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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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TANTANGAN TATA KELOLA SDM DI LEMBAGA PENDIDIKAN ISLAM: ANALISIS KEBIJAKAN PEMBINAAN DAN KARIR Khairunnisa; Titi Kadi
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.v12i02.13802

Abstract

Human Resources (HR) governance is a key determinant of the quality and sustainability of Islamic educational institutions in the era of global competition. However, aspects of teacher development and career development are often hampered by management that is still conventional and not fully adaptive to the demands of modern educational professionalism. This condition results in low effectiveness of teacher management, limited opportunities for competency improvement, and a suboptimal reward and promotion system within Islamic educational institutions. This study aims to analyze the fundamental challenges in teacher development policies and career systems in Islamic educational institutions, particularly madrasas and Islamic boarding schools, while also identifying strategies for developing more professional and sustainable HR governance. The research method used is descriptive qualitative through literature studies and policy analysis by examining various regulations, previous research results, and documents related to the management of Islamic educational HR. The results of the study indicate that the main challenges include: (1) dualism of regulations between government policies and internal foundation policies that often lead to a lack of synchronization in teacher management; (2) the dominance of the service paradigm that tends to ignore aspects of professionalism, welfare, and appreciation for teacher performance; and (3) the absence of a structured, measurable, and transparent career path in the teacher development system. Furthermore, budget constraints, limited access to ongoing training, and minimal competency-based evaluations also hinder teacher quality development. This study concludes that Islamic educational institutions need to transform from family-based management to Competency-Based Human Resource Management (MSDM-BK) while still integrating Islamic values, professionalism, and an adaptive organizational culture. Implementing a planned development system, objective performance evaluation, and clear career development are believed to improve the motivation, loyalty, and quality of educators. This study recommends standardizing the professionalism system for job promotions, developing more transparent teacher career regulations, and allocating a dedicated budget for ongoing teacher competency development to support the overall improvement of the quality of Islamic education.
PENERAPAN PENDEKATAN KOOPERATIF DALAM MENINGKATKAN KEMAMPUAN BERNALAR KRITIS DENGAN MODEL PROBLEM BASED LEARNING PADA SISWA KELAS 7 SMP ST. ANTONIUS NDONA Maria Skolastika Muni
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.v12i02.13806

Abstract

This study aimed to analyze the implementation of a cooperative approach in improving students’ critical reasoning skills through the Problem Based Learning (PBL) method in seventh-grade students of SMP St. Antonius Ndona. The study was motivated by the low level of students’ critical reasoning skills, indicated by limited participation, lack of confidence in expressing opinions, and difficulties in analyzing problems. A cooperative approach integrated with PBL was considered relevant because it encourages student interaction, teamwork, and systematic problem-solving skills. This research employed a descriptive mixed-method approach. Data were collected through pre-test and post-test, observation, interviews, and documentation. The study was conducted at SMP St. Antonius Ndona, Ende Regency, East Nusa Tenggara, from March 25–27, 2026. The results showed a significant improvement in students’ critical reasoning skills, indicated by the increase in the average pre-test score from 61.4 to 82.7 in the post-test. Observation results also revealed improvements in students’ questioning skills, argumentation, group collaboration, and ability to conclude discussion results. Interviews with teachers and students showed positive responses toward the learning process because the classroom atmosphere became more active, participatory, and student-centered. Therefore, the implementation of the cooperative approach through the Problem Based Learning method is effective as an innovative learning strategy to improve students’ critical reasoning skills at the junior high school level.
Analisis Implementasi Perencanaan Pembelajaran Berbasis Pembelajaran Mendalam dalam Meningkatkan Hasil Belajar Siswa pada Kurikulum Merdeka Herniken Iriane Lawani; Williana Simanjorang; Agustini; Anita Candra Dewi
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.v12i02.13807

