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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 10,963 Documents
 976   977   978   979   980 
Analisis Implementasi Model Pembelajaran Inkuiri Dalam Mengembangkan Keterampilan Proses Sains Pada Pembelajaran IPA di SD Swasta Pelangi Medan Yoslin Wijaya; Nurhairani; Elvi Mailani; Fahrur Rozi; Laurensia Masri Perangin-angin
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16779

Abstract

This qualitative case study at Pelangi Private Elementary School Medan examines the integration of inquiry learning in science, its impact on students' Science Process Skills (SPS), and its institutional factors. Utilizing interviews, observations, and documentation from the principal, fourth-grade teacher, and students, data were analyzed via the Miles, Huberman, and Saldaña framework. Findings reveal that the structured inquiry stages—from problem presentation to drawing conclusions—significantly enhanced students' SPS, particularly in formulating hypotheses, controlling variables, and conducting experiments. Teacher readiness, adequate facilities, and student enthusiasm acted as key facilitators. Conversely, limited prior knowledge, restricted instructional time, and low learning independence emerged as primary barriers. Ultimately, this study demonstrates that inquiry learning effectively develops students' SPS, provided that continuous teacher scaffolding is maintained.
ANALISIS MODUL AJAR DAN PEER TEACHING PADA PEMBELAJARAN SEJARAH KEBUDAYAAN ISLAM DI MADRASAH IBTIDAIYAH Yuliana Nur Rahmawati; Maulidya Azzahra; Naurah Salma; Hasna Karima; Ely Mufidah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16780

Abstract

Pembelajaran Sejarah Kebudayaan Islam (SKI) pada jenjang Madrasah Ibtidaiyah menuntut penggunaan strategi yang mampu menumbuhkan partisipasi aktif dan pemahaman mendalam siswa. Namun, berbagai penelitian menunjukkan bahwa pembelajaran SKI masih didominasi metode ceramah sehingga belum mengoptimalkan potensi siswa. Penelitian ini bertujuan menganalisis konsep modul ajar dan strategi peer teaching sebagai pendekatan pembelajaran yang dapat meningkatkan efektivitas pengajaran SKI. Penelitian ini menggunakan metode studi pustaka dengan menelaah buku, kurikulum, artikel ilmiah, serta hasil penelitian terdahulu yang relevan. Analisis dilakukan melalui proses identifikasi, kategorisasi, dan penafsiran literatur untuk memperoleh pemahaman teoretis yang komprehensif. Hasil penelitian menunjukkan bahwa modul ajar memberikan struktur yang jelas, memfasilitasi diferensiasi, serta membantu guru merancang aktivitas pembelajaran sesuai capaian kompetensi. Sementara itu, peer teaching mampu meningkatkan interaksi, kepercayaan diri, dan pemahaman siswa melalui aktivitas belajar kolaboratif. Integrasi keduanya berimplikasi pada penguatan pembelajaran SKI yang lebih aktif, bermakna, dan berpusat pada peserta didik. Temuan ini diharapkan dapat menjadi dasar pengembangan strategi pembelajaran inovatif bagi guru SKI di Madrasah Ibtidaiyah.
PENDIDIKAN ANAK BERKEBUTUHAN KHUSUS ADHD (Attention Deficit Hyperactivity Disorder) (GANGGUAN PEMUSATAN PERHATIAN DAN HIPERAKTIVITAS) DI SEKOLAH DASAR Ina pujiyanti; Liftiah; Ali Formen
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.v12i02.16781

Abstract

ABSTRACT Children with ADHD (Attention Deficit Hyperactivity Disorder) require educational services that are adaptive, structured, and responsive to their behavioral and learning needs. ADHD is a neurodevelopmental disorder characterized by difficulties in maintaining attention, hyperactive behavior, and impulsivity that affect academic achievement, social interaction, and emotional development. This article aims to describe the characteristics, learning barriers, educational strategies, and the role of teachers and parents in supporting children with ADHD in elementary schools. This study used a qualitative descriptive approach through a literature review method. Data sources were obtained from books, scientific journals, educational regulations, and references related to inclusive education and special needs education. Data were analyzed descriptively through stages of data reduction, data presentation, and conclusion drawing. The results of the study indicate that children with ADHD generally experience difficulties in concentrating, controlling impulses, sitting calmly for long periods, completing assignments independently, and maintaining social relationships with peers. In the learning process, children are easily distracted by surrounding stimuli and often display disruptive behaviors in the classroom. Therefore, schools need to create structured learning environments, provide adaptive teaching methods, use positive behavioral support, and offer emotional assistance. Teachers play a significant role in improving students’ concentration, self-control, social interaction, and academic achievement through engaging, student-centered, and varied instructional approaches. Collaboration between teachers, parents, and the school environment is also essential in supporting the optimal development of children with ADHD. Proper educational support can help children with ADHD develop academic competence, emotional regulation, social skills, independence, and self-confidence optimally within inclusive education settings. Keywords: ADHD, inclusive education, elementary school, children with special needs, hyperactivity
PENGEMBANGAN KREATIVITAS ANAK USIA DINI MELALUI FINGER PAINTING KOLABORATIF DI TAMAN KANAK-KANAK PERMATA BUNDA ARGAMAKMUR Suherawati; Syahrul Ismet
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16782

