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[Pemanfaatan Literacy Cloud Berbasis Google Clasroom untuk Meningkatkan Literasi Membaca Murid di Masa Pandemi ]]>
<![CDATA[Walan Yudiani]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 8 No 2 (2024): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v8i2.824
<![CDATA[The aim of this research is to find out whether cloud literacy based on Google Classroom can improve the reading literacy of students at SDN Pejaten Timur 01. This research uses the Classroom Action Research (PTK) method which is carried out in two cycles. Data collection was carried out using questionnaires, written test techniques and documentation. The collected data was processed descriptively qualitatively and quantitatively. The results of research at cognitive level 1, 29 students in class 5D (93.55%) were able to find and retrieve explicit information in the text and make simple interpretations and 6.45% (2 people) were not able. At cognitive level 2, as many as 28 people (90.32%) were able to make interpretations of the implicit information in the text; make conclusions from the results of integrating several pieces of information in a text, and as many as 3 people (9.68%) were not able to. At level 3, only 13 (41.94%) class 5D students were able to integrate some information across texts; evaluate the content, quality, method of writing a text, and be reflective about the content of the text; the remaining 58.06% (18 students) are not yet capable. The results of the student questionnaire showed that the use of literacy cloud as a reading literacy medium during the pandemic was acceptable.]]>
<![CDATA[Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas VII Melalui Media Monotangray Produk Ecoenzyme ]]>
<![CDATA[Ervan Nugroho]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 8 No 2 (2024): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v8i2.953
<![CDATA[This research is motivated by the low critical thinking skills of class VII A Junior High School SMART Ekselensia students on environmental pollution material. Preliminary data shows that there are eleven people or sixty-nine percent of the difficulty in having critical thinking skills with a score of 60.0 in learning. One of the efforts to overcome these problems is to use learning media which is expected to encourage and bridge critical thinking skills. The purpose of this research is to increase critical thinking skills by using eco-enzyme product monotangray media. The research was conducted through classroom action consisting of two cycles, each consisting of two meetings. Methods of data collection using tests, observations and questionnaires. The research instrument used was a written test sheet, an observation sheet for observing student learning activities, observing teacher teaching activities. The data were analyzed descriptively quantitatively. The results showed an increase in critical thinking ability by 18 points from 68 in cycle 1 to 86 in cycle 2, thus it can be concluded that learning with eco-enzyme product monotangray media can improve students’ critical thinking skills. Based on the results of this study, it is recommended for other science teachers to use eco-enzyme-making media in learning the topic of environmental pollution that is adapted to the conditions and character of the class.]]>
<![CDATA[Penerapan Model Project Based Learning untuk Meningkatkan Kreativitas dan Prestasi Belajar Materi Bangun Datar ]]>
<![CDATA[Timbul Sasongko]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 8 No 2 (2024): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v8i2.1212
<![CDATA[The aim of the research is to increase the application of the PjBL model in increasing the creativity and learning achievement of Flat-Round Mathematics for Class IV Semester II Students at SD Negeri 6 Punung for the 2022/2023 Academic Year. This research is a type of classroom action research. The research subjects were 5 students in Class IV of SD Negeri 6 Punung. Data collection: observation, questionnaires, tests, and documentation. Creative success is at least "good" with a conversion of 10.5 ≤ x < 13.5 creative involvement and student learning achievement 70 on a rating scale of 1-100. Data analysis was carried out using qualitative and quantitative. The research results show that (a) the PjBL model can increase student creativity in all indicators, namely discipline, creative work, inspiration and insight, improvisation, imagination, and incubation (b) Student learning achievement increases from average to very high at the end of the cycle.]]>
<![CDATA[Read Aloud pada Pembelajaran Berdiferensiasi untuk Meningkatkan Literasi Siswa Lambat Belajar ]]>
<![CDATA[Yenicke Bara Nurdyana]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 8 No 2 (2024): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v8i2.1259
