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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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SYSTEMATIC LITERATUR REVIEW: PENGARUH PENGGUNAAN CHATGPT DAN LITERASI DIGITAL TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATA PELAJARAN IPS Beni Fadila
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.v11i04.9894

Abstract

The transformation of digital literacy driven by advances in artificial intelligence, including ChatGPT, has created dual impacts on education, expanding learning access while potentially decreasing students’ critical thinking skills This study aims to analyze the role of ChatGPT and digital literacy in students' critical thinking abilities. The method used is a systematic literature review of ten selected articles from one hundred relevant publications issued between 2020 and 2025. The findings show that ChatGPT and digital literacy can stimulate analytical, reflective, and evaluative thinking. However, the use of ChatGPT without proper guidance may reduce originality of thought and make students less active in seeking alternative sources. Therefore, the use of ChatGPT needs to be balanced with strong digital literacy so that learning remains adaptive and supports the development of critical thinking in the digital era.
KEVALIDAN MODUL AJAR MATEMATIKA KURIKULUM MERDEKA MATERI RASIO KELAS VI SEKOLAH DASAR BERBASIS PROBLEM-BASED LEARNING: MODUL AJAR RASIO Retni Abdilla; Syafri Ahmad; Salmaini Salmaini
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.v11i04.9895

Abstract

This study aims to develop and validate a teaching module for Mathematics in grade VI elementary school on ratio material using the Merdeka Curriculum with Problem-Based Learning (PBL) approach. The research employed a development model involving expert validation on content, language, and media aspects. Data analysis used Likert scale instruments, showing post-revision validity scores of 90.10% (content), 87% (language), and 91.6% (media), all categorized as highly valid. The module supports meaningful learning, contextual examples, and differentiated assessments, enhancing students' proportional reasoning and numeracy skills for real-life applications
Moderasi Beragama di Era Algoritma: Tantangan Epistemologis dan Implikasinya bagi Pendidikan Islam Generasi Z Trian Hermawan; Jamal Fakhri
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.v11i04.9897

Abstract

The rapid expansion of algorithm-driven digital media has significantly transformed how religious knowledge is produced, accessed, and internalized by young generations. Within Islamic education, this transformation presents epistemological challenges to the cultivation of religious moderation, particularly among Generation Z, whose learning practices are deeply embedded in social media ecosystems. Existing studies on religious moderation in Islamic education largely adopt normative and policy-oriented perspectives, while paying limited attention to the epistemic processes through which learners construct religious understanding in algorithmic environments. This article aims to analyze recent scholarly trends (2020–2025) on religious moderation, Islamic education, algorithms, and Generation Z, and to reconstruct religious moderation as an epistemic competence within Islamic educational practice. The study employs a qualitative narrative literature review strengthened by descriptive analysis of Scopus metadata to identify dominant themes and research gaps across interdisciplinary literature. The findings indicate a substantial gap between the growing body of research on Islamic education and Generation Z and the limited integration of algorithmic structures and epistemological dimensions of religious moderation. The study argues that algorithmic personalization shapes the visibility, authority, and fragmentation of religious knowledge, thereby influencing how moderation is learned and practiced. As a conceptual contribution, this article proposes reframing religious moderation as an epistemic learning competence grounded in Islamic epistemology, critical digital literacy, and algorithmic awareness. This framework offers theoretical and practical implications for curriculum development, pedagogical design, and the management of Islamic educational institutions in the digital era.
PENERAPAN PEMBELAJARAN DENGAN STRATEGI RELATING, EXPERIENCING, APPLYING, COOPERATING, TRANSFERRING (REACT) UNTUK MENINGKATKAN KEMAMPUAN KONEKSI MATEMATIS SISWA Anih, Euis; Mutmainah, Nita
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 5 No. 2 (2019): Vol. 5 No. 2 Desember 2019
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (572.924 KB) | DOI: 10.36989/didaktik.v5i2.99