Abstract

This study was motivated by the low level of children's creativity in learning activities at Permata BundaKindergarten, Argamakmur, as indicated by their limited ability to explore colors, develop ideas, create independent artwork, and produce varied works. The study aimed to improve children's creativity through collaborative finger painting activities. This study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, which was conducted in two cycles consisting of planning, action, observation, and reflection. The participants were 15 children in Group B. Data were collected through observation and documentation and analyzed using descriptive and quantitative techniques. The findings revealed that collaborative finger painting effectively improved children's creativity, with creativity scores increasing from 20% in the pre-action stage to 60% in Cycle I and 80% in Cycle II, reaching the Developing as Expected category. The improvement was reflected in the children's ability to explore colors, create unique artwork, add details, and produce various shapes and patterns. Therefore, collaborative finger painting can be used as an effective, enjoyable, and child-centered learning strategy to foster creativity in early childhood education.
THE RELATIONSHIP BETWEEN READING INTEREST AND MOTIVATION TO LEARN IN IMPROVING ACADEMIC ACHIEVEMENT Donald Samuel Slamet Santosa; Ramadhan Panji Baskoro
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16783

Abstract

This study aims to examine the relationship between reading interest and Motivation to Learn on the Academic Achievement of third-grade students at SDN Jatibaru 02, Cikarang. A quantitative method with a descriptive associative approach was employed. The population and sample comprised all 47 third-grade students. Data were collected using a Likert-scale questionnaire to measure reading interest and Motivation to Learn, along with academic records to assess Academic Achievement. Instrument validity was tested using Pearson correlation, and reliability was assessed with Cronbach’s alpha. Classical assumption tests included normality, multicollinearity, heteroscedasticity, and autocorrelation. Data analysis was conducted using multiple linear regression. The results reveal that, partially, reading interest does not have a significant effect on Academic Achievement, whereas Motivation to Learn exerts a positive and significant influence. Simultaneously, reading interest and Motivation to Learn together explain approximately 44.5% of the variance in students’ Academic Achievement, with the remaining 55.5% attributed to factors outside the model. These findings underscore the critical role of Motivation to Learn as the primary driver of academic success and highlight the need to enhance literacy programs integrated with motivational strategies to more effectively support improvements in academic performance.
UPAYA MENINGKATKAN KETERAMPILAN MEMBACA PEMAHAMAN KREATIF TEKS SASTRA PADA PESERTA DIDIK KELAS IV SDN DUREN SAWIT 02 MELALUI MODEL COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) Tania Puti Khansa; Juhana Sakmal; Indah Wardatussa’idah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16784

Abstract

This study aims to improve creative reading comprehension skills in literary texts among fourth-grade students (Class IV-A) of SDN Duren Sawit 02 through the Cooperative Integrated Reading and Composition (CIRC) model. This research is a classroom action research study employing the Kemmis and McTaggart model, conducted over two cycles, with each cycle consisting of four stages: planning, implementation, observation, and reflection. The research subjects were 32 students of Class IV-A at SDN Duren Sawit 02. The study was conducted during the even semester of the 2025/2026 academic year. Research data were collected through tests, observation, and documentation. The results indicate an improvement in students' creative reading comprehension skills in literary texts. In Cycle I, 21 students achieved a score of ≥68, representing 65.62%, with teacher activity implementation reaching 77.5% and student activity reaching 76.7%. In Cycle II, the number of students achieving a score of ≥68 increased to 28 students, or 87.5%, with teacher activity implementation at 89.2% and student activity at 87.5%. Therefore, the implementation of the CIRC model can improve students creative reading comprehension skills in literary texts (short stories).
URGENSI PENGEMBANGAN SARANA DAN PRASARANA BOLA VOLI DALAM MENDUKUNG PEMBELAJARAN PADA PROGRAM STUDI PENDIDIKAN KEPELATIHAN OLAHRAGA UNIVERSITAS MUHAMMADIYAH BONE Andi Sri Rafiqa Hayu; Nurfadilla; Muh Surya Akbar; Roy Kamaruddin; Sri Suciangriani; Dian Febrianti; Sherli; Safril; Muh Aldi; Arfin Patikawa Purna
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16785

