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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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KEBUTUHAN BELAJAR YANG TAK TERLIHAT: EKSPLORASI DUKUNGAN AKADEMIK DAN NON-AKADEMIK BAGI ABK DI SD INKLUSIF Oktafiastuti; Liftiah Liftiah; Ali Formen
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13708

Abstract

Inclusive education in elementary schools still faces challenges in meeting the holistic needs of children with special needs, especially the neglected non-academic aspects. This study aimed to explore academic and non-academic support needed by slow learner and physically disabled children in inclusive elementary schools. A descriptive qualitative approach was employed through in-depth interviews, observations, and document analysis. Participants consisted of three classroom teachers, two special assistant teachers, and three parents. The findings reveal that academic support such as initial assessment, curriculum modification, and physical accessibility has not been systematically fulfilled. Non-academic support including emotional regulation for slow learners and social acceptance for physically disabled children remains largely unaddressed. The study concludes that invisible non-academic needs show a wider gap than academic needs. It recommends strengthening social-emotional programs and improving physical accessibility in schools.
UPAYA GURU MENGGUNAKAN GAMES BASED LEARNING DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA PADA MATA PELAJARAN AQIDAH AKHLAK KELAS IV MADRASAH DINIYAH TAKMILIYAH NURUL IKHSAN PULAU ARO Devisah; Sukarno; Samsu
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13709

Abstract

Penelitian yang dilakukan oleh Depisah Madrasah Diniyah Takmiliyah Nurul Ikhsan Pulau Aro. Adapun tujuan penelitian ini adalah untuk meningkatkan motivasi belajar siswa pada mata pelajaran Aqidah Akhlak dengan menggunakan model pembelajaran game based learning pada siswa kelas IV Madrasah Diniyah Takmiliyah Nurul Ikhsan Pulau Aro. Penelitian ini menggunakan penelitian tindakan kelas model Kemmis dan Mc. Taggart yang dilaksanakan dalam 2 siklus. Masing-masing siklus terdiri dari empat tahapan yaitu tahap perencanaan, tahap pelaksanaan, tahap observasi, serta tahap refleksi, dengan subyek penelitian siswa kelas IV yang berjumlah 15 siswa. Hasil penelitian menunjukkan bahwa penggunaan model pembelajaran game based learning dapat meningkatkan motivasi belajar siswa dalam pembelajaran Aqidah Akhlak Pada siswa kelas IV Madrasah Diniyah Takmiliyah Nurul Ikhsan Pulau Aro. Hal ini dapat dilihat dari peningkatan motivasi belajar siswa antara siklus I dan Siklus II. Dimana pada, siklus I rata-rata yang diperoleh siswa adalah 70% , sedangkan pada siklus II nilai rata-rata yang diperoleh siswa adalah 85%. Hasil pada siklus II ini sudah mencapai indikator kinerja yang ditetapkan dan sudah mencapai target Peneliti
MENINGKATKAN SIKAP EMPATI SISWA MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISION PADA PEMBELAJARAN PENDIDIKAN PANCASILA Amanda Syahba Billa; Nina Nurhasanah; Iva Sarifah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13714

Abstract

Tujuan penelitian ini adalah untuk meningkatkan sikap empati siswa dalam pembelajaran Pendidikan Pancasila melalui penerapan model pembelajaran Student Teams Achievement Division. Penelitian ini menggunakan metode penelitian tindakan kelas yang berlangsung selama dua siklus. Setiap siklus terdiri dari tiga pertemuan. Subjek penelitian ini adalah siswa kelas V C di SDN Kramat Pela 09 yang berjumlah 23 siswa. Setiap tahapan penelitian terdiri dari perencanaan, tindakan dan pengamatan, serta refleksi. Teknik pengumpulan data melalui kuesioner sikap empati siswa, lembar observasi tindakan guru dan siswa, serta dokumentasi. Hasil penelitian menunjukkan terdapat peningkatan sikap empati siswa dengan diterapkannya model pembelajaran Student Teams Achievement Division pada pembelajaran Pendidikan Pancasila. Pada siklus I, persentase siswa dengan sikap empati tinggi mencapai 56,52%, meningkat di siklus II menjadi 91,30%. Selain itu, aktivitas guru meningkat dari 86,6% menjadi 93,3%, dan aktivitas siswa dari 80% menjadi 93,3%, yang seluruhnya telah melampaui indikator keberhasilan sebesar 85%. Hal tersebut menunjukkan bahwa model pembelajaran Student Teams Achievement Division dapat meningkatkan sikap empati siswa yang terlihat dari siswa berani menyampaikan pendapat,mendengarkan orang lain, tidak memotong pembicaraan teman, peka terhadap perasaan orang lain, dan membantu teman yang kesulitan. Dengan demikian, model pembelajaran Student Teams Achievement Division terbukti mampu untuk meningkatkan sikap empati siswa pada pembelajaran Pendidikan Pancasila.
Meningkatkan Hasil Belajar Pendidikan Pancasila Siswa Melalui Model Kooperatif Tipe Student Teams Achievement Division Berbantuan Media Quartet Card Aulia Fahsa; Nina Nurhasanah; Iva Sarifah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13715

