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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 11,361 Documents
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STRATEGI ADAPTIF GURU KELAS DALAM MENGEMBANGKAN EFIKASI PADA PENYELENGGARAAN SEKOLAH INKLUSI TANPA GURU PENDAMPING KHUSUS Mardianti Dwiardhany; Liftiah Liftiah; Ali Formen
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.v12i02.14553

Abstract

The implementation of inclusive education in Indonesia continues to face a significant structural challenge, namely the acute shortage of Special Assistance Teachers (GPK). This condition places classroom teachers as the frontline of inclusive services without adequate professional support, forcing them to develop their own strategies to maintain teaching effectiveness. This study aims to explore the adaptive strategies employed by classroom teachers to develop and sustain their self-efficacy in managing inclusive classes without GPK. A qualitative phenomenological approach was adopted, selecting six classroom teachers from public elementary schools in three schools of Blora Central Java through purposive sampling. Data collection involved semi-structured in-depth interviews and participatory observation, analyzed using the thematic analysis framework of Braun and Clarke. The findings reveal five main adaptive strategies: simplification and concrete visualization of instructional materials, flexible learning management through time modification, spontaneous instructional improvisation to address challenging behaviors, extensive informal collaboration with parents and colleagues, and self-reflective practices as a continuous learning mechanism. These strategies operate as a self-driven support system that sustains teacher self-efficacy, even without formal GPK assistance. This study concludes that the sustainability of inclusive education heavily relies on the development of a systematic support ecosystem, including continuous training and mental health services for teachers.
PEMBELAJARAN MENDALAM SEBAGAI STRATEGI PENGUATAN PENDIDIKAN INKLUSIF BAGI ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR Enny Khoirun Nihaya; Tri Joko Raharjo; Liftiah; Ali Formen
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.v12i02.14554

Abstract

Inclusive education is an effort to provide equal educational services for all students, including children with special needs. In its implementation, inclusive education requires learning strategies that are able to accommodate the diverse characteristics and learning needs of students. One approach that can support the success of inclusive education is deep learning, which emphasizes active engagement, meaningful understanding, and the development of students’ critical thinking and collaborative skills. This study aims to describe the implementation of deep learning as a strategy to strengthen inclusive education for children with special needs in elementary schools. The study employed a qualitative approach with a descriptive research design. The research subjects consisted of classroom teachers, special assistant teachers, school principals, and students with special needs in inclusive elementary schools. Data were collected through observation, interviews, and documentation. Data analysis used the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results showed that the implementation of deep learning was carried out through active, collaborative, contextual learning and differentiated instruction based on students’ needs. Deep learning was able to improve learning participation, social interaction, self-confidence, and understanding of learning materials among children with special needs. However, its implementation still faced several obstacles, such as limited teacher understanding, inadequate learning facilities, and challenges in managing inclusive classrooms. Therefore, support from schools, improvement of teacher competencies, and collaboration with parents are needed to optimize the implementation of inclusive education in elementary schools.
PELAKSANAAN PEMBELAJARAN IPAS KELAS III DALAM KURIKULUM MERDEKA DI SEKOLAH DASAR Indri Mulya Sari; Febrinia Dhea Yurista; Mochamad Raihan Syafe'i; Muhammad Imaduddin; Arif Mahya Fanny
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.v12i02.14558

Abstract

This study aims to explain how science learning is implemented for third-grade elementary school students based on the Independent Curriculum. This study used a descriptive qualitative approach. Data were collected through observation, semistructured interviews with class teachers, and document analysis, including teaching modules and learning activity notes. Data analysis was conducted using the interactive model by Miles, Huberman, and Saldana. This process includes data reduction, data presentation, and conclusions and verification. Data validity was guaranteed through technical triangulation. This research was conducted at SDN Jambangan with the class teacher, Mrs. Yenny Eka. The research showed that the implementation of science learning for third-grade students under the Independent Curriculum used a structured open module. The module contained Learning Outcomes, Learning Objectives, and Learning Objective Flow. Teachers used scientific methods, active learning strategies, local wisdom, and differentiated learning through remedial and enrichment programs. The use of media and learning resources was considered very good, but teacher preparation and assessment tools still need improvement. Therefore, joint support from schools, education offices, and teachers is needed to maximize the implementation of third-grade science and education learning within the Independent Curriculum in elementary schools.
PENGARUH KEMAMPUAN MANAJERIAL KEPALA SEKOLAH DAN KOMPETENSI PEDAGOGIK GURU TERHADAP PRESTASI BELAJAR SISWA SMA NEGERI SE-CABANG DINAS PENDIDIKAN WILAYAH IX Sakto Frans Situmorang; Robert Juni Tua Sitio; Bernard Bistok Lubis; Binur Panjaitan; Junjungan Simorangkir
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.v12i02.14559

