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[Pengaruh Coaching Rasa-Tirta Terhadap Kemampuan Guru dalam RPP Pembelajaran Berdiferensiasi ]]>
<![CDATA[Dyah Sinto Rini]]>
<![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.v8i2.1305
<![CDATA[This school action research aims to improve teachers' abilities in compiling and implementing learning implementation plans (RPP) or teaching modules (MA) for differentiated learning using the 'Sweet Inspiration' media combined with RASA-TIRTA coaching. The subjects of this research were six teachers from different schools. This research was carried out through the planning, implementation, observation and reflection stages. Data collection techniques include interviews, product assessment, observation and discussion. The results of the research show that the average achievement value for the differentiated learning RPP component indicators in cycle II was 91.11%, including the very good category. The average achievement indicator value for implementing lesson plans in class was 88.53%. So, the target for achieving indicator values has been achieved. It can be concluded that the 'Sweet Inspiration' media combined with RASA-TIRTA coaching (a) can improve teachers' abilities in compiling and implementing differentiated RPP learning and (b) makes teachers feel comfortable discussing, learning and sharing during this research process at assisted junior high schools in Tangerang City.]]>
<![CDATA[Pembelajaran Terdeferensiasi Berbasis Lingkungan Sekitar pada Materi Pesawat Sederhana di Sekolah Menengah Pertama ]]>
<![CDATA[Arif Kristanta]]>
<![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.v8i2.1307
<![CDATA[Online learning during the COVID-19 pandemic which lasted for almost two years had an impact on reducing student motivation and learning outcomes. This research aims to determine the extent to which the motivation and learning outcomes of class VIIIA students at SMPN 2 Tanjungsari have increased in the 2022/2023 academic year in environmentally based differentiated learning about simple airplanes. The method used is the Classroom Action Research (PTK) Kemmis and Targart model with two cycles where one cycle consists of four activities, namely planning - action and observation - reflection. One cycle consists of two face-to-face meetings. The instrument to determine the increase in learning motivation is in the form of an observation sheet on students' activeness in participating in learning and students' seriousness in carrying out assignments. Instruments to determine improvements in learning outcomes are student worksheets and summative tests. The results of this research are an increase in students' learning motivation which is marked by an increase in the number of groups of students working on and collecting assignments by 30% from 50% before learning to 87.5% during learning and an increase in learning outcomes as indicated by an increase in the average test score. summative as much as 16.59% from 44.6 before learning to 52 after learning. The number of students who scored above the KKM increased from 1 student before learning to 7 students after learning.]]>
<![CDATA[Pengembangan Media “Wayang Si Dupan” untuk Pembelajaran Siklus Hidup Hewan di Sekolah Dasar ]]>
<![CDATA[Desy Herawati]]>
<![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.v8i2.1319
<![CDATA[Each student has a different character. Therefore, teachers are required to be able to create learning that can meet students' diverse learning needs. When studying Animal Life Cycles, the teacher used video learning media, but at that time only children with visual and auditory learning styles were able to follow the lesson well, while children with kinesthetic learning styles felt bored and ended up making noise and disturbing other friends. Based on this problem, the teacher finally developed his learning media by creating Wayang Si Dupan media. This development research aims to test the validity and effectiveness of the Wayang Si Dupan media in learning animal life cycles in class 4 at SDN Mangunharjo 7, Probolinggo City. This research uses a 4D model, namely define, design, development, and dissemination. Material expert validation results for Wayang Si Dupan media obtained an average of 87% and validation results from design experts obtained an average of 91%. Students' learning outcomes in the Animal Life Cycle material increased by 78% after they used the Wayang Si Dupan media. This shows that Si Dupan Wayang Media is effective in improving student learning outcomes.]]>
<![CDATA[Analisis Respon Peserta Didik Terhadap Penguatan Literasi dalam Pembelajaran IPAS Berdiferensiasi di Sekolah Dasar ]]>
<![CDATA[Erika Maulita Zuliyawati]]>;
<![CDATA[Ani Setiya Agustin]]>
<![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.v8i2.1325