Abstract

This study aims to analyze the implementation of deep learning-based instructional planning in improving student learning outcomes in the Merdeka Curriculum. Deep learning is an approach that emphasizes conceptual understanding, critical thinking skills, and active student engagement in the learning process. The research method used in this study is library research by examining various relevant literature sources, including books, scientific journals, and supporting documents. The results of the study indicate that systematically designed instructional planning through the formulation of objectives based on Higher Order Thinking Skills (HOTS), the use of active learning models, and the application of authentic assessment can improve students’ cognitive, affective, and psychomotor learning outcomes. In addition, deep learning encourages students to become more active, creative, and capable of solving problems during the learning process. However, its implementation still faces several challenges, such as limited teacher understanding, limited instructional time, and inadequate supporting facilities. Therefore, teacher training, development of teaching modules, utilization of technology, and collaboration among teachers are needed to optimize and sustain the implementation of deep learning in improving the quality of education.
Approaches to Islamic Educational Supervision: A Theoretical Study and Adaptive Implementation in Improving Learning Quality: PENDEKATAN SUPERVISI PENDIDIKAN ISLAM: KAJIAN TEORITIS DAN IMPLEMENTASI ADAPTIF DALAM PENINGKATAN MUTU PEMBELAJARAN Anta Ibnu Marzuq Arum; Ali Muhdi
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.v12i02.13808

Abstract

This study aims to analyze Islamic education supervision approaches, namely directive, non-directive, collaborative, and scientific approaches, theoretically and their adaptive implementation in improving learning quality in Indonesian educational institutions. Using a Systematic Literature Review (SLR) method, this study systematically collected and analyzed 30 relevant sources from national and international academic databases, covering the period 2019–2026. The inclusion criteria encompassed peer-reviewed articles, books, theses, and government regulations related to educational supervision in the Indonesian context. Data analysis was conducted through thematic synthesis by identifying key themes from selected literature. The findings show that each approach has distinct strengths and limitations: the directive approach is effective for beginning teachers with low competency; the non-directive approach promotes professional autonomy for experienced teachers; the collaborative approach builds a professional learning community, while the scientific approach strengthens the objectivity and accountability of supervision through data utilization. In the post-pandemic context facing learning loss and the Merdeka Belajar policy, no single approach is universally superior. This study recommends an Integrative Adaptive Supervision model that combines all four approaches flexibly based on teacher developmental levels, integrating Islamic values—shura, amanah, adl, and ihsan—as ethical filters throughout the supervision process. This model is considered most suitable for the plural Indonesian educational context, especially Islamic educational institutions such as madrasah and Islamic boarding schools. Keywords:
IMPLEMENTASI METODE PERLAFASS TIPKAS DALAM MENINGKATKAN KUALITAS HAFALAN AL-QUR’AN SANTRI DI PONDOK PESANTREN MODERN AL-AZHAR Abd. Azis; Kasuwi Saiban; Umi Salamah
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.v12i02.13809

Abstract

Al-Azhar Modern Islamic Boarding School has a good tartil and tahfidz Al-Qur'an program. Al-Azhar Modern Islamic Boarding School develops a more effective and efficient Qur'an tahfidz program which then produces qualified students in terms of maintaining the memorization of the Qur'an with a method called PERLAFASS TIPKAS and the Islamic Boarding School continues to make improvements and developments related to this method. The purpose of this study includes two things, namely: 1) To describe and analyze the implementation of the PERLAFASS method in the Al-Azhar Modern Islamic Boarding School. 2) Analyze and describe the implications of the implementation of the PERLAFASS TIPKAS method in the Al-Azhar Modern Islamic Boarding School. This research uses a qualitative approach with a case study type of research. The results of the study show that: 1) The implementation of the PERLAFASS TIPKAS method as a whole is carried out through four stages, namely: a) Planning which includes goals, competencies and skills, characteristics of the students, classroom design, learning materials and targets, learning design, time, facilities, and assessment; b) Implementation, including learning steps and classroom management; c) Controlling, including monitoring, reinforcement and adjustments; d) Evaluation, including technical and results.
PENGARUH TEORI HUMANISTIK DALAM PEMBELAJARAN MENDALAM BERBASIS KEARIFAN LOKAL TERHADAP HASIL BELAJAR PELUANG SISWA KELAS VI SEKOLAH DASAR Leila Qodri Yanti Lestari
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.v12i02.13811

