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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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INTERNALISASI LITERASI ENTREPRENEURSHIP DALAM MEMBANGUN KARAKTER KEMANDIRIAN EKONOMI ANAK USIA SEKOLAH DASAR lia Ernawati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9715

Abstract

The rapid development of technology and changing patterns of social interaction demand the emergence of a generation that is independent, creative, and highly adaptable. Elementary education, as a foundational phase, can play a strategic role in shaping independent character through the application of entrepreneurial literacy. This article comprehensively examines the concept of entrepreneurial literacy, its relevance in elementary education, and its contribution to the development of children's sense of independence. Through a literature review, this paper concludes that entrepreneurial literacy not only enhances creativity and problem-solving but also instills the values ​​of hard work, responsibility, and self-confidence. The integration of entrepreneurial literacy through project-based learning, a supportive school environment, and parental involvement has proven effective in developing children's independence in elementary school.
HUBUNGAN PENGGUNAAN MEDIA DIGITAL DALAM PEMBELAJARAN TERHADAP KONDISI MENTAL DAN MOTIVASI BELAJAR SISWA: literature review Novita kenedy; suci fajrina suci fajrina; mega kencana
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9718

Abstract

The development of digital technology has brought significant changes to the learning process at various levels of education. This article aims to examine the relationship between the use of digital media in learning related to mental health and student learning motivation using a literature review method. Data sources were obtained from various studies, journals, and previous scientific publications over the past five years. The results of the study indicate that the use of digital media has a positive influence on student learning motivation, particularly through the presentation of interactive materials, attractive visuals, creating a lively classroom atmosphere, thus providing easy access to information. However, on the other hand, several studies also show negative impacts that should not be overlooked, such as increased academic anxiety, digital fatigue, and decreased focus due to excessive use of technological devices. Overall, the use of digital media in learning can provide significant benefits for student learning motivation but needs to be balanced with wise management to avoid negative impacts on students' mental health. This article implies that educators need to design learning strategies that are balanced, controlled, and oriented towards students' psychological well-being.
STRATEGI DAN PERAN PENDIDIK DALAM MEMBANGUN KECERDASAN MORAL SISWA DI SEKOLAH DASAR MELALUI PEMBELAJARAN PKN: LANGKAH DAN PERAN GURU DALAM MEMBANGUN MORAL SISWA Nia Okta Reza; Siti Maisaroh
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Progress
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9719

Abstract

Kecerdasan moral merupakan aspek fundamental dalam pembentukan karakter siswa sekolah dasar yang berperan penting dalam menumbuhkan perilaku positif, sikap beretika, dan kepatuhan pada norma sosial. Pembelajaran Pendidikan Kewarganegaraan (PKn) memiliki kontribusi strategis dalam menanamkan nilai moral sejak usia dini. Pendidikan Kewarganegaraan (PKN) memiliki peran strategis dalam membentuk karakter dan kecerdasan moral siswa sejak dini, khususnya pada tingkat sekolah dasar. Melalui pembelajaran PKN, siswa tidak hanya mendapat pengetahuan mengenai hak dan kewajiban warga negara, tetapi juga ditanamkan nilai-nilai moral seperti kejujuran, tanggung jawab, toleransi, dan gotong royong. Artikel ini bertujuan untuk menganalisis strategi pembelajaran serta peran guru dalam mengembangkan kecerdasan moral siswa melalui pembelajaran PKn di sekolah dasar. Penelitian ini bertujuan untuk mendeskripsikan strategi serta peran guru didalam mengintegrasikan nilai-nilai moral ke dalam pembelajaran PKn secara efektif. Metode penelitian yang digunakan adalah pendekatan kualitatif deskriptif dengan pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa guru menerapkan berbagai strategi, seperti keteladanan, pembiasaan, metode diskusi moral, pembelajaran berbasis nilai, serta penegakan disiplin yang humanis. Peran guru sebagai pendidik, motivator, fasilitator, dan teladan terbukti mampu memperkuat karakter moral siswa, termasuk sikap tanggung jawab, kejujuran, disiplin, dan empati. Dengan demikian, pembelajaran PKn dapat menjadi wahana efektif dalam membangun kecerdasan moral siswa jika didukung oleh perencanaan pembelajaran yang tepat dan komitmen guru dalam pelaksanaannya. Metode penulisan menggunakan deskriptif kualitatif terhadap berbagai sumber teoretis dan hasil penelitian terdahulu. Hasil kajian menunjukkan bahwa guru memiliki peran sebagai pendidik, fasilitator, motivator, dan teladan dalam membangun kecerdasan moral siswa. Strategi yang efektif meliputi pembelajaran berbasis nilai, pembiasaan, keteladanan, pendekatan kontekstual, metode diskusi moral, dan pembelajaran berbasis proyek. Dengan penerapan strategi yang tepat, pembelajaran PKn dapat meningkatkan kesadaran moral, kemampuan mengambil keputusan moral, serta perilaku prososial siswa. Penelitian ini diharapkan menjadi rujukan bagi pendidik dalam mengoptimalkan pembentukan karakter melalui pembelajaran PKn.
Penerapan Pancasila Mind Chart Upaya Peningkatan Pemahaman Sejarah Lahirnya Pancasila Murid Kelas 5 Zahra Rika Karmelia; Eva Dwi Suryani; Susilo Tri Widodo; Amos Kurniawan
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9720