<![CDATA[This research aims to describe students’ responses to strengthening literacy in differentiated Natural and Social Sciences learning. The research method used is qualitative with a case study approach. Data collection was carried out through interviews, observation and documentation, as well as questionnaires filled out by students. Research findings show that differentiated science and science learning by strengthening literacy has a positive impact on students. Students show active participation and high enthusiasm for learning during learning activities. Using different storybooks for each group helps strengthen students’ literacy. The students also responded positively to the activities of discussing and working together in groups. Support and guidance from teachers in strengthening literacy is considered to really help students in understanding the material. Student learning outcomes have also increased. Overall, the differentiated approach by strengthening literacy in science and science learning is considered fun and effective by students. The conclusion is that this approach can create a pleasant learning environment and optimize the visual, auditory and kinesthetic learning styles of each student to achieve optimal learning potential.]]>
<![CDATA[Penerapan Filsafat Progresivisme dalam Pembelajaran Berdiferensiasi Pada Materi Aritmatika Sosial Siswa Kelas VII ]]>
<![CDATA[Nana Puspita]]>
<![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.v8i2.1326
<![CDATA[This research aims to determine the differentiated learning process in social arithmetic material for class VII students regarding the philosophy of the progressivism school of education at SMPN 1 Bandar Dua which was carried out in the second semester of the 2022/2023 academic year. This research method is pure experiment (true experiment design). Quantitative descriptive approach with a pretest-posttest control design research design. Data analysis techniques using pretest posttest score scoring, response questionnaire scoring, gain score and normality test. The research results showed that before treatment the pre-test score in the experimental class with a sample of 32 people had an average score of 68, standard deviation 5.5. Meanwhile, the results after the posttest were carried out in the experimental class had an average score of 85 with a standard deviation of 4.7. Meanwhile, in the control class before treatment, the pretest score in the control class with a sample of 32 people had an average score of 61, standard deviation 7.9. For the gain score normality test, the experimental class and control class each have a medium classification interpretation. Meanwhile, the test results show that T count > T table at the 5% level (9.5 > 4.0), which means that it can be concluded that the learning process is significantly differentiated due to progressivism. The progressivism is seen in the student center so that there is progress with the supporting capacity of differentiation of content, processes and products so that students are more creative.]]>
<![CDATA[Upaya Meningkatkan Kemampuan Guru dalam Menerapkan Pembelajaran Berdiferensiasi Melalui Strategi Discovisit ]]>
<![CDATA[Siska Yuniyati]]>
<![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.v8i2.1328
<![CDATA[Each student brings their own uniqueness which teachers must address by organizing learning that can accommodate all the learning needs of each student. Differentiated learning is a solution to ensure that every student gets a learning environment that supports the growth and development of their potential, interests and abilities. This is a challenge for school principals as service delivery managers to ensure the implementation of differentiated learning. The principal uses the discovisit strategy to improve teachers’ abilities in implementing differentiated learning. The aim of this research is to describe the application of the discovisit strategy to improve teachers’ abilities in implementing differentiated learning and determine the increase in teachers’ abilities in implementing differentiated learning through the discovisit strategy. The subjects of this research were 6 class teachers, at Mulur 01 State Elementary School, Bendosari District, Sukoharjo Regency. The results of this good practice show that the discovisit strategy is effective in increasing teachers’ abilities in implementing differentiated learning and there has been an increase in teachers’ abilities in implementing differentiated learning, from initially an average academic supervision score of 69.31 increasing to 96.45 in the very good category.]]>
<![CDATA[Pembelajaran Project Based On Alquran (PBQ) dalam Penguatan Profil Pelajar Pancasila dan Kompetensi Kognitif Pada Materi IPA ]]>
<![CDATA[Muhamad Jalil]]>;
<![CDATA[Ahmad Hamdani Hasanuddin]]>;
<![CDATA[Alpidalpita Alpidalpita]]>
<![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.v8i2.1393
