanding, inadequate facilities and infrastructure, and the absence of clear operational guidelines. Therefore, continuous teacher training and supportive education policies are essential for optimal implementation of this approach. This study is expected to contribute to the development of innovative and contextual science learning models aimed at equipping students with comprehensive 21st-century skills.
RADIGMA PENILAIAN KELAS DALAM PERSPEKTIF PERUNDANG-UNDANGAN PENDIDIKAN DI INDONESIA Tenti Putri Handayani, Juwita Sari Indah, Rahmathul Dilfa; Wahyuni Safitri, Adriantoni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 02 (2025): Volume 11 No. 02 Juni 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i02.6923

Abstract

This study examines the classroom assessment paradigm from the perspective of educational legislation in Indonesia, focusing on policy changes and their implementation in the context of the 2013 Curriculum and the Merdeka Curriculum. The method used is literature review (library research), analyzing various regulations, policy documents, and relevant previous studies. The results indicate that the classroom assessment paradigm in Indonesia has shifted from final exam- based assessments to more holistic and continuous assessments, encompassing cognitive, affective, and psychomotor aspects. Authentic assessment, which measures students' skills in real-world situations through various methods such as project tasks and portfolios, has become the main principle in the new assessment policy. However, significant challenges remain in implementation, particularly regarding the limited understanding and skills of teachers in developing assessment instruments that align with these principles. The implications of this study highlight the importance of developing teachers' capacity through ongoing training to enable them to implement competency-based assessments that comply with existing regulations. Furthermore, the synergy between educational policy and field practices is crucial in realizing a more equitable, objective, and effective assessment system to support the improvement of education quality in Indonesia.
PERAN INTELEGENSI EMOSIONAL DALAM MENINGKATKAN KEMANDIRIAN BELAJAR PESERTA DIDIK Wina Apriana, Saswitri Indra, Ainil Mardiah, Sinta; Regina Okta Audini, Cintia Essa Bella, Hafiz Hidayat
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 02 (2025): Volume 11 No. 02 Juni 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i02.6924

Abstract

Education holds a strategic role in fostering national intelligence while shaping students to become independent, responsible, and competitive individuals. Alongside the development of modern educational paradigms, the cultivation of affective and socio-emotional aspects, particularly emotional intelligence, has become a crucial focus in supporting learning success and learner autonomy. Emotional intelligence, which includes the ability to recognize, understand, and manage one’s own emotions as well as those of others, significantly contributes to enhancing students' motivation, stress management, and social skills. This study employed a literature review method to examine the relationship between emotional intelligence and learning autonomy within the context of formal education. The analysis reveals that emotional intelligence plays a significant role in improving students' independent learning abilities. Dimensions of emotional intelligence such as self-awareness, self-regulation, intrinsic motivation, empathy, and social skills positively influence students’ capacity to manage their learning independently. Learners with higher emotional intelligence tend to cope better with academic stress, maintain motivation, and foster healthy social relationships. Additionally, social environment, family support, and school-based emotional training programs act as supporting factors in achieving optimal learning autonomy. The integration of emotional intelligence enhancement into learning processes is essential, especially in the era of the Merdeka Curriculum, which emphasizes the Pancasila Student Profile and technology-based independent learning.

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