<![CDATA[The research was conducted to test of the read-aloud method in increasing the literacy of slow-learning students in elementary schools through differentiated learning. This type of research uses experimental methods. The research method used is pre-experimental design. The research was designed using a one-group pre-test post-test design. In the research, a diagnostic test was carried out at the beginning of learning, and then treatment was carried out using the read-aloud method during learning. At the end of the research, a final test was given to determine the learning outcomes. Data collection techniques use observation, tests, and documentation. The research subjects were slow-learning students in class II of Tunjung 1 State Elementary School, Bangkalan Regency. Using a two-sample F-test for variances, three students with special needs were identified as still very low in reading comprehension, with an average diagnostic score of 11.11%. The initial hypothesis is that there will be an increase in the literacy of slow-learning students through the read-aloud method. The research results show that the significance level value of the data is smaller than the significance level value (0.050), namely 0.003. It is known that the significance level value (α) = 0.003 < 0.050, meaning that the hypothesis of this research can be proven and accepted. The read aloud method is believed to be able to improve the literacy skills of slow learning students and can be used as a differentiated learning method in the elementary schools studied.]]>
<![CDATA[Pengembangan Lingkungan Sekolah Sebagai Sumber Belajar untuk Mendukung Pembelajaran Berdiferensiasi di Sekolah Penyelenggara Pendidikan Inklusif ]]>
<![CDATA[Hidayat Hidayat]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 8 No 2 (2024): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v8i2.1269
<![CDATA[Education serves to help students develop their potential, skills, and personal characteristics in a positive direction, both for themselves and their environment. But this has not been seen from the education in class VI at SDN Pulau Kelapa 02 Pagi, namely the lack of accommodation for participants with special needs to be able to learn optimally and also teachers have not used the school environment as a learning resource so that learning outcomes have not been optimal. The purpose of this study is to develop the school environment as a source of learning in schools providing inclusive education. Development research method with ADDIE method. Data collection techniques with observation, questionnaires, and learning outcomes tests. The research instruments used are observation sheets, interview guidelines, questionnaires, and learning outcomes tests with data analysis techniques are descriptive analysis. The results of development by utilizing the environment as a learning resource from the validation of media experts 98.5% of the category are very good, material experts 96.8% of the category is very good, pedagogic experts 96.6% of the category is very good. The level of practicalization by teachers obtained 96.5% results in the very good category and students obtained 95.5% results in the very good category. From the results of expert validation, it can be concluded that the development of the environment as a learning resource has a positive impact to support differentiated learning.]]>
<![CDATA[Meningkatkan Kemampuan Berkolaborasi Melalui Pendekatan Tutor Sebaya dalam Pembelajaran Berdiferensiasi ]]>
<![CDATA[Siti Luthfah Ridwan]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 8 No 2 (2024): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v8i2.1278
<![CDATA[Large classes with diverse learning needs become obstacles for teachers in providing intensive individual assistance for learning outcomes in identifying interactions between living things and their environment. Differentiated learning can be a solution. This research aims to see whether there is an increase in students' collaboration abilities through the peer tutoring approach in differentiated learning. This research is classroom action research carried out in two cycles starting from planning, implementation, observation and reflection. The research instruments used observation sheets and cognitive level learning outcomes tests. The results showed that student collaboration increased by 37.50% and cognitive level learning outcomes increased by 39.50% from cycle I to cycle II. The implementation of learning which has implications for obtaining these results increased by 12.0%. It can be concluded that there has been an increase in the ability to collaborate through the peer tutoring approach in differentiated learning in the learning outcomes of identifying living things and their environment in class VII of SMP Negeri 3 Gorontalo. It can be concluded that there has been an increase in the ability to collaborate through the peer tutoring approach in differentiated learning in the learning outcomes of identifying living things and their environment in class VII SMP Negeri 3 Gorontalo.]]>
<![CDATA[Implementasi Pembelajaran Berdiferensiasi Berbasis Digital dalam Menganalisis Struktur dan Kebahasaan Teks Prosedur ]]>
<![CDATA[Tamsiruddin Tamsiruddin]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 8 No 2 (2024): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v8i2.1280
<![CDATA[The implementation of differentiated learning is a new insight into realizing learning that is centered on student needs. However, teachers are still confused about implementing it in learning. This research aims to describe the implementation of digital-based differentiated learning in analyzing the structure and language of procedural texts. This research attempts to describe in detail the forms and responses of students to the implementation of digital-based differentiated learning. The method used in this research is the descriptive method. The data in this research were obtained from observations of the learning process, initial learning test, questionnaires filled out by students via google form, and interviews with class VII.3 students at State Middle School 1 Parepare after participating in the lesson. The results of the data analysis show that the implementation of digital-based differentiated learning can be applied to learning to analyze the structure and language of procedural texts. One way that can be done is to integrate digital-based differentiated learning with the quantum learning learning model. Through this implementation, students assess that learning to analyze the structure and language of procedural texts is fun, so they are more enthusiastic about learning. Apart from that, students consider that the implementation of digital-based differentiated learning is worth continuing.]]>