Abstract

This study aims to examine the urgency of developing volleyball facilities and infrastructure to support the learning process in the Sports Coaching Education Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Bone. This study employed a qualitative approach using a descriptive method. The research informants consisted of the Head of the Study Program, the volleyball course lecturer, students, and the facilities and infrastructure manager. Data were collected through observation, interviews, and documentation. The data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The credibility of the findings was ensured through source and technique triangulation.The findings indicate that volleyball facilities and infrastructure are essential in supporting the effectiveness of the learning process. The availability of volleyball courts, nets, balls, and supporting training equipment was found to facilitate students' understanding of volleyball techniques and coaching practices. However, the study also identified limitations in the quality and quantity of the existing facilities, indicating the need for further development. The development of volleyball facilities and infrastructure is therefore considered an important priority for improving the quality of learning and supporting the implementation of practical courses within the study program.In conclusion, the development of volleyball facilities and infrastructure is a fundamental requirement for supporting the learning process in the Sports Coaching Education Study Program at Universitas Muhammadiyah Bone. Sustainable support and commitment from both the study program and the university are therefore needed to improve the availability and quality of these facilities, thereby enhancing the quality of educational services and strengthening the implementation of sports coaching education.
OPTIMALISASI SARANA DAN PRASARANA SEPAK BOLA SEBAGAI PENUNJANG PEMBINAAN ATLET MUDA BERPRESTASI Andi Sri Rafiqa Hayu; Andi Muhammad Fatir; Ade Ananda; Nabila; Andi Zulqadri; Suci Rahmadani; Dandi Ibrahim; Nurlindah; Fadil; Rifaldi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16786

Abstract

Developing young athletes is a crucial factor in improving sports performance, particularly in soccer. The success of the development process is determined not only by the quality of the coach and training program, but also by the availability and management of adequate facilities and infrastructure. Standard facilities and infrastructure can support effective training, improve technical skill mastery, and create a safe and comfortable training environment for young athletes. This article aims to examine the importance of optimizing soccer facilities and infrastructure to support the development of high-achieving young athletes. The method used is a literature review, reviewing various scientific sources, including journals, books, and documents relevant to the research topic. The results of the study indicate that optimizing soccer facilities and infrastructure plays a crucial role in improving the quality of the training process, supporting the development of athletes' technical, physical, tactical, and mental abilities, and minimizing the risk of injury. Furthermore, proper facility management and maintenance can increase training motivation and support the ongoing success of athlete development programs. Therefore, optimizing soccer facilities and infrastructure is a crucial aspect that needs to be considered in developing young athletes capable of achieving success at the regional, national, and international levels.
EFEKTIVITAS PELATIHAN INTENSIF MAKHARIJUL HURUF DAN HUKUM TAJWID DALAM MENINGKATKAN KETEPATAN PELAFALAN AYAT AL-QUR'AN PADA PESERTA DIDIK KELAS III SD PLUS MARHAMAH Rina Windari; Martin Kustati; Nana Sepriyanti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.16787

Abstract

The ability to read the Qur'an correctly in accordance with makharijul huruf (articulation points of Arabic letters) and the rules of tajwid is a fundamental competency that students must possess. However, errors in pronouncing hijaiyah letters and applying tajwid rules are still prevalent among third-grade students of SD Plus Marhamah, resulting in suboptimal accuracy of Qur'anic recitation. This study aims to determine the effectiveness of intensive training in makharijul huruf and tajwid rules in improving the accuracy of Qur'anic verse pronunciation. A quantitative approach with a quasi-experimental one-group pretest-posttest design was employed. Thirty third-grade students were selected through total sampling as research subjects. Data were collected through practical Qur'an reading tests, assessed using a validated rubric instrument covering makharijul huruf accuracy, tajwid application, reading fluency, and overall pronunciation. Data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, the Paired Sample t-Test, and N-Gain Score analysis. Results revealed a significant improvement in students' Qur'an reading accuracy, with the mean score rising from 66.20 (pretest) to 87.53 (posttest). The Paired Sample t-Test yielded a significance value of 0.000 (p < 0.05), indicating a statistically significant difference before and after training. The N-Gain Score of 0.63 placed the intervention in the moderately effective category. These findings demonstrate that intensive training in makharijul huruf and tajwid rules is an effective instructional strategy for improving Qur'anic pronunciation accuracy among elementary school students.
PENDIDIKAN TRANSAKSIONAL SEBAGAI MODEL INTERAKSI: KAJIAN INTERDISIPLINER PENDIDIKAN DAN HUKUM Angga Galucci; Muhlis Muhlis; Muhammad Aulia Rahman
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.v12i02.16788

Abstract

This study aims to analyze transactional education as an interaction model between teachers and students from both pedagogical and juridical perspectives. Transactional education is understood as a reciprocal communication process that emphasizes active participation from both parties. The research method employed a qualitative approach with a case study in secondary schools, using observation, interviews, and documentation. The findings reveal that transactional education fosters a democratic learning atmosphere, enhances student motivation, and strengthens teacher-student relationships. Nevertheless, its implementation faces challenges such as differences in student characteristics and power dynamics within the classroom. From a juridical standpoint, transactional education has clear legal legitimacy through Law No. 20 of 2003 on the National Education System and Law No. 14 of 2005 on Teachers and Lecturers. These regulations affirm students’ rights to actively participate and teachers’ obligations to conduct professional and ethical teaching. Therefore, transactional education can be regarded as an interaction model that is pedagogically relevant and legally valid.

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