Abstract

This classroom action research aimed to improve students’ understanding of the historical process of the establishment of Pancasila through the implementation of the Pancasila Mind Chart as a visual learning medium. The study was conducted with 28 fifth-grade students at SD Negeri Wonoplembon 02 and applied the Kemmis and McTaggart model consisting of planning, action, observation, and reflection over two cycles. The Pancasila Mind Chart was developed as a structured visual tool integrating key figures, chronology, and main ideas discussed during the BPUPKI and PPKI sessions. Data were collected through observation, written tests, interviews, and documentation. The results indicated a significant improvement in students’ cognitive and learning engagement. In Cycle I, the average score was 78, with students still showing difficulties in identifying key events and connecting the contributions of historical figures. After revision and strengthened guidance in Cycle II, the average score increased to 83, accompanied by improved student participation, clearer conceptual mapping, and more accurate historical explanations. Students demonstrated deeper understanding of chronological sequences and could connect the stages of Pancasila’s formulation more independently. These findings confirm that the Pancasila Mind Chart is an effective medium for enhancing historical comprehension, critical thinking, and student engagement in Pancasila Education. The study recommends the broader use of structured visual media in teaching complex historical concepts at the elementary school level.
PENERAPAN MODUL AJAR BERBASIS SCIENTIFIC APPROACH BERBANTUAN LKPD UNTUK MENINGKATKAN KETERAMPILAN MENULIS REPORTASE SISWA KELAS III SD: Penerapan Modul Ajar LKPD Henning Puspa Rini; Annisa Rizqi Pratiwi; Afni Khalistania Dewi; Panca Dewi Purwati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9721

Abstract

This study examines the effectiveness of a Scientific Approach–based teaching module supported by Student Worksheets (LKPD) in improving the report-writing skills of third-grade elementary students. The study addresses the low ability of students to organize factual information and produce coherent report texts. Using a mixed-methods convergent parallel design, the research involved 18 students, with quantitative data collected through pretest–posttest and qualitative data through observations, interviews, and student response questionnaires. Results show a substantial improvement, with the mean score increasing from 56.5 to 79.5 and an N-Gain of 0.62 categorized as medium–high, indicating the module’s effectiveness. Qualitative findings reinforce this outcome, revealing that LKPD provided structured guidance that facilitated the implementation of Scientific Approach stages—observing, questioning, data collecting, associating, and communicating—and that most students (88–94%) reported positive experiences, stating that LKPD supported their progression from concrete observation to structured text writing. Overall, the module effectively functions as systematic scaffolding for enhancing both the learning process and the quality of report writing among third-grade students.
Peningkatan Self-Confidence Siswa Dalam Berbicara Bahasa Inggris Melalui Class-Based Assessment Di Smp Negeri 2 Galesong Selatan Maudy Anastasya Maudy; Ainurrahma Syahrani; Ummi Khaerati Syam
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9722

Abstract

This study aims to describe how Class-Based Assessment improves students’ self-confidence in speaking English. Using a qualitative descriptive method, nine students of Class VIII B at SMP Negeri 2 Galesong Selatan participated in the research. Data were collected through interviews and open-ended questionnaires. The results show that most students initially felt nervous, shy, and afraid of making mistakes when speaking English. After the implementation of Class-Based Assessment, students became more confident, active, and motivated. Continuous practice, positive thinking, and support from teachers and peers helped reduce their anxiety. Overall, Class-Based Assessment effectively increased students’ self-confidence and created a more enjoyable and interactive English learning environment.
PENDIDIKAN MULTIKULTURAL DAN IKLUSIF: ISU KEBERAGAMAN BUDAYA, ETNIS, AGAMA, DAN STRATEGI PENDIDIKAN YANG RESPONSIF Mega Rif’atul Amalia; Susanti; Asep Mulyana; Muhammad Nurul Arif
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Progress
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9724