Abstract

The learning outcomes of Pancasila Education students are still relatively low, especially in the cognitive realm. This is characterized by students' difficulties in understanding the material. This research aims to improve the learning outcomes of Pancasila Education students through a Cooperative learning model of the Student Teams Achievement Division type with the help of Quartet Card media. The results showed an increase in learning outcomes with a percentage of cycle I (64.5%) and cycle II (93.5%). This increase shows that the actions implemented are able to improve the learning outcomes of Pancasila Education students. Based on these results, it can be concluded that the learning model applied is able to improve the learning outcomes of Pancasila Education students.
PENGEMBANGAN MEDIA FLASHCARD PADA PEMBELAJARAN BAHASA INDONESIA MEMBACA PERMULAAN PESERTA DIDIK KELAS II MI MA’ARIFUL ULUM Jeny Talia; Nurlaila; Djoko Rohadi Wibowo
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13717

Abstract

This study aimed to develop flashcard learning media that are valid, practical, and effective in improving the beginning reading skills of second-grade students at MI Ma’ariful Ulum on the topic of invitation expressions in Indonesian language learning. This study employed the Research and Development (R&D) method using the ADDIE development model, consisting of Analysis, Design, Development, Implementation, and Evaluation. Data were collected through validation questionnaires completed by material experts, language experts, and media experts, as well as student response questionnaires to measure practicality. The effectiveness of the media was assessed using oral pre-test and post-test, which were analyzed using the Normalized Gain (N-Gain) formula. The validation results indicated that the flashcard media met the “very valid” criteria, with scores of 90% from the material expert, 80% from the language expert, and 88% from the media expert, resulting in an overall average of 86%. The practicality test based on student responses showed an average score of 92%, categorized as “very practical.” Furthermore, the effectiveness test revealed a significant improvement in students’ beginning reading skills, with an average N-Gain score of 79.13%, which falls into the “high” category and is classified as “effective.” Therefore, the developed flashcard learning media are highly valid, very practical, and effective in improving beginning reading skills and increasing students’ interest in learning.
KESIAPAN PESERTA DIDIK MENUJU PROGRAM KERJA KE JEPANG (STUDI KASUS LPK MIRAI JAYA KECAMATAN INDRALAYA) Winda Pitria Ayumiah; Ardi Saputra; Azizah Husin; Erna Retna Safitri
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13718

Abstract

This study aims to analyze the work readiness of trainees in preparing for employment programs in Japan at LPK Mirai Jaya, Indralaya. The background of this study is the gap between the competencies of Indonesian workers and the demands of the international labor market, particularly in Japan. This research used a qualitative descriptive approach. Data were collected through observation, interviews, and documentation involving seven informants consisting of the head of the institution, an instructor, and trainees. The results show that trainees’ work readiness is reflected in four aspects: personal characteristics, organizational understanding, work competence, and social intelligence. Trainees generally demonstrate increased confidence, discipline, and motivation. However, challenges remain in adapting to strict discipline and intensive training. The study concludes that LPK plays a significant role in improving trainees' readiness through structured training programs focusing on language skills, work discipline, and character building.
ANALISIS PEMANFAATAN CANVA DALAM PEMBELAJARAN PENDIDIKAN PANCASILA DI SD DITINJAU DARI TEORI KONSTRUKTIVISME DAN COGNITIVE LOAD THEORY Mar’atus Shalihah; FaridahFebriati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13719