<![CDATA[The aim of this research is to explain the PBQ learning steps in grade IV science material and determine the effectiveness of the PBQ model on students’ cognitive learning outcomes and P5 profiles. This research is quantitative research with pre-experimental designs. Data in the form of PBQ steps, cognitive learning outcomes, and P5 character. The data analysis technique uses the paired t test and descriptive percentages. The research results show that implementing learning using the PBQ model on science material consists of four steps, namely problem determination, research study, research activities, and reporting. The application of PBQ learning is effective on cognitive competence as an indicator of P5 because t count > t table (3.045 > 2.069), then Ho is rejected. Achieving the character of Strengthening the Pancasila Student Profile in SD/MI science material received a score of 81.44074 (good) which has exceeded the KKTP 75. The indicators for each dimension P5 in the dimension of having faith, being devoted to God Almighty (YME), and having noble morals received a score 82.72%, global diversity (83.95%), mutual cooperation (76.54%), and independence (82.72%).]]>
<![CDATA[Meningkatkan Hasil Belajar Siswa Melalui Penggunaan Media Gambar pada Materi Kenampakan Alam di Kelas IV SDN Teluk Timbau ]]>
<![CDATA[Anis Sentia]]>;
<![CDATA[Made Ayu Dwi Octavanny]]>;
<![CDATA[Akmal Rijal]]>
<![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.v8i2.1407
<![CDATA[The learning process carried out by teachers in schools is still not careful and precise in choosing and using media. This research aims to describe the improvement in learning outcomes of 21 students using image media on Natural Appearances material in class IV at SDN Teluk Timbau. This research is classroom action research with a procedure consisting of four main components of classroom research, namely planning, action, observation and reflection in 2 cycles. The instruments used in this research were student activity observation sheets and tests. The data obtained in the research was analyzed using quantitative data analysis techniques and qualitative data. In pre-cycle activities, cycle I and cycle II there was an increase in activity and student learning outcomes which were then compared with the results of observations in previous learning. Learning outcomes in the pre-cycle with an average score of 62.29. In cycle I, a score of 74.00 was obtained and in cycle II, student learning outcomes increased to 82.38. Thus, the use of image media in natural appearance material in class IV SDN Teluk Timbau can increase student activity and learning outcomes. Learning outcomes in the precycle with an average score of 62.29. In cycle I obtained a value of 74.00 and in cycle II student learning outcomes increased to 82.38. Thus, the use of image media in natural appearance material in grade IV SDN Teluk Timbau can improve student activities and learning outcomes.]]>
<![CDATA[Steam Diferensiasi Pembelajaran Diferensiasi dan STEAM dengan Metode Ecobrick untuk Meningkatkan Potensi Siswa Kelas 2 A SD Negeri 1 Waringinsari ]]>
<![CDATA[Melani Dewi Fatihah]]>
<![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.v8i2.1411
<![CDATA[The STEAM approach is an innovation discovery procedure that prioritizes process skills. At SD Negeri 1 Waringinsari, rubbish has been piling up in a corner of the elementary school for years, some of which is plastic waste. One way to process plastic waste is to make crafts by recycling plastic waste into ecobricks or into toys such as cars. The results of this research show that the application of differentiation and STEAM learning models by making ecobricks and recycling bottle waste can increase the potential of class 2A students. at SD Negeri 1 Waringinsari, Banjar City, West Java, in making works in the form of cars. Student learning outcomes at the end of learning meeting 3 increased from the previous 84.40 to 88.60, the skill score (project) to make the work of processing plastic waste into cars had a class average of 85.47 and the design was in the good category.]]>
<![CDATA[Penerapan Pembelajaran Berdiferensiasi Konten, Proses, dan Produk untuk Meningkatkan Hasil Belajar Siswa Sekolah Menengah Pertama ]]>
<![CDATA[Muhammad Agung]]>;
<![CDATA[Ratna Dewi]]>;
<![CDATA[Arfiah Ainun Salsabila]]>
<![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.v8i2.1495
<![CDATA[This study examines English learning outcomes through the use of differentiate appropriate practice with Project-Based Learning among students of class IX (9b2) SMP Unismuh Makassar. A classroom action research with two cycles was conducted. The researcher collected data by conducting assessment (summative and formative) and classroom observation by using evaluation tests, learning style questionnaire, and observation sheets. The findings show that there is an improvement in learning outcomes from cycle 1 (average score of cognitive domain is 69.09 and psychomotor is 70) and cycle 2 (average score of cognitive domain is 89.32 and psychomotor is 74.2), while the result of the affective domain by using the attitude journal shows that the frequency of negative behavior reduced from cycle 1 to cycle 2. These findings indicate that the implementation of the teaching stratagy improves the students’ learning outcomes of the cognitive, psychomotor, and affective domains. The result can be used by junior high school teacher as a reference by implementing differentiate appropriate practice that highlights differentiate content addressed learning style, process addressed readiness, and product addressed cultures.]]>
