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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 7,685 Documents
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EFEKTIVITAS ALAT PERMAINAN EDUKATIF (APE) MERONCE BENANG BEKAS TENUN DALAM MENGEMBANGKAN KETERAMPILAN MOTORIK HALUS DAN DAMPAKNYA PADA KEMAMPUAN PRA-MENULIS ANAK USIA 5-6 TAHUN DI TK NEGERI 12 PRAYA TIMUR Annisa Pujia Astuti; Ida Ermiana; Darmiany
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025.
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9839

Abstract

This research aims to find out the effectiveness of the use of Educational Game Tools (APE) using used woven yarn in improving fine motor skills and its impact on the pre-writing ability of children aged 5–6 years in Group B. This research uses a quantitative method with a pseudo-experimental design (Quasi Experimental Design) type One Group Pretest–Posttest. The research subjects consisted of 15 children in group B who were given an initial test (pretest), treatment in the form of meronce activities using used woven yarn for six sessions, and a final test (posttest). The instrument used is in the form of an observation sheet that measures fine motor indicators and pre-writing. The analysis results show that the data is normally distributed so it can be analyzed using the Paired Sample T-Test. In fine motor skills (Y1), the average score increased from 52.86 to 79.13, with a significance value of 0.000 (p < 0.05) and a calculated t value of -24.625, which showed a significant increase after treatment was given. In pre-writing ability (Y2), the average value increased from 50.40 to 77.13 after treatment, with a significance value of 0.000 (p < 0.05) and t calculated -28.488. Based on these results, it can be concluded that the use of APE to use used weaving yarn is effective in improving fine motor skills and has a positive impact on early childhood pre-writing skills. Thus, meronce activities can be used as an alternative learning media that is interesting, environmentally friendly, and suitable to support the development of children aged 5–6 years
EFEKTIVITAS MODEL PROBLEM BASED LEARNING BERBANTUAN MEDIA PHET SIMULATION TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR IPAS SISWA KELAS V SDN 25 CAKRANEGARA Aenaya Rahma Nurfadila; Ida Ermiana; Darmiany Darmiany
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.v11i04.9841

Abstract

The low levels of students’ critical thinking skills and learning outcomes in Integrated Science and Social Studies (IPAS) indicate the need for a learning model that can enhance student activity, engagement, and analytical abilities. This study aims to determine the effectiveness of the Problem Based Learning (PBL) model assisted by PhET Simulation in improving elementary school students’ critical thinking skills and learning outcomes. This research employed a quantitative approach with a One Group Pretest–Posttest Design. The sample was selected using a saturated sampling technique, consisting of all 22 fifth-grade students at SDN 25 Cakranegara. Data were collected through pretests and posttests for both variables and analyzed using descriptive statistics and inferential tests. The Shapiro–Wilk normality test showed that all data were normally distributed, fulfilling the requirements for further analysis. The paired sample t-test revealed a significant increase after the implementation of PBL assisted by PhET, with a mean difference of 15.818 for critical thinking skills and 14.818 for IPAS learning outcomes, along with a significance value of p = 0.000 < 0.05. These findings confirm that PBL assisted by PhET Simulation is effective in enhancing students’ critical thinking skills and learning outcomes. This study recommends the implementation of active, 21st-century skill–based learning models in elementary schools.
PENERAPAN METODE PEMBIASAAN DALAM MENINGKATKAN NILAI SPRITUAL SISWA PADA PEMBELAJARAN PAI DI SDN 40 LEWIRATO Salaini; Wahyuningsi; Nasaruddin
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.v11i04.9843

Abstract

This study aims to examine how the habituation method can enhance the spiritual values of students. Thus, it is expected that students will not only understand religious theories but also apply those values in their daily lives. The habituation method is expected to assist PAI (Islamic Religious Education) teachers at SDN 40 Lewirato in supporting the consistent development of students' spiritual character. In this study, a qualitative research method was used with techniques such as interviews, observations, and documentation for data collection. In the interview technique, several people were interviewed, including the PAI teacher and ten students. The research findings indicate that the habituation method can improve spiritual values, based on interview and observation results, through observations of how students are highly focused during the teaching and learning activities when the habituation method is applied. Furthermore, the interview results show that students become more respectful, honest, and accustomed to greeting others. However, the success of this method depends on supporting factors such as teaching media and the willingness of students.
Implementasi Model Problem Based Learning dan Cooperative Learning untuk Meningkatkan Pemahaman Hak dan Kewajiban Siswa Kelas 3 Sekolah Dasar Rona Nida Firnanda; Kadhita Chandra Hapsari; Rina Yuliawati; Susilo Tri Widodo
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.v11i04.9848