Abstract

ABSTRACT This study aims to analyze the implementation of multicultural and inclusive education through a scoping review of recent literature published between 2021 and 2025. The findings reveal that multicultural education plays a significant role in fostering students’ tolerance, empathy, and respect for diversity by integrating cultural values into the curriculum, modeling inclusive attitudes, and creating learning environments that embrace plurality. Inclusive education further ensures equal access for all learners, including those with special needs, through flexible curriculum design, differentiated instruction, and supportive school culture. Teachers emerge as central agents in managing cultural, ethnic, and religious diversity through fair practices, adaptive pedagogy, and effective mediation. However, challenges such as limited resources, dominant cultural biases, and insufficient teacher competence continue to hinder effective implementation. Overall, multicultural and inclusive education contributes substantially to shaping students into tolerant, democratic individuals capable of living harmoniously in a diverse society, demonstrating the need for stronger systemic support, teacher training, and collaborative involvement among stakeholders. Keywords: Multicultural Education, Inclusive Education, Tolerance ABSTRAK Penelitian ini bertujuan untuk menganalisis penerapan pendidikan multikultural dan inklusif melalui tinjauan literatur dengan pendekatan scoping review terhadap publikasi tahun 2021–2025. Hasil kajian menunjukkan bahwa pendidikan multikultural berkontribusi signifikan dalam membentuk sikap toleransi, empati, serta penghargaan siswa terhadap keberagaman budaya, etnis, dan agama. Nilainilai tersebut ditanamkan melalui integrasi keberagaman dalam kurikulum, keteladanan guru, serta pelaksanaan kegiatan sekolah yang inklusif. Pendidikan inklusif turut memastikan bahwa seluruh peserta didik including siswa berkebutuhan khusus mendapatkan kesempatan belajar yang setara melalui penyesuaian kurikulum, diferensiasi pembelajaran, dan dukungan lingkungan belajar yang responsif. Guru menjadi aktor utama dalam menciptakan suasana belajar harmonis melalui praktik pengajaran yang adil, adaptif, dan nondiskriminatif. Meskipun demikian, implementasi pendidikan multikultural dan inklusif masih menghadapi tantangan, seperti keterbatasan sarana, dominasi budaya mayoritas, serta kompetensi guru yang belum memadai. Secara keseluruhan, pendidikan multikultural dan inklusif terbukti efektif dalam membentuk karakter siswa yang toleran, demokratis, dan mampu hidup berdampingan secara damai dalam masyarakat majemuk. Kata Kunci: Pendidikan Multikultural, Pendidikan Inklusif, Toleransi
Pengaruh Media Sosial Terhadap Sikap Kewarganegaraan Bagi Mahasiswa Nur'aini Fauziah Zahra; Ravindra Naufal Ferdiansyah; Muhammad Fauzan; Ko I Dun Felix Brynt Trimarko; Luh Puniayogi Suaryani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Progress
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9729

Abstract

This study examines the significant influence of social media as a digital interaction space on the formation of civic attitudes among university students. The research aims to analyze how the intensity of social media use, the types of platforms accessed, and the exposure to civic-related content contribute to the development of social awareness, nationalism, and civic responsibility among undergraduate students at Institut Teknologi Bandung. This study employed a qualitative approach through literature review combined with a quantitative survey involving 100 respondents selected using Slovin’s formula. The results show that the majority of students use social media intensively, with 82% accessing digital platforms for 3–7 hours per day. Exposure to civic and national issues is also high, with 73% of respondents frequently encountering content related to public affairs, while 83% acknowledge that social media influences their understanding of socio-political issues. However, negative risks were also identified, including polarization (92%), reliance on unverified information (45%), and filter bubble effects (82%). These findings highlight the dual role of social media as both an educational tool and a potential source of misinformation. This study concludes that social media plays an important role in shaping students’ civic attitudes; however, its effectiveness is highly dependent on critical digital literacy, evaluative skills, and the internalization of national values. Strengthening digital citizenship education that integrates information literacy, digital ethics, and Pancasila values is therefore essential to build a healthy and inclusive digital ecosystem that supports the development of intelligent and responsible citizens.
OPTIMALISASI PEMBELAJARAN BAGI PESERTA DIDIK BERKEBUTUHAN KHUSUS (ADHD) MELALUI PENDEKATAN INKLUSIF DAN ADAPTIF DI SEKOLAH DASAR Nana Asmi Aziz; Neni Hermita; M.Jaya Adi Putra
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Progress
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9732