Abstract

This study aims to determine the effect of humanistic learning theory based on local wisdom on mathematics learning outcomes, particularly on the lesson of probability, among sixth-grade elementary school students. Low student achievement in mathematics requires educational innovations that can increase engagement and meaningful understanding. Deep learning, linked to humanistic learning theory based on local wisdom, emphasizes the development of the full potential of a student. Furthermore, this approach links academic concepts directly to the local environment. This study employed a quantitative approach, implemented across two distinct sessions with sixth-grade participants. Data collection techniques involved observation sheets and learning achievement tests. The results demonstrated that the application of humanistic learning theory based on local wisdom significantly improved mathematics learning outcomes in the lesson on probability. Therefore, this approach offers an alternative strategy for teaching mathematics on the lesson of probability in a way that is more meaningful and relevant.
THE PROCEDURES OF PHONOLOGICAL MODIFICATION IN THE ENGLISH AND INDONESIAN LANGUAGES Bahagia Saragih; Barli Kifli; Fitria Ningsi; Naulida Situmeang; Novita Icha Pratiwi; Silviana Olivia; Syahrani Fathiansyah Hasibuan; Zaskia Az Zahra Nasution
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.13814

Abstract

Phonological change is commonly experienced by bilingual students who use Indonesian and English in daily communication due to differences in the sound systems of both languages. This study aimed to analyze the phonological change processes experienced by second-semester students at Universitas Negeri Medan in Indonesian and English pronunciation, including the factors influencing these changes and students’ perspectives on phonology learning. This study applied a descriptive contrastive design. The data were obtained from the responses of 10 second-semester students taking Indonesian and English language courses at Universitas Negeri Medan. Data were collected using a structured close-ended questionnaire consisting of several sections related to pronunciation habits, phonological processes, influencing factors, and learning preferences. The collected data were classified based on phonological processes and analyzed descriptively using simple percentages. The findings showed that phonological changes frequently occurred in both languages. In Indonesian, deletion became the most dominant process, especially the omission of final sounds in informal speech. In English, epenthesis frequently appeared when students added vowel sounds to simplify consonant clusters. The study also revealed that first language interference, speaking habits, and limited corrective feedback influenced students’ pronunciation patterns. In addition, most students preferred practical pronunciation learning activities such as speaking exercises and direct correction. These findings imply that improving phonological awareness and providing more pronunciation practice are important to support bilingual learners in developing clearer and more accurate pronunciation.
COGNITIVE LOAD DAN SCAFFOLDING DALAM PEMBELAJARAN HETEROGEN DI PKBM: ANALISIS KETIDAKSESUAIAN DESAIN PEMBELAJARAN DALAM PERSPEKTIF KONSTRUKTIVISME SOSIAL Nur Eni; Farida Febriati
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.v12i02.13815

