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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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PERAN KEPALA DUSUN DALAM DINAMIKA INTERAKSI SOSIAL DAN SOLIDARITAS MASYARAKAT DUSUN VI PATUMBAK Nurjannah; Siti Ayu Saskia Nasution; Sri Wahyuni; Tiara Dwi Atika; Mutiara Hasanah; Sekar Rizkia
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

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Abstract

This study aims to analyze the role of the hamlet head in the dynamics of social interaction and social solidarity within the community of Dusun VI Patumbak. As a local leader, the hamlet head plays a strategic role in shaping social relations, maintaining social harmony, and strengthening socio-cultural values within the community. This research employed a descriptive qualitative approach, with data collected through observation, in-depth interviews, and documentation. The head of Dusun VI Patumbak was selected as the key informant, while community members served as supporting informants. The findings reveal that the hamlet head acts as a mobilizer, facilitator, and mediator in fostering harmonious social interactions through social communication, consensus-based deliberation, and the reinforcement of mutual cooperation and socio-cultural traditions. Participatory and communicative leadership strengthens associative social relationships and enhances social solidarity and social capital within the community. The study concludes that the role of the hamlet head is essential in sustaining social interaction dynamics and social solidarity in Dusun VI Patumbak.
Pengaruh Literasi Digital Terhadap Etika Bermedia Sosial di MTs Miftahul Ulum Pangkalan Balai Ismarani Junia Putri; izzatuzzahroh; Hartatiana; Muhammad Win Afgani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
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Abstract

This study aims to analyze the influence of digital literacy on social media ethics among students at MTs Miftahul Ulum Pangkalan Balai. The background of the study is based on the increasing use of social media among madrasah teenagers, which is not always accompanied by adequate digital literacy skills and ethical awareness. The study uses a quantitative approach with associative research to measure the relationship between digital literacy (X) and social media ethics (Y). Data were collected through a questionnaire with a three-level Likert scale given to 54 students, along with supporting observations. Data analysis was conducted using descriptive statistics and a simple linear regression test with a significance level of 0.05. The results of the study indicate that students' digital literacy levels are in the high category, especially in information access, digital ethics, and data security, although information evaluation skills still need to be improved. Social media ethics
PARADIGMA ILMU KONTEMPORER DAN RELEVANSINYA DENGAN MANAJEMEN PENDIDIKAN ISLAM Reski Dayanti; Kautsar Eka Wardhana; Yusnia Binti Kholifah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

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Abstract

This article explores the relevance of contemporary scientific paradigms to the management of Islamic education. The contemporary paradigm is characterized by interdisciplinary, integrative, and holistic approaches that reject purely positivistic views. In the context of Islamic education, this paradigm can be combined with al-Faruqi’s Islamization of knowledge, al-Attas’ concept of insan adabi, and Amin Abdullah’s approach to the interconnectedness of sciences. Islamic educational management is based on the principles of tawhid, trust (amanah), justice, and consultation (shura), thus functioning not only administratively but also spiritually. A critical analysis reveals that integrating the contemporary paradigm offers opportunities for curriculum innovation and the use of digital technology, while also posing challenges such as the secularization of knowledge and the commercialization of education. As a solution, transformative Islamic leadership is needed to balance modernization with Islamic values. The article concludes that integrating contemporary paradigms with Islamic educational management can produce a generation of insan kamil—intelligent, faithful, and virtuous individuals.
Implementasi Model Problem Based Learning dalam Meningkatkan Keaktifan Belajar Siswa Sekolah Dasar: Implementasi Model Problem Based Learning dalam Meningkatkan Keaktifan Belajar Siswa Sekolah Dasar Dwi Damayanti Putri; Haifaturrahman; Nursina Sari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

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Abstract

ABSTRACT This study aims to describe the implementation of the Problem Based Learning (PBL) model in enhancing elementary school students’ learning activeness. This research employed a qualitative approach with a descriptive research design. The study was conducted at SDN 1 Cakranegara, involving classroom teachers and students as the research subjects. Data were collected through observation, interviews, and documentation. Data analysis was carried out using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The results indicate that the implementation of the Problem Based Learning model improves students’ learning activeness, as reflected in their active participation in discussions, confidence in expressing opinions, and collaboration among students during the learning process. Therefore, the Problem Based Learning model can be considered an effective alternative for elementary school learning. ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan implementasi model Problem Based Learning (PBL) dalam meningkatkan keaktifan belajar siswa sekolah dasar. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Penelitian dilaksanakan di SDN 1 Cakranegara dengan subjek penelitian yaitu guru kelas dan siswa. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan model Problem Based Learning mampu meningkatkan keaktifan belajar siswa, yang ditunjukkan melalui keterlibatan siswa dalam diskusi, keberanian mengemukakan pendapat, serta kerja sama antar siswa selama proses pembelajaran. Dengan demikian, model Problem Based Learning dapat dijadikan sebagai alternatif pembelajaran yang efektif di sekolah dasar.
ANALISIS IMPLEMENTASI MANAJEMEN KURIKULUM DAN PENGAJARAN DI SD NAIKOTEN 1 KUPANG BERDASARKAN HASIL ANGKET GURU Stevany Claritha Blegur; Hiwa Wonda; Yunita Kadja Jade
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 In Process
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.10195

