Jurnal Didaktika Pendidikan Dasar
Jurnal Didaktika Pendidikan Dasar is a leading peer-reviewed and open-access journal, which publishes high-quality and innovative scientific work at the forefront of all sciences in the form of interdisciplinary research and book reviews in the field of basic education. This journal is published by the Directorate GTK Pendidikan Dasar, Ministry of Education and Culture of the Republic of Indonesia, and published three times a year (March, July, and November) with E-ISSN: 2746-0525 and P-ISSN: 2580-006X. The main objective of this journal is to publish scientific papers in the field of basic education from teachers, school principals, supervisors, and other educational personnel (such as school administration staff, laboratory staff, library staff), as well as observers of basic education. Jurnal Didaktika Pendidikan Dasar offers open access to its content is licensed under a CC-BY-SA or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly works.
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<![CDATA[Peningkatan Aktivitas dan Hasil Belajar IPA pada Siswa SMP Melalui Model Discovery Learning ]]>
<![CDATA[Eko Purwanti]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 6 No 1 (2022): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v6i1.306
<![CDATA[Conventional learning makes students quickly bored and not interested in taking part in learning optimally. This can lead to low student activity and participation in learning. The problem is how the discovery learning model can activate students and improve their learning outcomes? The purpose of this study was to (1) increase learning activities in magnetic material through learning with the discovery learning model in class IXE students of SMP N 2 Pringapus in the 2019/2020 academic year; (2) increase learning outcomes in magnetic materials through discovery learning models in class IXE students of SMP N 2 Pringapus in the 2019/2020 academic year.The results showed that learning with the discovery learning model can increase student learning activities through participation in learning by 85.83%, an increase in learning activities by 40.83%, and can improve student learning outcomes in class IXE in the academic year of SMP N 2 Pringapus in 2019/2020. amounted to 24.59%.]]>
<![CDATA[Penerapan Live Worksheet pada Model Pembelajaran Flipped Learning untuk Meningkatkan Hasil Pembelajaran Peserta Didik ]]>
<![CDATA[Ponco Dewi Retno]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 6 No 1 (2022): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v6i1.366
<![CDATA[Learning at SD N 6 Getas in a pandemic condition is carried out online, but the activeness of students in learning is low which causes student learning outcomes to be low, so it is necessary to research the application of live worksheets in the flipped learning model to improve student learning outcomes. The purpose of this study was to determine the increase in student learning outcomes and to know the implementation of learning by applying a live worksheet to the flipped learning model. This research is a classroom action research with the subjects of this research are students in grade 5 SD N 6 Getas, Kec. Singorojo Kendal academic year 2020/2021. This research in the subject of action is mathematics material building space. The research instruments included teacher observation sheets, students, test questions, and documentation. The results of this study are the application of a live worksheet in the flipped learning model can improve student learning outcomes, this is evidenced by the increase in learning outcomes in cycle 1 and cycle 2. In cycle 1 achieved 75% classical completeness with an average of 75, and cycle 2 reached 84% with an average of 80.5. The conclusion of this study is that the application of a live worksheet in the flipped learning model can improve student learning outcomes.]]>
<![CDATA[Project Based Learning pada Literasi Sains Berbasis Budaya Lokal Bahari dengan Penggunaan Alat Wind Detection ]]>
<![CDATA[Eka Candra Kahiking]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 6 No 1 (2022): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v6i1.428
<![CDATA[The natural phenomenon of the sea about the wind that is still not taken up in science learning and learning media is needed. To understand the phenomenon, scientific literacy is needed, it is necessary for the creativity of the teacher. The aim is to improve students' scientific literacy skills and obtain teaching aids that can be used in local maritime and 21st-century culture-based learning. Learning activities are carried out using a project-based learning model combined with scientific literacy stages using a Bluetooth digital wind detection tool. learning media is developed and validated by experts, learning stages are developed according to needs, scientific literacy skills are obtained based on observations of scientific literacy skills, interviews, response questionnaires, and product assessments at 80 to 100%, are in the good and very good categories. It is concluded that this learning innovation can improve students' scientific literacy skills, and produce teaching aids that utilize local culture based technology according to the demands of the 21st century learning that can be used in science learning in everyday life to help the community.]]>