<![CDATA[Implementasi Pembelajaran Berdiferensiasi Berbantuan Program Geogebra Materi Gradien Persamaan Garis Lurus ]]>
<![CDATA[Agus Prianto]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 8 No 2 (2024): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v8i2.1282
<![CDATA[Straight-line equation gradient learning of VIIID students of SMP Negeri 1 Jepara is very procedural, routine, manual and has not fully met the learning needs of students so that students are less interested, quickly saturated and low student assessment results. Therefore, teachers implement differentiated learning assisted by the Geogebra program. This study used a descriptive method. The purpose of this study describes the implementation of differentiated learning with the Geogebra program, straight line equation gradient material and its results. This research data consists of learning process activities, observations of teacher and student activities, and student assessment results. The implementation of the differentiated learning process is carried out with the following steps (1) presentation of information and learning objectives; (2) the establishment of discussion groups; (3) group discussion and guidance (scaffolding); (4) strengthening and assessment; (5) reflection and feedback. The average results of teacher and student learning process activities were 92.36% and 86.11% with very good criteria. The results of the gradient material assessment obtained an average score of 81.51 (very good category). These results show a positive and significant impact on the learning process and student learning outcomes.]]>
<![CDATA[Meningkatkan Literasi Digital Murid Melalui Pemanfaatan Akun Belajar.Id dan Canva dalam Pembelajaran Berdiferensiasi ]]>
<![CDATA[Siti Luthfah Ridwan]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 8 No 2 (2024): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v8i2.1291
<![CDATA[Differentiated learning provides opportunities for students to be able to actualize themselves in a variety of learning outcomes. Teachers can plan learning and guide and provide opportunities for students to process to become the best versions of themselves. Differentiated learning through the use of Belajar.id and Canva can be used as a solution to accommodate students’ learning needs. Differentiated learning gives students the freedom to design and create their own learning outcomes. Students have the initiative to actively participate in making learning bills. This research aims to increase students' digital literacy through the use of Belajar.id and Canva accounts in designing learning outcomes in differentiated learning. This classroom action research was carried out in 2 cycles starting from planning, implementation, observation and reflection. The research instrument is an observation sheet to observe teacher learning and students’ digital literacy skills which consist of levels of accessing, understanding, compiling and disseminating information. The research results showed that students’ digital literacy competency increased from 60.60% to 90.90% in cycle II. The implementation of learning which has implications for obtaining these results in cycle I was 85.18% and in cycle II it reached 92.60%. It can be concluded that the use of the Belajar.id and Canva accounts in differentiated learning can improve students’ digital literacy competency in environmental pollution material in class VII-D of SMP Negeri 3 Gorontalo.]]>
<![CDATA[Implementasi Pembelajaran Berdiferensiasi Melalui Model Keterpaduan Tipe Connected untuk Menentukan Tingkat Kemampuan Berpikir Siswa ]]>
<![CDATA[Mulyadi Maruni]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 8 No 2 (2024): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v8i2.1302
<![CDATA[Differentiated learning is learning that focuses on the individual differences of learners. Differentiated learning is designed to be effective and learner-centered. The connected model is a learning model to determine the level of thinking ability of students in implementing differentiated learning. This research aims to describe the effectiveness of the connected model so that it can be used in the learning process to determine the tingkat of thinking ability of students. Based on the results of the test of the effectiveness of the tingkat of thinking ability on a limited scale trial through the analysis of posttest scores, students experienced changes to reach the prestructural category 4.3%; unistructural 37.2%; multistructural 42.8%; while for relational 14.3%, and extended abstract by 1.4%. The data from the results of the broad-scale trial also showed an increase in the tingkat of thinking of students through the analysis of the posttest scores of students experiencing changes reaching the prestructural category by 10%; unistructural 47.5%; multistructural 35.8%; relational by 6.7%, while in the extended abstract category students did not reach the level of thinking. Based on the results of the study, the connected model can determine the level of thinking ability of junior high school students so that it is effectively used in differentiated learning.]]>