Abstract

ABSTRAK Salah satu tujuan pembelajaran matematika adalah untuk meningkatkan kemampuan koneksi matematis siswa. Untuk mencapai tujuan tersebut, guru perlu memilih strategi pembelajaran yang efektif. Salah satunya dengan menggunakan strategi pembelajaran Relating, Experiencing, Applying, Cooperating, Transferring (REACT). Penelitian ini bertujuan untuk mengetahui apakah kemampuan koneksi matematis siswa yang memperoleh pembelajaran dengan strategi REACT lebih tinggi daripada siswa yang memperoleh pembelajaran biasa pada kelas VIII SMP Negeri di daerah Subang. Penelitian ini merupakan penelitian kuasi eksperimen dengan desain berbentuk pretest-posttest dengan kelas eksperimen dan kelas kontrol. Satu kelas sebagai kelas eksperimen (diberikan strategi pembelajaran REACT) dan satu kelas sebagai kelas kontrol. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Negeri di daerah Subang kabupaten Subang, Tahun Pelajaran 2019-2020 dengan sampel adalah kelas VIII A sebagai kelas eksperimen dan kelas VIII C sebagai kelas kontrol. Materi yang dipilih adalah koordinat kartesius. Jenis instrumen yang digunakan dalam penelitian ini adalah tes kemampuan koneksi matematis siswa, angket dan lembar observasi. Instrumn berupa soal yang berbentuk uraian sebanyak empat butir soal, 18 pernyataan berbentuk angket, lembar observasi kegiatan guru dan siswa selama pembelajaran berlangsung. Intrumen diolah menggunakan Software Microsoft Excel 2013 dan Software Minitab for Windows Version 19.0. Hasil penelitian setelah dianalisis menunjukkan bahwa dengan taraf signifikansi  adanya peningkatan kemampuan koneksi matematis siswa pada kelas eksperimen yang dalam pembelajarannya memperoleh strategi pembelajaran REACT lebih tinggi daripada kelas kontrol yang dalam pembelajarannya menggunakan pembelajaran dengan pendekatan biasa (saintifik). Berdasarkan analisis terhadap angket, siswa memberikan respon positif terhadap pelajaran matematika, maupun strategi REACT. Maka, dengan demikian dapat disimpulkan bahwa strategi pembelajaran REACT dapat menjadi alternatif dalam meningkatkan kemampuan koneksi matematis siswa.
MENGEMBANGKAN POTENSI GURU YANG PROFESIONAL DALAM PROSES BELAJAR MENGAJAR Hayani Wulandari; Isa Nurhaliza
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.v9i2.990

Abstract

Potential is an individual ability that must continue to be developed especially by teachers (in particular), because the potential of teachers who continue to develop maturely in carrying out the teaching and learning process will affect good results. Likewise, if the lack of potential possessed by a teacher will have an impact on the results of the teaching and learning process that are not good or inadequate. Therefore, the purpose of this article is to find out how to develop professional teacher potential in the teaching and learning process to achieve the right learning goals. This journal article is a type of qualitative descriptive study of literature studies accompanied by library research that seeks to explain how to develop teacher potential in the teaching and learning process. In this literature review review using various written sources such as articles, journals, and documents related to the study in this research. By reading and analyzing literacy studies, it is hoped that the potential of professional teachers can be increased in the teaching and learning process.
PENGARUH MODEL PEMBELAJARAN THINK-PAIR-SHARE DAN MOTIVASI BELAJAR TERHADAP KEMAMPUAN LITERASI SAINS SISWA SEKOLAH DASAR : Penelitian ini menggunakan pendekatan kuantitatif dengan desain pre-experemintal one group pretest-posttest farhan suhaidi; Darmiany Darmiany; Ida Ermiana
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.v11i04.9901

