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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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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.
PENGARUH KOTAK BERHITUNG “MENGHITUNG TELUR” TERHADAP TINGKAT PEMAHAMAN MATERI OPERASI HITUNG PENGURANGAN SISWA KELAS I Diva Khoirinisah; Reksa Adya Pribadi; Diva Khoirinisah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 9 No. 2 (2023): Volume 09 No 02, Juni 2023
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v9i2.973

Abstract

Hasil pretest peserta didik kelas I di SDI Ar - Rahman terhadap materi operasi hitung pengurangan menunjukkan masih banyak siswa yang nilainya masih dibawah KKM. Oleh karena itu, hal ini perlu ditingkatkan dengan salah satu media pembelajaran interaktif yaitu dengan alat peraga kotak berhitung “Menghitung Telur”. Penelitian ini bertujuan untuk menganalisis pengaruh alat peraga kotak berhitung “Menghitung Telur” terhadap tingkat pemahaman materi operasi hitung pengurangan pada siswa kelas I. Jenis metode pada penelitian ini adalah preexperimental dengan desain one group pre-test post-test design. Populasi pada penelitian ini adalah seluruh siswa kelas I SDI Ar – Rahman yang berjumlah 29 peserta didik sebagai kelas eksperimen. Pengumpulan data menggunakan pre-test dan post-test dengan jenis soal pilihan ganda dan essay. Hasil uji hipotesis yang telah dilakukan menggunakan uji-t menunjukkan thitung < ttabel yaitu -10,646 < 2,048 yang dapat disimpulkan bahwa alat peraga kotak berhitung “Menghitung Telur” berpengaruh terhadap tingkat pemahaman materi operasi hitung pengurangan pada siswa kelas I.
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.
IMPLEMENTASI KEGIATAN MENTORING DALAM PENGUATAN NILAI-NILAI KEAGAMAAN KELAS 10 SMAN 04 KOTA BIMA Rati Puspitasari; Nasaruddin
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.v11i04.9734

Abstract

Abstrack This study aims to describe the implementation of leadership activities in strengthening religious values ​​in 10th grade students at SMAN 4 Kota Bima. Strengthening religious values ​​is an important aspect in shaping the character of the young generation with integrity and noble morals. Through leadership activities, students are not only trained to have leadership skills, but are also expected to be able to internalize religious values ​​such as honesty, responsibility, empathy, and cooperation in everyday life. This study uses a descriptive qualitative method with data collection techniques through observation, interviews, and documentation. Data analysis is carried out through the stages of data reduction, data presentation, and drawing conclusions with validation using triangulation of sources and techniques. The results of the study indicate that leadership activities at SMAN 4 Kota Bima, such as Mentoring and Saturday-Sunday Camp (Persami) with religious themes, play a significant role in fostering religious attitudes, responsibility, and independence of students. In addition, the role of Islamic Religious Education (PAI) teachers and the support of the school greatly influence the success of religious character formation in the school environment. Leadership activities create a religious learning atmosphere, accustom students to behave according to religious teachings, and encourage them to become leaders with integrity and a high social spirit. Despite challenges such as limited student participation and resources, leadership activities at SMAN 4 Kota Bima have proven effective as a means of strengthening religious values ​​and can be used as a model for spiritual-based character development in secondary schools. Kywoard: leadership, religious values, character education, SMAN 4 Kota Bima, student leadership.
PENDIDIKAN ISLAM MELAYU DAN MODERASI BERAGAMA Lailatul Mukjizat; Saipul Annur; Choirun Niswah
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.v11i04.9735

Abstract

This study examines the strategic role of Malay Islamic education in shaping the moderate character of Muslims in a pluralistic and multicultural society. Malay Islamic education is a system that integrates Islamic teachings with Malay cultural values such as tawasuth (balance), tawazun (harmony), i'tidal (justice), tasamuh (tolerance), musawah (equality), and shura (deliberation). Through a holistic approach encompassing cognitive, affective, and psychomotor aspects, these values of moderation are instilled in educational environments such as madrasahs (Islamic schools), Islamic boarding schools (pesantren), and families. This study uses a descriptive qualitative method with a literature review approach to examine the contribution of Malay Islamic education in internalizing the values of religious moderation. The results indicate that Malay Islamic education serves not only as a means of transmitting knowledge but also as a bulwark against radicalism and intolerance, as well as a key pillar in building a harmonious, just, and civilized society.
TANTANGAN DAN DAMPAK PENERAPAN PENDIDIKAN INDIVIDUALISTIK DI SEKOLAH DASAR: KASUS DI SD NEGERI 1 KERJO KIDUL Weni Yulastri; Nanang Ady Saputra; Mardona Putra; Hosman Hosman; Nur Washli; Anggia Ekasari; Anja Kesuma Putri
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.v11i04.9736

Abstract

This study aims to explore the implementation of the concept of individualistic education at SD Negeri 1 Kerjo Kidul, Wonogiri Regency, as well as the impacts, challenges, and critiques associated with this approach. Individualistic education emphasizes independent thinking, autonomy, and personal potential development, in line with the progressive education theories of figures such as John Dewey and Immanuel Kant. The study adopts a qualitative approach with a case study design, involving interviews with teachers, students, and school staff, as well as direct observations of classroom practices. The findings show that while this approach successfully enhances creativity, critical thinking, and student motivation, the main challenges include unequal access to educational resources and excessive competition among students. The study also highlights the importance of balancing individual freedom with social values, such as cooperation and solidarity, in primary education. Therefore, it is recommended to integrate collaborative approaches in teaching to address existing social challenges.

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