<![CDATA[Efektivitas Penggunaan Teknik Pembelajaran Google Classroom Berbantuan Whatsapps dalam Pembelajaran IPA ]]>
<![CDATA[Sunaryo Romli]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 6 No 1 (2022): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v6i1.455
<![CDATA[Scientific numeracy literacy is the knowledge and ability to use a variety of numbers and symbols related to basic mathematics to solve practical problems in various contexts of everyday life. Numerical literacy also includes the knowledge and skills to analyze scientific information presented in various forms (graphs, tables, charts, etc.) and then use the interpretation of the results of the analysis to predict and draw conclusions and decisions. This study aims to determine the effectiveness of learning using Google Classroom (GCR) assisted by WhatsApp (WA) on the scientific numeracy literacy skills of students in the Caloric material. Type of this research is development research using the ADDIE model with the type of research design pretest-posttest one group design involving 2 classes of seventh grade students consisting of 50 students in a junior high school in Bandar Lampung City. The research instrument was in the form of a scientific numeracy literacy test for the Caloric material. Data analysis using n-gain test. The results of the scientific numeracy literacy test showed that learning using Google Classroom assisted by WhatsApp obtained n-gain values in the experimental class of 0.66 and 0.57 (medium category). These results indicate that the learning technique using Google Classroom assisted by WhatApps is effectively used in online learning during the Covid 19 pandemic.]]>
<![CDATA[Pengembangan Literasi Numerasi Berbantuan Aplikasi Etnomatematik Puzzle Game pada Pembelajaran Matematika di Sekolah Perbatasan ]]>
<![CDATA[Niken Eka Priyani]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 6 No 1 (2022): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v6i1.536
<![CDATA[Learning mathematics is considered difficult by students of Sekolah Dasar Negeri 29 Idai, so it needs to be a concern for teachers, especially now that numeracy literacy has become a benchmark for the success of the minimum competency assessment (AKM), where students must prepare themselves to take part in the AKM process. This study aims to develop an Ethnomatematical Puzzle Game learning application, namely to improve numeracy literacy results through the use of the Ethnomathematics Puzzle Game application. The research and development (R&D) method used is the Hannafin & Peck model with three stages, namely; 1) needs assessment; 2) design stage; and 3) development and evaluation. Based on the results of media experts and peer reviews, it is known that the media is categorized as feasible and can be used for learning, and the test results show that 84.64% of students are complete in learning. So it can be concluded that the application of ethno mathematical puzzle games can help understanding and improve students' numeracy literacy in mathematics subjects.]]>
<![CDATA[Penerapan Problem Based Learning Terintegrasi STEAM untuk Meningkatkan Kemampuan 4C Siswa ]]>
<![CDATA[Angga Angga]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 6 No 1 (2022): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v6i1.541
<![CDATA[This research based on the findings which showed that the 4C (Communication, Collaboration, Creativity and Innovation, Critical Thinking and Problem Solving) skills of third grade students at SDN 1 Sukarame. The purpose of this research is to improve the students 4C skills. The learning models that can improve students 4C skills to have 4C skills is the Problem Based Learning (PBL) model. The learning approach that can be integrated with the PBL model is the STEAM approach (Science, Technology, Engineering, Art, Mathematics). The method used in this research is a quantitative method, while the design used is Classroom Action Research (CAR). Based on the results of this study, the author applies the STEAM-integrated PBL model in learning on the material for the Concept of Change Objects in class III SDN 1 Sukarame. The results of the learning implementation show that the application of the STEAM integrated PBL model can improve the 4C ability of third grade elementary school students. PBL syntax is implemented with a percentage of 100%. The posttest results showed 90% of students achieved scores above the KBM. All groups get scores above 80. In addition, students 4C ability results in N-gain of 0.57 or 57%.]]>
<![CDATA[Implementasi Pemanfaatan Dinding Edukasi dalam Peningkatkan Literasi Numerasi Sebagai Perwujudan Karakter Kemadirian Siswa ]]>
<![CDATA[Tri Handayani]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 6 No 1 (2022): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v6i1.558