Abstract

This study aims to determine the effect of the Thinking-Pair-Share (TPS) learning model and learning motivation on the scientific literacy learning ability of elementary school students. The low scientific literacy of students is reflected in the results of national assessments and PISA studies showing the existence of learning strategies that can increase the active involvement of students and encourage collaborative knowledge construction. This study uses a quantitative approach with a pre-experimental one group pretest-posttest design. The research 6subjects were 29 fifth grade students of SDN 5 BANYUMULEK. Learning motivation data were collected through test and answer instruments, then analyzed using the Kolmogorov-Smirnov and Shapiro-Wilk normality tests and paired sample t-tests. The results showed that all data were normally distributed so that they met the requirements of parametric analysis. The TPS model provides opportunities for students to think independently, discuss in pairs and share ideas in groups, thereby strengthening critical thinking skills, communication and conceptual understanding. Thus, the TPS model can be used as an alternative science learning strategy to improve scientific literacy while simultaneo*usly fostering students' learning motivation.
TRANSFORMASI PEMBIASAAN PAGI SEBAGAI UPAYA PENGUATAN NILAI TANGGUNG JAWAB SISWA SD MUHAMMADIYAH PATI DI ERA KURIKULUM MERDEKA Ana Nur Aini; Nurul Mutmainah; Bambang Sumardjoko; Sabar Narimo
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.v11i04.9905

Abstract

Penelitian ini bertujuan untuk mengevaluasi dan menggambarkan perubahan kebiasaan positif sebagai langkah untuk memperkuat nilai tanggung jawab siswa di sekolah dasar pada era penerapan Kurikulum Merdeka. Latar belakang penelitian ini adalah masih rendahnya penghayatan nilai tanggung jawab dalam perilaku sehari-hari siswa, meskipun pendidikan karakter telah menjadi fokus utama kebijakan pendidikan nasional. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik observasi, wawancara mendalam, dan catatan lapangan (field note) terhadap kepala sekolah, guru, siswa, dan orang tua di SD Muhammadiyah Pati. Analisis data menggunakan model interaktif Miles dan Huberman melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pembiasaan pagi dilaksanakan melalui empat pendekatan utama: kegiatan rutin, aktivitas spontan, keteladanan guru, dan kegiatan terencana. Program seperti 6S (Senyum, Salam, Sapa, Salim, Sopan, Santun), literasi-numerasi pagi, Muroja’ah-Hadist-Karakter (MHK), serta sholat dhuha berjamaah terbukti membentuk sikap tanggung jawab personal, sosial, dan spiritual siswa. Kolaborasi antara sekolah, guru, dan orang tua menjadi kunci keberhasilan. Temuan ini sejalan dengan prinsip Profil Pelajar Pancasila dalam Kurikulum Merdeka yang menekankan kemandirian dan tanggung jawab moral. Dengan demikian, pembiasaan positif bukan hanya rutinitas, tetapi strategi transformasional dalam membangun budaya sekolah yang berkarakter.
PENGUATAN NILAI SOSIAL SISWA SEKOLAH DASAR MELALUI PEMBELAJARAN IPS BERBASIS KEARIFAN LOKAL Alfia Usmi Latifah; Anindya Syifa Nuraini; Zidna Syifanadia IPM; Yona Wahyuningsih
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.v11i04.9907

Abstract

Social Studies (IPS) learning in elementary schools plays a strategic role in shaping students' social values, such as mutual cooperation, tolerance, empathy, and social responsibility. One approach that is considered effective in achieving these goals is the integration of local wisdom into IPS learning. This study aims to systematically examine how local wisdom-based IPS learning contributes to strengthening the social values of elementary school students. The method used was a Systematic Literature Review (SLR) with reference to the PRISMA guidelines. Articles were collected from national and international journals published between 2019 and 2025, focusing on social studies learning, local wisdom, and the social values of elementary school students. A total of 22 articles that met the inclusion criteria were analyzed and classified based on the study theme. The results of the study show that local wisdom-based social studies learning is consistently able to strengthen students' social values through the integration of cultural traditions, social practices, and contextual learning activities. Local wisdom serves as a concrete learning resource for internalizing the values of mutual cooperation, empathy, tolerance, and responsibility, which can develop students' social identity, social skills, and solidarity in the community. In addition, the findings also reveal implementation challenges, particularly related to teacher readiness, availability of teaching materials, and understanding of local culture. Overall, local wisdom-based social studies learning has proven to be relevant and effective as a pedagogical approach in strengthening the social values of elementary school students and supporting the development of contextual and sustainable social studies learning.
HUBUNGAN EFIKASI DIRI DENGAN INTERAKSI SOSIAL SISWA Krisa Etik Nur Safitri; Dadang Kurnia; Rini Sri Indriani
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.v9i2.991

