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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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PLURALITAS MAKNA BUDAYA DALAM KAJIAN ANTROPOLOGI POSTMODERNISME Susi Susanti; Mardiyanti; A.Tenri Rama Devi; Kay Ilonka
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

Abstract

This article examines the plurality of cultural meaning within the perspective of postmodern anthropology, exploring how postmodern thought has fundamentally transformed the understanding of culture as a non-singular, unstable system of meaning that is always in the process of negotiation. Through a critical literature review approach, this article traces the theoretical contributions of key thinkers such as Clifford Geertz, James Clifford, George Marcus, Michael Fischer, and Homi K. Bhabha in understanding culture as an arena of contested meanings. The findings demonstrate that postmodern approaches in anthropology not only critique the universalism and objectivism of classical ethnography, but also open new epistemological spaces for understanding hybrid, subaltern, and polyphonic identities in contemporary cultural realities. The article concludes that the plurality of cultural meaning is an inherent condition of human existence that must be acknowledged rather than homogenized.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD (STUDENT TEAMS ACHIEVEMENT DIVISIONS) UNTUK MENINGKATKAN HASIL BELAJAR IPAS SISWA KELAS IV DI UPTD SD NEGERI LABUHAN RATU TIGA: Penelitian Tindikan Kelas Lusi Ratnasari; Bambang Ariyanto; Sulis Anjarwati
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.v12i02.13766

Abstract

This research was motivated by the low IPAS learning outcomes of fourth-grade students at UPTD SD Negeri Labuhan Ratu Tiga, caused by the lack of variation in learning methods and the suboptimal level of active student involvement. This study aims to improve learning outcomes in the IPAS topic "Cerita tentang Daerahku" through the STAD-type cooperative learning model for fourth-grade students at UPTD SD Negeri Labuhan Ratu Tiga. The method used was Classroom Action Research (CAR) consisting of two cycles. The subjects were 26 students, with data collection techniques involving learning outcome tests and observations. The results showed a significant improvement in learning outcomes. In Cycle I, student mastery reached 17 students (65%), which increased to 22 students (85%) in Cycle II, representing a 20% improvement. The conclusion of this study is that the implementation of the STAD model is effective in improving the IPAS learning outcomes of fourth-grade students at UPTD SD Negeri Labuhan Ratu Tiga. Teachers are suggested to implement this model as a learning innovation to enhance student collaboration.
PENERAPAN MEDIA POP UP BOOK DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA SEKOLAH DASAR: SYSTEMATIC LITERATURE REVIEW Dinda Aulia Agustin; Rr. Fiana Sabrina; Sofya Marsa Khairunnisa; Citra Dwi Safitri; Nurlaila Ana
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.v12i02.13767

Abstract

This study aims to determine the effectiveness of implementing Pop-Up Book media in increasing learning motivation of elementary school students. This study uses a qualitative approach with the Systematic Literature Review (SLR) method, which is carried out systematically to identify, evaluate, and synthesize various studies related to the use of Pop-Up Book media in elementary school learning. Data sources were obtained from journal articles, educational reference books, and other scientific studies published in 2021–2026. Data were analyzed using content analysis and interactive qualitative techniques through the stages of data condensation, data presentation, and drawing conclusions. The results show that Pop-Up Book media has a positive effect on learning motivation of elementary school students. This media is able to create a more interactive, interesting, creative, and enjoyable learning atmosphere through three-dimensional visual displays and movable parts. The use of Pop-Up Book media increases student attention, enthusiasm, active questioning, self-confidence, and engagement during the learning process. In addition to increasing learning motivation, this media also helps students understand the material more concretely and improves social interaction between teachers and students. Despite facing several challenges, such as requiring more time, creativity, and cost, Pop-Up Books are still considered effective as an innovative learning alternative that aligns with the developmental characteristics of elementary school students. Therefore, Pop-Up Books are recommended for use in creating active and enjoyable learning.
UPAYA PENGUATAN KEMAMPUAN MENULIS MELALUI KORAN MINI KELAS Dira Annisa; Syafruddin Muhdar; Nofi Hidayanti; Ratih Meiliani; Hilda Raodatul Jannah; Baiq Anggun Maisarah
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.v12i02.13769

Abstract

This study aims to determine the effect of the classroom mini newspaper program on improving reading interest and writing skills of fifth-grade elementary school students. The method used was classroom observation during literacy learning activities. The results showed that the classroom mini newspaper program was able to increase students’ enthusiasm, active participation, and motivation in reading and writing activities. Students demonstrated improvement in poetry writing skills through better diction and meaning delivery. The program was also supported by creative learning strategies, such as quizzes, educational games, teacher guidance, and appreciation for students’ work. Although several challenges were found, including differences in literacy abilities, limited learning time, and students’ lack of self-confidence, teachers were able to overcome them through varied and conducive learning approaches. Therefore, the classroom mini newspaper program proved to be an effective learning innovation in building literacy culture and improving students’ reading interest and writing skills in elementary schools.
IMPLEMENTASI PENILAIAN PEMBELAJARAN HOLISTIK DI MADRASAH IBTIDAIYAH Dela Sevira; Lutviyana Rahmadani; wahyuna fitriyanty; Metha Lanenia; Safar Wardhana; Ahmad Hapi Badali; Ali Iskandar Zulkarnain
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.v12i02.13770