Abstract

translator Peserta didik dengan Attention Deficit Hyperactivity Disorder (ADHD) sering mengalami hambatan dalam mengikuti proses pembelajaran di sekolah dasar, terutama pada lingkungan kelas yang kurang adaptif. Artikel ini bertujuan untuk menganalisis strategi optimalisasi pembelajaran bagi peserta didik ADHD melalui pendekatan inklusif dan adaptif. Metode yang digunakan adalah literature review terhadap artikel nasional dan internasional, terutama karya-karya Hermita (2021–2023) yang relevan dengan pembelajaran berdiferensiasi, project-based learning (PBL), STEM, serta pola pengajaran peserta didik berkebutuhan khusus. Hasil kajian menunjukkan bahwa pembelajaran inklusif dan adaptif perlu melibatkan diferensiasi instruksi, media pembelajaran interaktif, aktivitas berbasis proyek, serta dukungan lingkungan sekolah yang kolaboratif. Implementasi strategi tersebut terbukti meningkatkan fokus belajar, partisipasi akademik, kemampuan kolaborasi, dan motivasi belajar siswa ADHD. Kajian ini menegaskan bahwa keberhasilan pendidikan inklusif tidak hanya bergantung pada kurikulum, tetapi juga pada kompetensi guru, desain pembelajaran adaptif, dan budaya sekolah yang suportif. Afrikaans Albanian - shqipe Arabic - ‎‫العربية‬‎ Armenian - Հայերէն Azerbaijani - azərbaycanca Basque - euskara Belarusian - беларуская Bengali - বাংলা Bulgarian - български Catalan - català Chinese - 中文（简体中文） Chinese - 中文 (繁體中文) Croatian - hrvatski Czech - čeština Danish - dansk Dutch - Nederlands English Esperanto - esperanto Estonian - eesti Filipino Finnish - suomi French - français Galician - galego Georgian - ქართული German - Deutsch Greek - Ελληνικά Gujarati - ગુજરાતી Haitian Creole - kreyòl ayisyen Hebrew - ‎‫עברית‬‎ Hindi - हिन्दी Hungarian - magyar Icelandic - íslenska Indonesian - Bahasa Indonesia Irish - Gaeilge Italian - italiano Japanese - 日本語 Kannada - ಕನ್ನಡ Korean - 한국어 Latin - Lingua Latina Latvian - latviešu Lithuanian - lietuvių Macedonian - македонски Malay - Bahasa Melayu Maltese - Malti Norwegian - norsk Persian - ‎‫فارسی‬‎ Polish - polski Portuguese - português Romanian - română Russian - русский Serbian - Српски Slovak - slovenčina Slovenian - slovenščina Spanish - español Swahili - Kiswahili Swedish - svenska Tamil - தமிழ் Telugu - తెలుగు Thai - ไทย Turkish - Türkçe Ukrainian - українська Urdu - ‎‫اردو‬‎ Vietnamese - Tiếng Việt Welsh - Cymraeg Yiddish - יידיש Double-click Select to translate
R Pengaruh Pembelajaran STEM terhadap Literasi Sains Siswa Sekolah Dasar Reni Violina Simanjuntak; Neni Hermita; M. Jaya Adi Putra
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Progress
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9733

Abstract

This study aims to analyze the effect of STEM (Science, Technology, Engineering, and Mathematics) learning on elementary school students' scientific literacy. STEM learning is seen as an integrative approach that can develop conceptual understanding, critical thinking skills, and problem-solving abilities through exploratory, investigative, and project-based activities. The study used a quasi-experimental method with a pretest–posttest control group design on 60 elementary school students who were divided into experimental and control classes. The instrument used was a scientific literacy test that covered aspects of conceptual understanding, data interpretation, and the application of scientific knowledge in real-life contexts. The results showed that there was a significant increase in students' scientific literacy after participating in STEM learning. The experimental class experienced a significantly higher increase in scores than the control class, and the t-test results showed a p value = 0.000 < 0.05, indicating a significant effect of STEM learning on scientific literacy. These findings indicate that the STEM approach can create more active, contextual, and meaningful learning for students, especially through the integration of project activities and simple technology that facilitates the visualization of abstract concepts. Thus, science learning in elementary schools needs to be directed towards a more integrative, interactive, and student-centered model to encourage the strengthening of scientific literacy according to the demands of 21st-century competencies.

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