Abstract

This study aims to examine the use of Canva as a teaching tool in Civic Education (PKn) classes from a constructivist theory perspective among third-grade students at SD Pertiwi Makassar. This study employs a qualitative descriptive approach using the case study method. The research subjects consisted of 30 third-grade students aged around 9 years. Data were collected through observation, interviews, and documentation during the learning process. The teacher utilized Canva as a medium for presenting materials and playing educational videos in the PKn subject. The research findings indicate that the use of Canva can enhance students’ interest, motivation, concentration, and active participation in learning. Increased student engagement was evident in students asking questions, participating in discussions, and expressing their opinions more frequently. From a constructivist perspective, the use of Canva helps students build understanding through visual learning experiences and active classroom interactions. This platform also fosters a more interactive learning environment, thereby supporting the knowledge construction process. Consequently, Canva has the potential to serve as an effective learning tool for improving the quality of Civic Education instruction in elementary schools.
Hubungan Antara Kemampuan Membaca Pemahaman dengan Kemampuan Menyelesaikan Soal Cerita Matematika Kelas II SD Rida Desty Ariyanti; Rintis Rizkia Pangestika; Arum Ratnaningsih
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13721

Abstract

This study aims to: (1) determine the reading comprehension skills of second-grade students at KUB Muhammadiyah Elementary School in Purworejo, (2) determine their ability to solve mathematical story problems, and (3) determine the relationship between reading comprehension skills and their ability to solve mathematical story problems. This study is based on the importance of reading comprehension skills in helping students understand the information contained in mathematical story problems. Therefore, students with good reading comprehension skills tend to more easily understand the meaning of the problem and determine the appropriate steps for solving it. This study used a quantitative approach with a correlational method. The subjects were all 27 second-grade students at KUB Muhammadiyah Elementary School in Purworejo. Data collection techniques were conducted through tests, observations, interviews, and documentation. The research instruments were a reading comprehension test and a mathematical story problem test. The data obtained were then analyzed using statistical analysis with a correlation test to determine the relationship between the two research variables. The results of the study indicate that (1) students' reading comprehension skills are in the good category with an average score of 8.74. (2) students' ability to solve mathematical story problems is in the good category with an average score of 8.21. (3) The results of the correlation test show a significant relationship between reading comprehension skills and the ability to solve Mathematics story problems with a correlation coefficient value of 0.529 and a significance value (Sig. 2-tailed) of 0.005 (<0.05). This shows that reading comprehension skills have an important role in helping students understand and solve Mathematics story problems correctly. Keywords: Reading, Math, Story Problems
KESULITAN KOMUNIKASI LISAN BAHASA DAERAH JAMBI MAHASISWA ASAL PAPUA: STUDI KASUS KELAS REGULER 4A Nur Alimi; Agum Shohefi; Nabilla Fatin
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13722

Abstract

This study was motivated by the oral communication difficulties experienced by a Papuan student in understanding and using the Jambi regional language in the post-class. Differences in linguistic and cultural backgrounds caused difficulties in the process of daily social interaction. This study aimed to describe the forms of oral communication difficulties and the factors influencing the use of the Jambi regional language among a Papuan student in Regular Class 4A. This research employed a qualitative approach with a case study design. The research subject consisted of one Papuan student in Regular Class 4A. Data were collected through observation and interviews. The data analysis technique involved data collection, data reduction, data presentation, and conclusion drawing. The findings showed that the Papuan student experienced difficulties in understanding vocabulary, pronunciation, and sentence construction when communicating using the Jambi regional language. These difficulties were evident when communication occurred quickly and informally, causing the student to provide brief responses and participate less actively in conversations. In addition, the communication difficulties were influenced by limited language exposure, an underdeveloped second language acquisition process, first language interference, and social factors such as low self-confidence and limited social interaction. Therefore, oral communication ability is influenced not only by individual linguistic competence but also by the social environment that supports the language adaptation process.
KESULITAN BELAJAR BAHASA INDONESIA SISWA KELAS V SD NEGERI 13/1 MUARA BULIAN: OBSERVASI DAN WAWANCARA GURU Marsya; Mutiara Ratu Nirmala; Oliver Chelsea Sitanggang; Khoirunnisa; Silvina Noviyanti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 02, Juni 2026 Produce
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13723

Abstract

This study aims to identify and analyze the Indonesian language learning difficulties experienced by fifth-grade students at SD Negeri 13/1 Muara Bulian. A descriptive qualitative approach was employed through classroom observations and in-depth interviews with the class teacher. The findings indicate that students generally demonstrate adequate reading and listening skills, yet face significant challenges in speaking, vocabulary mastery, and identifying the main idea of a paragraph. The dominant contributing factors include regional language interference in daily communication, low motivation for writing tasks, and insufficient variation in instructional strategies. The teacher has employed audiovisual media and repetitive exercises; however, limited media availability remains a barrier. This study recommends the implementation of context-based learning models and sustained literacy reinforcement to address the students' language skill gaps.

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