Abstract

Self-Efficacy Relationship with Student Social Interaction. Elementary School Teacher Education Study Program, Faculty of Teacher Training and Education, Pakuan Bogor University 2022. This research is quantitative research with a correlation approach. This research aims to find out the relationship of self-efficacy with social interaction class V Pabuaran State Elementary School 07 Cibinong District Bogor Regency. The population of the study was 78 students with a sample number of 44 students. This study was conducted in the odd semester of the 2021/2022 school year based on the results of the analysis obtained the path coefficient (rxy) 0.408 in the pattern Ŷ = 54.21 + 0.449x which means the level of relationship in this study is relatively low. The magnitude of the relationship of self-efficacy with the social interaction of students is indicated in the coefficient of determination (r²) of 0.17 or 17% and the remaining 83% is determined by other factors. The calculation of hypothesis testing resulted in thitung 2,895 > ttabel 2,085 with a real level of 0.05 so that it can be concluded that there is a positive and significant relationship between self-efficacy and social interaction of students in students of class V of Pabuaran State Elementary School 07 Cibinong District of Bogor Odd Semester of The Academic Year 2021/2022.
MORALITAS SEBAGAI REFLEKSI HAKIKAT MORAL DAN IMPLEMENTASI AJARAN MORAL Okran Erikson Atonis; Saloni Alomai; Enjelina Petronela Sanak; Laudy Valeria Mamoh; Kesi Kariri Hara
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.v11i04.9910

Abstract

Krisis moral pada masyarakat kontemporer menunjukkan adanya kesenjangan antara pemahaman moral secara teoretis dan penerapannya dalam praktik kehidupan sosial di Indonesia. Kondisi ini tercermin dari meningkatnya kasus korupsi, perundungan di lingkungan pendidikan, serta berbagai pelanggaran etika, meskipun pendidikan moral telah diajarkan secara formal di berbagai jenjang pendidikan. Penelitian ini bertujuan untuk mengkaji hakikat moral beserta dimensi-dimensi fundamentalnya, menganalisis hubungan antara hakikat moral dan moralitas sebagai bentuk refleksi dalam perilaku manusia, mengidentifikasi model implementasi ajaran moral, mengungkap tantangan dan hambatan dalam penerapannya, serta merumuskan strategi optimalisasi implementasi ajaran moral dalam kehidupan masyarakat. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif-analitis. Data dikumpulkan melalui studi kepustakaan, observasi partisipatif, dan wawancara mendalam dengan informan yang dipilih secara purposive, meliputi guru, tokoh agama, dan pemimpin komunitas. Data dianalisis menggunakan teknik analisis isi dan analisis tematik melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data dijaga melalui triangulasi sumber dan proses member checking. Hasil penelitian menunjukkan bahwa hakikat moral memiliki empat dimensi utama, yaitu universal, kontekstual, rasional, dan spiritual. Keempat dimensi tersebut membentuk moralitas melalui proses internalisasi nilai, refleksi kritis, dan manifestasi dalam perilaku nyata. Implementasi ajaran moral yang efektif memerlukan integrasi tiga model utama, yakni instruksional, keteladanan, dan pembiasaan. Penerapan model tersebut dalam berbagai konteks terbukti memberikan dampak positif terhadap perilaku moral. Tantangan utama meliputi rendahnya pemahaman substantif tentang moral, lemahnya motivasi intrinsik, pengaruh lingkungan sosial yang kurang kondusif, serta inkonsistensi antara nilai moral dan praktik sosial. Penelitian ini memberikan kontribusi teoretis dan implikasi praktis berupa model implementasi ajaran moral yang terintegrasi.

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