Abstract

Holistic assessment is an important approach in the learning process at Madrasah Ibtidaiyah (MI) because it emphasizes the balanced assessment of cognitive, affective, and psychomotor aspects of students. This article aims to describe the implementation of holistic learning assessment in Madrasah Ibtidaiyah, including the concepts, forms, techniques, and challenges in its application. The method used in this article is library research by examining various books, journals, and scientific articles related to learning assessment in Islamic elementary education. The results show that holistic assessment in MI can be implemented through written tests, oral tests, observations, self-assessment, peer assessment, portfolios, and performance assessments. Holistic assessment helps teachers understand students’ development comprehensively, not only in terms of knowledge but also attitudes, character, and skills. However, the implementation of holistic assessment still faces several challenges, such as limited teacher competence, lack of facilities, and the complexity of the assessment process. Therefore, collaboration between teachers, schools, and parents is needed to support effective and meaningful assessment implementation in Madrasah Ibtidaiyah.
Penggunaan Media Gambar Manipulatif Untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas 2 SD Al-Qur'an Darurrohmah (Full Day School): PTK penelitian tindakan kelas Lili Nurhidayah; Bambang Ariyanto; Erni Mariana
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.v12i02.13774

Abstract

Mathematics learning in grade 2 of Al-Qur'an Darurrohmah Elementary School (Full Day School) still shows low learning outcomes due to the learning process that still does not involve concrete media so that students have difficulty in understanding concepts directly. Therefore, it is necessary to use appropriate learning media, one of which is using manipulative image media. This study aims to improve mathematics learning outcomes through the use of manipulative image media in mathematics subjects in grade 2 of Al-Qur'an Darurrohmah Elementary School (Full Day School). This study uses Classroom Action Research (CAR) which is carried out in two cycles, where each cycle consists of planning, implementation, observation, and reflection stages. The subjects of this study were 19 grade 2 students. Data collection techniques were carried out through observation, interviews, documentation, and learning outcome tests. Data were analyzed descriptively quantitatively and qualitatively. The results of the study showed an increase in student learning outcomes after the use of manipulative image media. Learning completion in cycle I was 58% (11 students completed), then increased in cycle II to 84% (16 students completed). Based on the results of the study, it can be concluded that the use of manipulative image media can improve the mathematics learning outcomes of grade 2 students of SD Al-Qur'an Darurrohmah (Full Day School) in the mathematics subject.
PERSEPSI GURU SEKOLAH DASAR NEGERI 192 PEKANBARU TERHADAP KURIKULUM MERDEKA Wiliya; Zariul Antosa; Erlisnawati
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.v12i02.13775

Abstract

Merdeka Curriculum (Kurikulum Merdeka) is a new curriculum launched by the Indonesian Ministry of Education, Culture, Research, and Technology in 2022 as an enhancement to the 2013 Curriculum, which grants greater flexibility to teachers and schools in designing learning experiences tailored to students' needs. The success of its implementation largely depends on teachers' perceptions as the primary practitioners in the classroom. Teachers' perceptions of this new curriculum are a determining factor in its successful implementation; however, no specific study on this matter at SD Negeri 192 Pekanbaru has previously been conducted. Therefore, this study aims to identify and describe the perceptions of teachers at SD Negeri 192 Pekanbaru toward the Merdeka Curriculum.This study employed a descriptive qualitative approach, with data collected through in-depth interviews, non-participatory observation, and documentation study. The research subjects consisted of six classroom teachers who have implemented the Merdeka Curriculum at SDN 192 Pekanbaru. Data analysis followed the interactive analysis model by Miles and Huberman, encompassing the stages of data collection, data reduction, data presentation, and conclusion drawing. Data validity was ensured through triangulation techniques.The findings reveal that the teachers at SDN 192 Pekanbaru hold a positive-adaptive perception toward the Merdeka Curriculum. First, teachers demonstrate a reasonably good understanding of the core concepts of the Merdeka Curriculum, such as Learning Outcomes (Capaian Pembelajaran/CP), Learning Objectives (Tujuan Pembelajaran/TP), and the Learning Objective Pathway (Alur Tujuan Pembelajaran/ATP), although variation among teachers remains. Second, teachers' perceptions of learning planning are positive; however, a gap exists between conceptual understanding and actual implementation in the preparation of instructional materials. Third, teachers have made efforts to apply student-centered learning models, although the use of IT-based media and differentiated instruction has not been uniformly implemented. Fourth, teachers understand and apply formative assessment, yet the development of Higher-Order Thinking Skills (HOTS)-based instruments still requires improvement. Fifth, perceptions toward the Pancasila Student Profile (Profil Pelajar Pancasila/P5) are the most positive and consistent, with all teachers integrating P5 values into the learning process.
MENGURAI MAKNA DI BALIK HURUF: PENGALAMAN GURU KELAS INKLUSI MENGIDENTIFIKASI DAN MENANGANI MURID DENGAN DISLEKSIA DI SDN 2 NGLANGITAN DWI PUJI RATNAWATI; LIFTIAH; ALI FORMEN
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.v12i02.13777