Abstract

This study aimed to determine and analyze the positive and significant influence of principals’ managerial abilities and teachers’ pedagogical competence on students’ learning achievement in public senior high schools under the Regional Education Office Branch IX of North Sumatra. The research employed a descriptive quantitative method. The population consisted of 490 students from SMA Negeri 1 Pakkat, SMA Negeri 1 Parlilitan, and SMA Negeri 1 Tarabintang, with a sample of 74 students or 15% of the population. Instrument testing was conducted on 30 students outside the research sample, and all research instruments were declared valid and reliable. Data were collected through a closed-ended questionnaire consisting of 45 items. The results showed that principals’ managerial abilities had a positive and significant effect on students’ learning achievement, with an Fcount value of 30.868 > Ftable 3.15 and a contribution of 30%. Teachers’ pedagogical competence also had a positive and significant effect on students’ learning achievement, with an Fcount value of 46.118 > Ftable 3.15 and a contribution of 39%. Simultaneously, principals’ managerial abilities and teachers’ pedagogical competence had a positive and significant effect on students’ learning achievement, with an Fcount value of 27.831 > Ftable 3.15 and a contribution of 43.9%. Therefore, the research hypothesis was accepted and H0 was rejected.
PENGARUH KEPEMIMPINAN TRANSFORMASIONAL, BUDAYA ORGANISASI SEKOLAH, DAN KOMPENSASI GURU TERHADAP KINERJA GURU DI SEKOLAH MENENGAH KEJURUAN PARAWISATA KOTA TANGERANG SELATAN Desnimar; Lili Nurlaili; Surasni
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.v12i02.14560

Abstract

This study aims to analyze the influence of organizational culture of transformational leadership and teacher compensation partially or simultaneously on teacher performance at Tourism Vocational High School in South Tangerang City. The research approach used is quantitative with associative method. The population in this study were all teachers in South Tangerang City. with a sample of 135 respondents. Data collection techniques were carried out through questionnaires with Likert scale instruments that have been tested for validity and reliability. Data analysis includes classical assumption tests and multiple linear regression analysis using SPSS software version 27. The results of the study indicate that partially, there is a positive and significant influence of transformational leadership on teacher performance with the equation model Y = 1.399 + 0.917 X1. Organizational Culture is also proven to have a positive and significant influence on teacher performance with the model Y = 1.399 + 0.993 X2. Likewise, teacher compensation has a positive and significant influence on teacher performance through the equation model Y = 1.399 + 0.214 X3. Simultaneously, these variables contribute a very strong influence on teacher performance. As an illustration, the correlation test between organizational culture, infrastructure, and the work environment collectively showed a 90.0% contribution to teacher performance, while the remaining 10.0% was influenced by factors outside the research variables. This indicates that effective teacher performance improvement can be achieved through strengthening the highly influential organizational culture, providing adequate infrastructure, and continuously improving the work environment.
MENGENAL KONSEP PENDIDIKAN KARAKTER: SEBUAH TINJAUAN KONSEPTUAL Lisa Mayang Sari; Ghina Dwi Fadel; Mulyadi; Rivana Valentina; Mutia Puspa Hidayah; Weni Yulastri
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.v12i02.14562

Abstract

Education is essentially a dynamic process that focuses not only on intellectual intelligence but also on moral maturity and the formation of noble character. In the modern era, the rapid flow of globalization triggers moral degradation, which poses a real threat to the younger generation if not fortified with a strong spiritual and ethical foundation. This study aims to comprehensively examine the concept, objectives, urgency, and implementation strategies of character education, particularly at the elementary education level. The research method used is a literature review conducted by systematically collecting, analyzing, and synthesizing qualitative data from various books and relevant scientific articles. The results show that character is not a static, innate aspect, but rather a personal quality that can be forged and intentionally changed through appropriate environmental interventions. The implementation of character education targets two main subjects in schools: students and educators. For students, the focus of development is directed towards religious values, honesty, discipline, responsibility, cooperation, and independence. Meanwhile, for educators, strategies for instilling values ​​are implemented through modeling, habituation, curriculum integration, developing a positive school culture, and collaboration with parents. Specifically, at the elementary school level, strengthening independent character and moral development can be realized through digital literacy-based assignments, stimulating independent creativity, and creating classroom learning contracts.
PENGEMBANGAN KOMPETENSI GURU UNTUK MEMPERKUAT MUTU KERJA LEMBAGA PENDIDIKAN ISLAM Muhammad Ali Murtadho; Zainal Berlian; Baharuddin
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.v12i02.14563