Abstract

This study aims to improve third-grade students’ understanding of rights and obligations through the implementation of Problem Based Learning (PBL) and Cooperative Learning within a two-cycle Classroom Action Research design. The first cycle applied PBL to stimulate problem-solving skills, while the second cycle used Cooperative Learning to strengthen collaboration and conceptual comprehension. Data were collected through tests, observations, and documentation, and analyzed using descriptive qualitative and quantitative techniques. The results indicate a significant improvement in learning outcomes, shown by the increase in the average score from 61.94 on the pretest to 82.11 on the posttest, along with the rise of students achieving mastery from 1 to 17 students. These findings demonstrate that PBL and Cooperative Learning effectively foster active engagement, deepen conceptual understanding, and enhance students’ participation in learning activities.
UPAYA GURU DALAM MENINGKATKAN MINAT MEMBACA SISWA DI SDN AGOWOE MELALUI KEGIATAN LITERASI Anastasia Moi Nilu; Maria Katarina Mau Keno; Fransiska Maria Mulu Keti; Anastasia Azi; Ermelinda Yosefa Awe
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.v11i04.9851

Abstract

This study aims to describe teachers' efforts to increase students' interest in reading at SDN Agowoe through literacy activities. Low student interest in reading is a challenge that impacts the learning process, so teachers' active role is needed in creating interesting and sustainable literacy strategies. This study uses a qualitative descriptive approach with data collection techniques through observation, interviews, and documentation. The subjects in this study, class teachers, and students at SDN Agowoe. The results show that teachers and students carry out various literacy activities such as a 15-minute reading program before learning and the provision of reading corners in the classroom. In addition, the use of library facilities also supports the creation of a literacy culture in the school. These efforts have succeeded in increasing students' interest in reading, as seen from their enthusiasm and participation in various reading activities. The role of teachers as literacy facilitators is very important in forming reading habits from an early age in the elementary school environment.
INTEGRASI NILAI-NILAI SPIRITUAL SUKU BADUY KE DALAM PEMBELAJARAN SEKOLAH DASAR Amelia Yustina Fatmawati; Ryco Hermawan; Enong Holilah; Ila Rosmilawati; Ujang Jamaludin
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.v11i04.9852

Abstract

This study investigates how the spiritual values embedded in the Baduy community can be meaningfully incorporated into elementary school learning as a strategic approach to strengthening character education and enhancing cultural relevance in classroom practices. The central issue addressed is the limited integration of local wisdom particularly core Baduy values such as pikukuh, simplicity, ecological harmony, and adherence to customary regulations into instructional materials, despite their strong potential to support holistic character development. The primary objective of this research is to identify the fundamental spiritual principles of the Baduy people and articulate pedagogical pathways for embedding these values into elementary education. Employing a qualitative descriptive approach, the study draws upon extensive literature reviews, ethnographic documentation, and community-based sources reported in earlier scholarly work. The findings demonstrate that Baduy spiritual values can enrich instructional processes through contextually grounded thematic learning, the incorporation of ethnoscience perspectives, and the cultivation of multicultural awareness among young learners. The study further reveals that integrating these cultural values encourages environmentally responsible attitudes, reinforces discipline, and nurtures students’ cultural sensitivity. Moreover, the results highlight that effective integration demands coordinated efforts among teachers, community leaders, and curriculum designers to ensure sustainability and cultural accuracy. Overall, the research underscores that the spiritual heritage of the Baduy community offers substantive contributions to character-driven and culturally responsive elementary education.
Landasan Filsafat Pendidikan dalam Perbandingan Sistem Pendidikan Finlandia dan Indonesia Amelia Yustina Fatmawati; Ekoh Saikoh; Sholeh Hidayat
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.v11i04.9853

Abstract

Education systems across countries are shaped by underlying philosophical foundations that guide policy formulation, curriculum design, learning processes, and teacher professionalism. This study aims to compare the philosophical foundations of education in Finland and Indonesia by examining their ontological, epistemological, and axiological principles. Using a qualitative-comparative design, data were analyzed through document review of official educational policies, curriculum frameworks, and recent scholarly studies. The findings show that Finland’s education system is rooted in humanism, constructivism, and egalitarianism, which prioritize learner autonomy, trust-based professionalism, and equity. Meanwhile, Indonesia’s educational philosophy integrates perennialism, progressivism, and socio-religious values, leading to an emphasis on character education, national identity, and standardized learning. These philosophical orientations contribute to differences in curriculum organization, assessment practices, and teacher governance. The study concludes that Indonesia can strengthen its system by adopting Finland’s trust-based professionalism and reduced assessment pressure while still maintaining local philosophical values.
Relevansi Prinsip Filsafat Pendidikan Islam terhadap Demokratisasi Pendidikan di Indonesia Salma Kusuma Listiani; Abdul Khobir; Rosalina; Baihaqi
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.v11i04.9854