Abstract

This article describes the real experience of a classroom teacher at SDN 2 Nglangitan, Tunjungan, Blora, in identifying and managing a student with the pseudonym AS who showed symptoms of dyslexia. The main problem faced is the lack of teacher training and special assistance teachers in inclusive elementary schools, especially in rural areas. The purpose of this article is to explore the process of early identification of dyslexia, intervention strategies implemented, obstacles encountered, and positive impacts achieved. The method used is a qualitative case study approach based on direct observation, in-depth interviews with classroom teachers, and analysis of AS's learning documents over a period of two months. The results showed that AS experienced classic symptoms of dyslexia including difficulties distinguishing symmetrical letters (b-d, p-q), reversed reading, very slow reading speed, and a gap between good oral abilities and poor written abilities. The classroom teacher played a strategic role in early identification through systematic observation, simple assessment instruments, and collaboration with parents. Intervention strategies included multisensory methods, differentiated instruction, modification of teaching materials (enlarged spacing, colored paper, font adjustment), additional time, and positive reinforcement. The main obstacles were the lack of special training, limited facilities, large class sizes, and the absence of special assistant teachers. Despite these limitations, the intervention had a positive impact: AS's reading ability began to improve, letter reversal errors decreased, self-confidence increased, and participation in non-reading class activities improved. This experience confirms that classroom teachers can be the frontline in early detection and management of dyslexia even with limited resources, but systematic support from the government is still urgently needed.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) UNTUK MENINGKATKAN HASIL BELAJAR IPAS SISWA KELAS V SDN 21 TEMBAN Nur Haeni; Umiyati Jabri; Saleha
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.v12i02.13778

Abstract

This research was motivated by the low learning outcomes of fifth grade students in Science at SDN 21 Temban. The purpose of this study was to improve student learning outcomes in Science through the application of the Teams Games Tournament (TGT) Cooperative Learning Model. The type of research used was Classroom Action Research (CAR) conducted in two cycles. This study used the Kammis and Mc. Taggart model, which consists of four stages: planning, implementation, observation, and reflection. The subjects of this study were 18 fifth-grade students at SDN 21 Temban, comprising 12 boys and 6 girls. Data collection techniques included observation, testing, and documentation. The results showed that the implementation of the Teams Games Tournament (TGT) cooperative learning model improved learning outcomes. This was evident in the increase in the percentage of students participating in the pre-action phase from 28% to 56% in Cycle I, and to 89% in Cycle II. Therefore, it can be concluded that the implementation of the Teams Games Tournament (TGT) cooperative learning model improved the science learning outcomes of fifth-grade students at SDN 21 Temban.
BUDAYA POSTMODERN DAN ANCAMAN CYBER RISK PADA MAHASISWA DI ERA DIGITAL: PERSPEKTIF MASYARAKAT RISIKO Risna Risna; Ribka Paseno; Elisabeth Ana Herlin; Djoei Andi' Tandingan
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.v12i02.13780

Abstract

The development of digital technology and social media has shaped a postmodern culture that significantly influences students' social lives in the digital era. Social media no longer functions merely as a communication tool, but has become a space for identity construction, social existence, and virtual cultural interaction. This study aims to analyze the relationship between postmodern culture and the emergence of cyber risk among university students through Ulrich Beck's Risk Society perspective and Jean Baudrillard's postmodernism theory. The research employs a descriptive qualitative approach using a literature study method by analyzing journals, books, and previous studies related to digital culture, risk society, and student behavior in cyberspace. The findings indicate that postmodern culture, characterized by hyperreality, digital simulation, and dependence on social media, increases students' vulnerability to various forms of cyber risk, such as cyberbullying, personal data breaches, digital fraud, social media addiction, and Fear of Missing Out (FOMO). From the perspective of risk society, these threats are consequences of technological modernization that produce new forms of social uncertainty in the lives of young generations. This study emphasizes that cyber risk is not merely a technical issue of digital security, but also a socio-cultural phenomenon that requires strengthening digital literacy, media ethics, and students' critical awareness in responding to modern technological developments.

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