<![CDATA[This study aims to determine the increase in students' teaching and learning achievement in learning mathematics after the use of educational walls outside the school which was specially prepared for learning mathematics was activated. The paper is best practice report. Data obtained through questionnaires and interview guidelines. Data on the aspects of success were obtained from the responses of 30 students and 3 teachers in grades 4,5, and 6. The increase in student creativity was measured from the data on the success of student learning outcomes before and after the effort to use the outer walls of the school specifically about flat shapes and building spaces. The results, t was concluded that the the use of the outer wall of the school could increase the achievement of learning mathematics in flat-building materials and the habituation of numeracy literacy for both teachers and students at SD Negeri 7 Rejang Lebong. Educational walls that are created along the way students walk also make it easier for students to learn. Indirectly during breaks and sitting in the school environment, students are used to reading educational walls.]]>
<![CDATA[Upaya Meningkatkan Kompetensi Guru Menggunakan Zoom Meeting untuk Pembelajaran Jarak Jauh di Sekolah Dasar ]]>
<![CDATA[Caswita Caswita]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 6 No 1 (2022): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v6i1.564
<![CDATA[Background The problem raised in the research is the low competence of teachers in using the zoom meeting application for distance learning in implementing learning policies during the Covid-19 pandemic. Meanwhile, one of the teacher's tasks is to carry out creative and innovative learning in order to achieve maximum learning objectives under any conditions. The purpose of this study was to improve the competence of teachers using the zoom meeting application in distance learning through IHT at SDN 1 Tanjung Kec. Kawalu City of Tasikmalaya for the academic year 2021/2022. The research method used is experimental research with Pre Experimental Design type The One Group Pretest-Posttest Design. The results showed that the pretest of teacher competence reached 50% from the previous results of initial observations, only 30% were categorized as competent. Meanwhile, when the posttest reached 70% of the competent teachers, the indicators for the success of the research were 70% of all teachers. Based on the results of this study, it was concluded that competence in using the zoom meeting application for distance learning at SDN 1 Tanjung Kec. Kawalu City of Tasikmalaya can be improved through In House Training (IHT).]]>
<![CDATA[Peningkatan Hasil Belajar IPS Menggunakan Metode Two Stay Two Stray Melalui Pemberian Reward Bintang pada Siswa ]]>
<![CDATA[Lies Maryati]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 6 No 1 (2022): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v6i1.632
<![CDATA[The problem in this study is how to improve social studies learning outcomes using the two stay two stray method by giving star rewards to class VII students of SMPN 3 Kandis. The purpose of this study was to describe how to improve social studies learning outcomes using the two stay two stray method by giving star rewards to seventh grade students of SMPN 3 Kandis. The method used in this research is a classroom action research method with 2 cycles. From the results of the study, it is known that in the first cycle the number of students' complete learning outcomes is 73% and in the second cycle the number of students' complete learning outcomes is 80%. This means that there is an increase of 10%. Thus, it can be concluded that the two-stray two-stray method through the provision of star rewards can significantly improve social studies learning outcomes for seventh grade students of SMPN 3 Kandis.]]>
<![CDATA[Penggunaan Permainan Truth or Dare untuk Meningkatkan Kemampuan Keterampilan Berbicara Siswa pada Recount Text ]]>
<![CDATA[Elia Toding Bua]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 6 No 1 (2022): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v6i1.641
<![CDATA[Speaking is one of the language skills which need a great attention since it is considered as the most difficult skill to be mastered by junior high school students. Pertinent to the researcher’s experience, the average score of the students’ results in preliminary observation is only 53.64. It was found that most of the students got difficulty in telling past events orally because they have poor vocabulary items, grammar, and pronunciation. The purpose of this research is to know how “Truth or Dare Game” can escalate the students’ speaking ability on recount text. This research employed Collaborative Classroom Action Research. The researcher and his collaborator worked together in designing the lesson plans, determining the criteria of success, implementing the action, observing, and reflecting. The subjects of this research comprised of 32 students. The research instruments were students’ speaking performance task consisting of three tasks and field notes. The findings showed that the use of “Truth or Dare Game” can escalate the students’ speaking ability on recount text. It can be seen from the average score in Task 1 was 73.82; Task 2 was 78.51, and increased to 84.08 in Task 3. In conclusion, the research contributed to the English teachers that the strategy can be one of the appropriate solutions to solve the same problems related to the teaching of speaking, especially recount text. Future researchers are recommended to use this research as reference to accomplish further research at the same or different language skills and level of education.]]>