Abstract

This study aims to examine teacher competency development in strengthening the work quality of Islamic educational institutions. The research employed a qualitative approach using a library research method. Data were collected from books, scientific journals, and relevant studies, then analyzed using content analysis techniques. The findings show that teacher competency development is carried out through training, workshops, continuing education, teacher forums (MGMP), and spiritual as well as personality development programs. Supporting factors include institutional policies, leadership, conducive work environments, and the use of technology, while inhibiting factors include limited facilities, high workloads, low motivation, and unsustainable programs. Teacher competency development significantly affects learning quality, teacher performance, and the overall work quality of Islamic educational institutions. Therefore, teacher competency development should be implemented systematically and sustainably as a strategy to improve the quality of Islamic education.
PENGARUH PENGGUNAAN GADGET TERHADAP HASIL BELAJAR ANAK USIA SD Rara Aulia Fitri; Anggun Pasesa Nst; Elfia Sukma; Inggria Kharisma
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.v12i02.14566

Abstract

Rapid technological advancements have given rise to a variety of modern electronic devices known as gadgets. Initially, these devices were primarily used by adults as communication tools and sources of information. However, over time, gadget use has expanded beyond adults to include children, including elementary school children (SD), aged 6 to 12. This phenomenon has a two-way impact. On the one hand, gadgets provide easy access to various information sources and can be used as interactive learning media. On the other hand, uncontrolled gadget use has the potential to reduce children's concentration, diminish their interest in learning, and even lead to a decline in academic achievement. Therefore, parental involvement in supervising and guiding children in their gadget use is crucial and cannot be ignored.
PENERAPAN MODEL PEMBELAJARAN NUMBERED HEADS TOGETHER UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA PESERTA DIDIK Ardella Angeliani; Totok Victor Didik Saputro
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.v12i02.14567

Abstract

This study addresses the low mathematics learning outcomes observed among Grade III A students at SDN 09 Rangkang, where the class average was 55.48 and only 29.03% of students achieving the Minimum Completeness Criterion (KKM) of 70 during the pre-cycle assessment. This study aimed to improve these outcomes through the implementation of the Numbered Heads Together (NHT) cooperativelearning model. This research is a Classroom ActionResearch (CAR) conducted in two cycles, each consisting of three meetings with planning, implementation, observation, and reflection stages. The participant were 31 Grade III A students of SDN 09 Rangkang for the 2025/2026 academic year. Data were throught learning achievement tests, teacher and student activity observations, and documentation. The findings revealed significant improvement: the pre-cycle average of 55.48 increased to 61.61 in Cycle I with 45.16% completeness, and further increased to 81.45 in Cycle II with classical completeness of 90.32%, surpassing the established success indicator of 80%. These result indicate that the NHT cooperative learning model effectively enhances students mathematics learning outcomes.
ANALISIS KESALAHAN BAHASA MAHASISWA DALAM PENULISAN LAPORAN PRAKTIKUM KIMIA Septiani Tamba; Nova Sintia Nainggolan; Tiara Simanjuntak; Revalina Sianturi; Ririn Natasya Sinaga; Patrick Five Hutabarat
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.v12i02.14568

Abstract

This study aims to describe the forms of language errors made by students in writing laboratory reports. The aspects analyzed include spelling errors, punctuation, the use of standard words, ineffective sentences, and scientific language. This study uses a qualitative descriptive method with an error analysis approach. The research data consisted of students' laboratory reports obtained through documentation techniques. The results of the study show that the most dominant errors occur in the use of spelling and ineffective sentences. In addition, the use of non-standard words and inappropriate scientific language was still found. These errors are caused by students' lack of understanding of language rules and the influence of everyday language use in writing scientific papers.

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