Abstract

This study aims to analyze the importance of school–community relationships in improving the quality of education at SDS Angkasa Kupang. A qualitative descriptive method was employed, using open interviews and questionnaires administered to five teachers. The findings show that the partnership between the school and the community is categorized as very strong, indicated by a positive response rate of 98.7%. The school has established various forms of collaboration, including environmental clean-up activities, religious programs, social services, open house events, and the use of social media for communication. In addition, parental involvement through regular communication and consultations contributes significantly to students’ academic development, character formation, and learning motivation. These findings indicate that strong school–community partnerships play a crucial role in supporting school programs and enhancing the effectiveness of the learning process.
PENGARUH LINGKUNGAN BELAJAR TERHADAP LITERASI MEMBACA PESERTA DIDIK DI SDK NGORANALE Maria Gaudensia Nai; Helena Milo; Maria Ermelinda Kila; Elisabet Paba; Maria Patrisia Wau
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 In Process
Publisher : STKIP Subang

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh lingkungan belajar terhadap literasi membaca peserta didik di SDK Ngoranale. Lingkungan belajar yang kondusif memiliki peran penting dalam menumbuhkan literasi membaca, yang menjadi salah satu fondasi utama dalam peningkatan kualitas pendidikan. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Subjek penelitian adalah peserta didik, guru, serta kepala sekolah di SDK Ngoranale. Teknik analisis data menggunakan tiga tahapan yaitu reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa lingkungan belajar yang mendukung seperti ketersediaan buku bacaan, ruang baca yang nyaman, serta keterlibatan guru dan orang tua berkontribusi positif terhadap meningkatkan literasi membaca peserta didik. Namun, masih ditemukan beberapa kendala seperti keterbatasan fasilitas, kurangnya dukungan dari orang tua dan kurangnya variasi bahan bacaan yang memengaruhi literasi membaca secara keseluruhan. Dengan demikian, diperlukan sinergi antara sekolah, orang tua, dan pemerintah untuk menciptakan lingkungan belajar yang lebih optimal demi meningkatkan literasi membaca peserta didik.
PENGARUH PENDEKATAN TaRL TERHADAP HASIL BELAJAR MATEMATIKA PADA MATERI POLA BILANGAN PESERTA DIDIK KELAS IV DI SDN MANGGONG Tika Puspa Pandini; Ida Ermiana; Darmiany
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
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Abstract