Abstract

ABSTRACT This study aims to analyze cognitive load and the application of scaffolding in heterogeneous learning at Community Learning Centers (PKBM) from a social constructivist perspective. The study was motivated by the learning conditions at PKBM, which involve students in Programs A, B, and C with diverse abilities, yet still employ a uniform, tutor-centered teaching approach. This study employs a qualitative approach using a case study design through direct observation of the learning process and field notes. Data were analyzed descriptively by relating field findings to cognitive load theory and the concept of scaffolding. The results indicate that a uniform instructional design leads to a mismatch between students’ ability levels and the complexity of the material. Students with low ability experienced cognitive overload due to difficulty understanding the material, while students with high ability experienced underload because the material was considered too easy. Additionally, the dominance of lecture methods and the lack of variety in learning media led to low student engagement in the learning process. The study also found that the application of scaffolding was not yet optimal, so students did not receive learning assistance appropriate to the Zone of Proximal Development (ZPD). Therefore, it is necessary to implement differentiated instruction, use interactive digital media, and employ gradual scaffolding strategies to create a more adaptive and effective learning experience in the context of heterogeneous learning at PKBM. Keywords: Heterogeneous learning, cognitive load, scaffolding, social constructivism, PKBM. ABSTRAK Penelitian ini bertujuan untuk menganalisis beban kognitif (cognitive load) dan penerapan scaffolding dalam pembelajaran heterogen di Pusat Kegiatan Belajar Masyarakat (PKBM) berdasarkan perspektif konstruktivisme sosial. Penelitian dilatarbelakangi oleh kondisi pembelajaran di PKBM yang melibatkan peserta didik Paket A, B, dan C dengan kemampuan yang beragam, namun masih menggunakan pembelajaran yang seragam dan berpusat pada tutor. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus melalui observasi langsung terhadap proses pembelajaran dan pencatatan lapangan. Data dianalisis secara deskriptif dengan mengaitkan temuan lapangan terhadap teori cognitive load dan konsep scaffolding. Hasil penelitian menunjukkan bahwa desain pembelajaran yang seragam menyebabkan ketidaksesuaian antara tingkat kemampuan peserta didik dan kompleksitas materi. Peserta didik dengan kemampuan rendah mengalami cognitive overload karena kesulitan memahami materi, sedangkan peserta didik dengan kemampuan tinggi mengalami underload akibat materi yang dianggap terlalu mudah. Selain itu, dominasi metode ceramah dan penggunaan media pembelajaran yang kurang variatif menyebabkan rendahnya keterlibatan peserta didik dalam proses belajar. Penelitian juga menemukan bahwa penerapan scaffolding belum optimal sehingga peserta didik belum memperoleh bantuan belajar yang sesuai dengan Zone of Proximal Development (ZPD). Oleh karena itu, diperlukan penerapan pembelajaran diferensiasi, penggunaan media digital interaktif, dan strategi scaffolding bertahap untuk menciptakan pembelajaran yang lebih adaptif dan efektif dalam konteks pembelajaran heterogen di PKBM. Kata Kunci: Pembelajaran heterogen, cognitive load, scaffolding, konstruktivisme sosial, PKBM.
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH TERHADAP HASIL BELAJAR PENDIDIKAN PANCASILA SISWA KELAS V SD NEGERI 5 TONJA DENPASAR TAHUN PELAJARAN 2025/2026 Ni Kade Rahayu Antari; I Gusti Ngurah Triyana; I Gede Angga Supriana
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.v12i02.13818

Abstract

The Make A Match type cooperative learning model is a learning model that emphasizes students’ activeness in finding matching pairs of question and answer cards, thereby improving conceptual understanding and learning interaction. The low learning outcomes in Pancasila Education among fifth-grade students at SD Negeri 5 Tonja Denpasar form the background of this study. The purpose of this research is to determine the effect of the Make A Match type cooperative learning model on students’ Pancasila Education learning outcomes. The theories used in this study are cooperative learning theory and learning outcomes theory. This research employed a quantitative method with an experimental design. The population consisted of all fifth-grade students of SD Negeri 5 Tonja Denpasar using a saturated sampling technique. The sample included class VA consisting of 32 students as the experimental class and class VB consisting of 32 students as the control class. Class VA was treated using the Make A Match cooperative learning model, while class VB used conventional learning methods. Data were collected through observation, tests, and documentation, and analyzed using descriptive analysis and inferential statistical tests (independent sample t-test). The results showed that the significance value (2-tailed) was less than 0.05, so H0 was rejected and H1 was accepted, indicating a significant effect of the Make A Match cooperative learning model on the Pancasila Education learning outcomes of fifth-grade students at SD Negeri 5 Tonja Denpasar for the 2025/2026 school year.
KARAKTERISTIK PESERTA DIDIK DAN TIPOLOGI BELAJAR PESERTA DIDIK Marsanda; Ilham; Nur Hikmah; Ahmad Imam Utomo; Indri Amelia Saputri; Ahmad Zulkifli; Kamus
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.v12i02.13820

Abstract

Understanding students students’ characteristics and learning typologies is essential for creating effective, inclusive, and student-centered learning. This study aims to examine visual, auditory, and kinesthetic (VAK) learning styles and their relationship with learning outcomes, learning interest, and innovative learning models in the context of the Independent Curriculum and the digital era. The study uses a library research method by analyzing 10 relevant scientific journal articles.The findings show that the VAK learning typology remains relevant, although the dominant learning style varies depending on age and learning context. Visual and kinesthetic styles tend to have a positive relationship with learning outcomes in digital environments, while auditory learning styles show varied results. In addition, differentiated learning, flipped classroom, and adaptive game-based learning are effective in accommodating diverse learning styles. Therefore, identifying students’ learning typologies is an important step in developing adaptive and personalized learning for the 21 st century

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