Abstract

This study aims to analyze the relevance of the principles of Islamic Educational Philosophy to the process of democratization of education in Indonesia. The democratization of education is understood as an effort to create equal access and learning opportunities for all citizens, in line with the values ​​of justice, equality, deliberation, and respect for human dignity, which are fundamental principles in Islamic teachings. Using qualitative research methods with a library study, this study examines literature related to the concept of democratization of education, the values ​​of Islamic educational philosophy, and various problems in implementing democratization in Indonesia. The results show that the democratization of education in Indonesia still faces obstacles in the form of unequal access, an authoritarian learning culture, a mismatch between policy and implementation, the challenges of the digital era, and the degradation of moral and spiritual values. The principles of Islamic education such as monotheism, shura, justice, moderation, and the obligation to seek knowledge offer a philosophical and normative foundation to strengthen the democratization of education to be more inclusive, humanistic, and oriented towards character building. This study confirms that the integration of Islamic values ​​in the national education system can be a solution in realizing education that is fair, participatory, and relevant to current developments.
PENGARUH MODEL PEMBELAJARAN REALISTIC MATHEMATICS EDUCATION (RME) TERHADAP HASIL BELAJAR MATEMATIKA PADA PESERTA DIDIK KELAS IV SEKOLAH DASAR Alif Kurniadi Hilaby; Fatkhur Rohman; Fadhilah Khairani; Frida Destini
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.v11i04.9855

Abstract

This study addresses the issue of low learning outcomes among fourth-grade students in mathematics at SD Negeri 8 Metro Timur. The purpose of this research is to examine the effect of the Realistic Mathematics Education (RME) learning model on students' mathematics learning outcomes. This research employed a quantitative approach using a Quasi-Experimental Design, specifically the Non-Equivalent Control Group Design. The sample consisted of 57 students determined through saturated sampling. Data were collected using both test and non-test techniques and analyzed using simple linear regression analysis. The results indicated that the Realistic Mathematics Education learning model has a significant effect on the mathematics learning outcomes of fourth-grade elementary school students.
the GURU SEBAGAI AGEN PERUBAHAN UNTUK MENDORONG INKLUSI DAN KESETARAAN GENDER DALAM PEMBELAJARAN: Indonesia Feriska Br Napitupulu; Tenku Rio Akbar; Liber Sianipar; Ana Fauziah; Rosynda Nur Fauziah
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.v11i04.9857

Abstract

Artikel ini membahas peran guru sebagai agen perubahan dalam mendorong inklusi dan kesetaraan gender di lingkungan pembelajaran. Masalah utama yang diidentifikasi adalah masih adanya praktik pembelajaran yang bias gender, stereotip yang tidak disadari, serta keterbatasan pengetahuan pendidik dalam menerapkan pendekatan yang sensitif terhadap keberagaman. Kondisi ini berdampak pada partisipasi, dan hasil belajar antara peserta didik laki-laki dan perempuan, serta kelompok gender lainnya. Tujuan penelitian ini adalah untuk mengkaji sejauh mana guru dapat berperan sebagai transformasi sosial melalui strategi pedagogis yang inklusif, sekaligus mengidentifikasi praktik-praktik efektif yang dapat mendukung terciptanya kesetaraan gender di kelas. Metodologi penelitian menggunakan pendekatan kualitatif dengan desain studi kasus pada sekolah menengah yang telah menerapkan program pendidikan inklusif berbasis gender. Subjek penelitian terdiri dari guru-guru Menengah Pertama Pemilihan subjek dilakukan dengan teknik purposive sampling. Data diperoleh melalui wawancara mendalam, observasi kelas, serta analisis dokumen kebijakan sekolah. Hasil penelitian menunjukkan bahwa guru yang memiliki pemahaman memadai tentang isu gender dan memperoleh dukungan institusi mampu menciptakan lingkungan belajar yang lebih setara. Praktik yang terbukti efektif meliputi penggunaan bahasa yang tidak bias, pemilihan materi ajar yang representatif, pembagian peran yang adil dalam aktivitas kelompok, serta penerapan metode pembelajaran partisipatif. Penelitian ini menyimpulkan bahwa guru memiliki peran penting dalam menumbuhkan budaya sekolah yang inklusif, dan penguatan kapasitas guru melalui pelatihan berkelanjutan menjadi kunci untuk mewujudkan kesetaraan gender dalam proses pembelajaran.

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