The low achievement in mathematics learning among fourth-grade students at SDN Manggong is caused by a significant gap in abilities between students due to the implementation of a uniform curriculum that has not been able to accommodate the diversity of actual individual abilities within the class. The purpose of this study is to analyze in more depth the effect of the TaRL approach on students' mathematics learning outcomes in number pattern material for fourth-grade students at SDN Manggong. This study is quantitative research with a Pre-Experimental Design using a One-Group Pretest–Posttest Design model. The study was conducted in the 2025/2026 academic year, precisely in December 2025, with 35 fourth-grade students at SDN Manggong as research subjects. The data collection techniques used were tests, observation, and interviews. The data were analyzed using descriptive analysis, data normality tests, N-Gain, and hypothesis testing using the paired sample T-test. Hypothesis testing in the study was conducted with the help of SPSS Version 29. The results of the study indicate that there is a significant effect of the TaRL approach on mathematics learning outcomes in the number pattern material for fourth-grade students at SDN Manggong. This is evident from the Sig. value of 0.001 < 0.05, so H0 is rejected and Ha is accepted. In addition, there was a significant increase in the average score from the pretest to the posttest by 26.97 points, from 61.91 to 88.89.
The Analisis Peluang dan Hambatan Penerapan Nilai-Nilai Multikultural dalam Pendidikan Islam pada Mahasiswa PGMI : Perspektif Mahasiswa PGMI sebagai Calon Pendidik di Masyarakat Multikultural Aniqah Alda Fuadiah; Hifzah Dwi Hilmi; Tita Khoiriyah; Asep Ediana Latip
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
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This study aims to analyze the opportunities and obstacles in applying multicultural values in Islamic education among students of the PGMI Study Program. The focus of the study is on how tolerance, respect for differences, and inclusive attitudes can be effectively instilled in the learning process. The study uses a qualitative approach with data collection techniques through observation, interviews, and documentation studies. The results show that there are great opportunities for strengthening multicultural education, mainly due to the relatively open character of PGMI students, a supportive curriculum, and a campus environment that encourages cross-cultural dialogue. However, the study also found a number of obstacles, such as the limited understanding of some students about the concept of multiculturalism, diversity of backgrounds that sometimes leads to misunderstandings, and learning methods that do not fully emphasize direct experience in dealing with differences. These findings emphasize the need for more applicable teaching strategies, training for lecturers, and activities that provide space for real multicultural interaction. Thus, Islamic education at PGMI has the potential to become an important forum for fostering multicultural values if it is supported by the right approach and the active involvement of all relevant parties. Keywords: Islamic Education, Multicultural Values, Multiculturalism, Opportunities and Obstacles, PGMI Students.
Tantangan Guru Reguler dalam Pendidikan Inklusif dan Pengembangan Modul Ajar sebagai Solusi Pembelajaran ABK di Sekolah Dasar LA ODE HERIN; Homi Apriani; Rosita; Sylva Sagita; Syarif Sumantri
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
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ABSTRACT This study aims to identify the obstacles faced by regular teachers in implementing inclusive education and to develop an inclusive teaching module as a practical solution to enhance the learning effectiveness for Children with Special Needs (ABK) in Elementary Schools. Inclusive education confronts major challenges, including the lack of understanding and pedagogical competence among regular teachers in handling ABK, compounded by minimal support from Special Assistance Teachers (GPK). This descriptive qualitative research, employing a qualitative case study design at SDN Cempaka Putih Barat 03, Jakarta Pusat, involved three class teachers and seven ABK (slow learners and borderline). The findings indicate that teachers struggle to adjust the pace of material, especially abstract concepts, for ABK, and the existing teaching materials are general. As a solution, an inclusive teaching module was developed with tiered learning objectives, which proved to be a relevant pedagogical approach for differentiating assessment and learning attainment. The module’s implementation, supported by a teaching team approach, increased ABK engagement. However, effectiveness remains limited by the regular teachers' basic competence in providing specific individual interventions. Therefore, successful inclusive learning necessitates a combination of flexible teaching materials, educator collaboration, and sustained professional support from GPK. Keywords: Inclusive Education, Regular Teacher, Children with Special Needs (ABK), Inclusive Teaching Module, Tiered Learning Objectives. ABSTRAK Penelitian ini bertujuan mengidentifikasi hambatan yang dialami guru reguler dalam penerapan pendidikan inklusif serta mengembangkan modul ajar inklusif sebagai solusi praktis untuk meningkatkan efektivitas pembelajaran Anak Berkebutuhan Khusus (ABK) di Sekolah Dasar. Pendidikan inklusif menghadapi tantangan utama berupa kurangnya pemahaman dan kompetensi pedagogis guru reguler dalam menangani ABK, diperburuk dengan minimnya dukungan Guru Pendamping Khusus (GPK). Penelitian kualitatif deskriptif dengan desain studi kasus kualitatif ini dilakukan di SDN Cempaka Putih Barat 03, Jakarta Pusat, melibatkan tiga guru kelas dan tujuh ABK (slow learner dan borderline). Hasil penelitian menunjukkan guru kesulitan menyesuaikan kecepatan materi, terutama konsep abstrak, untuk ABK, dan perangkat pembelajaran yang ada masih bersifat umum. Sebagai solusi, dikembangkan modul ajar inklusif dengan tujuan pembelajaran berjenjang yang terbukti menjadi pendekatan pedagogis relevan untuk diferensiasi asesmen dan capaian belajar. Implementasi modul yang didukung pendekatan teaching team meningkatkan keterlibatan ABK. Namun, efektivitas masih dibatasi oleh keterbatasan kemampuan dasar guru reguler untuk intervensi individual. Oleh karena itu, keberhasilan pembelajaran inklusif memerlukan kombinasi modul ajar yang fleksibel, kolaborasi pendidik, dan dukungan profesional berkelanjutan dari GPK. Kata Kunci: Pendidikan Inklusif, Guru Reguler, Anak Berkebutuhan Khusus (ABK), Modul Ajar Inklusif, Tujuan Pembelajaran Berjenjang.
STRATEGI GURU DALAM MENANGANI PERILAKU AGRESIF ANAK USIA DINI MELALUI PENDEKATAN BERMAIN PERAN DI TK HIFZIL ATFAL PERENDAK: STRATEGI GURU DALAM MENANGANI PERILAKU AGRESIF MELALUI BERMAIN PERAN Ramdhan Hadi; Ida Ermiana; Darmiany
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
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ABSTRACT This study aims to describe teachers’ strategies in handling aggressive behavior of early childhood through a role-playing approach at TK Hifzil Atfal Perendak. Aggressive behavior in early childhood often appears in verbal forms, such as yelling, mocking, and using harsh language, as well as nonverbal forms, including hitting, kicking, pushing, and grabbing toys. This research employed a qualitative descriptive method. The research subjects consisted of three teachers. Data were collected through observation, in-depth interviews, and documentation. Data validity was ensured through source triangulation and technique triangulation, while data analysis followed the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings indicate that teachers implement role-playing as a strategic approach by presenting simple conflict situations, guiding children to understand emotions, and encouraging positive social interactions. The role-playing activities were conducted through several stages, including determining objectives and themes, preparing scenarios, guiding children during role enactment, providing positive reinforcement, and conducting reflection. The results show that the role-playing approach effectively reduces aggressive behavior and promotes prosocial behaviors such as empathy, cooperation, self-control, and appropriate emotional expression. These findings support Albert Bandura’s Social Learning Theory and Sara Smilansky’s Sociodramatic Play Theory, emphasizing learning through observation, imitation, and meaningful social experiences. Therefore, role-playing can be considered an effective pedagogical strategy to address aggressive behavior and enhance social-emotional development in early childhood

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