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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553 Documents
<![CDATA[Supervisi Klinis Sebagai Upaya Peningkatan Kemampuan Guru Memahami Bahan Ajar di Sekolah ]]>
<![CDATA[Swirna DJ. Kau]]>;
<![CDATA[Imran Atute]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 7 No 1 (2023): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v7i1.1043
<![CDATA[Teaching materials are something that is meaningful to students and teachers. This study aims to improve the teacher's understanding ability about teaching materials using clinical supervision of teachers at SMP Negeri 2 Satap Tabongo. This study uses a quantitative method with data collection techniques namely observation and documentation, with data analysis techniques that describe in detail the planning, implementation and observation. The results of this study indicate that clinical supervision can improve the ability of SMP Negeri 2 Satap Tabongo teachers to understand teaching materials. This can be seen from the 5 indicators of mastery of teaching materials, namely the ability to (a) plan teaching materials, (b) organize teaching materials, (c) choose teaching materials according to the needs and characteristics of students, (d) collaborate teaching materials with other learning sources , and (e) using teaching materials in the learning process.]]>
<![CDATA[Supervisi Akademik Berbantuan Google Workspace for Education untuk Meningkatkan Kompetensi Guru Melaksanakan Pembelajaran Berdiferensiasi ]]>
<![CDATA[Asih Subekti]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 7 No 1 (2023): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v7i1.1045
<![CDATA[This study aims to describe the increase in teacher competence in carrying out differentiated learning through the application of Google Workspace for Education-assisted academic supervision to Manyaran 1 Public Elementary School teachers. This study uses a qualitative approach with descriptive research methods. Data collection techniques used are observation, interviews, documentation, and triangulation. The data that has been collected were analyzed using qualitative analysis. The results of the study show that academic supervision assisted by Google Workspace for Education is able to increase teacher competency in implementing differentiated learning. In addition, academic supervision assisted by Google Workspace for Education can be a solution in increasing teacher competence in implementing differentiation learning, this is clearly seen in learning which has an impact on improving student services according to their readiness, interests, and learning profile.]]>
<![CDATA[Meningkatkan Keterampilan Berbicara Peserta Didik Sekolah Dasar Melalui Pendekatan Komunikatif ]]>
<![CDATA[Aripi Aripi]]>;
<![CDATA[Rohani Rohani]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 7 No 1 (2023): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v7i1.1046
<![CDATA[The purpose of this study was to determine the extent to which the communicative approach was able to give the right influence the speaking skills of elementary school students. The method used in this study was action research. This research was conducted at SD Negeri Bile Tengak, the research subjects were 24 students of class V-A consisting of 11 male students and 13 female students. The participants involved in this research are the researchers themselves who act as teachers who teach in class V-A and class V-B teachers as collaborators. The instrument used in this study is an observation sheet. There is a significant difference in speaking skills through a communicative approach in fifth-grade students with the theme “Objects in the Surrounding Environment,” sub-theme “Humans and the Environment”. In the first cycle, 13 students (54.17%) completed it, and 11 students (45.83%) had not completed it. Meanwhile, in the second cycle of the second theme "Events in Life", the sub-theme "Various Events in Life", 18 students (75%) completed it, and 6 students (25%) did not complete it with an average score of 80.]]>
<![CDATA[Peningkatan Hasil Belajar Siswa pada Materi Aritmetika Sosial Melalui Pembelajaran Berdiferensiasi ]]>
<![CDATA[Fice Femmy Rompis]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 7 No 1 (2023): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v7i1.1054
<![CDATA[This study aims to improve the mathematics learning outcomes of grade 7 students in Social Arithmetic material at Leilem Christian Junior High School, Sonder District, odd semester of the 2020/2021 Academic Year by using a differentiated learning approach. This research, including classroom action research, was conducted in two cycles and each cycle was held in two meetings. The subjects in this study were 7-grade students consisting of 9 boys and 12 girls. The data collection technique used in this study was in the form of student observation, teacher observation, and learning achievement tests, then the data obtained were analyzed descriptively. The results showed that there was an increase in teacher activity in learning activities in the first cycle an average of 80.65% and an average of 93.18% in the second cycle. Furthermore, in student activity, there was also an increase in learning activities in the first cycle an average of 77.28%, and in the second cycle an average of 90.91%. As for the student learning outcomes test, it was found that there was an increase from cycle I of 76.19% to 90.48% in cycle II. It can be concluded that differentiated learning can improve student learning outcomes.]]>
<![CDATA[Model Pembelajaran Talking Stick untuk Meningkatkan Aktivitas dan Pemahaman Tentang Masa Penjajahan Belanda di Indonesia ]]>
<![CDATA[Bijanti Bijanti]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 7 No 1 (2023): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v7i1.1055
<![CDATA[This study aims to improve student learning outcomes and activities in Social Sciences (IPS) subjects through the Talking Stick type cooperative learning model for fifth graders at SD Negeri Logandeng Karangdadap Pekalongan in 2019/2020. This research is a Classroom Action Research (CAR) with a cycle model that is carried out repeatedly and continuously. The subjects of this study were students of class V, totaling 29 students and the object was the student’s social studies learning outcomes. Methods of data collection is done through observation, tests, and documentation. The data analysis technique was carried out in quantitative descriptive and qualitative descriptive. The results showed an increase in social studies learning outcomes. The increase in learning outcomes can be seen from the students' learning mastery from the average score in the student's initial data, which is 47.24 and has learning mastery of 14% and at the end of the first cycle the average value of students becomes 64.13 with learning mastery to 24% and at the end of the second cycle the average value of students rose to 76.89 with student learning completeness reached 59%. The learning process in the classroom has also increased. ]]>
<![CDATA[Strategi Pembelajaran Berdiferensiasi pada Pembelajaran Matematika Materi Keliling Bangun Datar Kelas IV Sekolah Dasar ]]>
<![CDATA[Linda Wardhatul Hasanah]]>;
<![CDATA[Hernawi Silalahi]]>;
<![CDATA[Novianto Bhakti Putra Utama]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 7 No 1 (2023): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v7i1.1064
<![CDATA[The learning process carried out by teachers in schools still has many problems because it is faced with the diversity of student characteristics. This study aims to determine the increase in activity and student learning outcomes through the application of differentiated learning in mathematics learning the material around flat shapes for class IV SD Negeri 129 Rejang Lebong through Classroom Action Research (PTK). This research is a class action research with procedures consisting of four main components of class research namely planning, action, observation, and reflection in 2 cycles. The instruments used in this study were student activity observation sheets and tests. Research data were analyzed using quantitative data analysis techniques and qualitative data. There was an increase in student activity and learning outcomes, from an average score of 56.42 in pre-cycle to 64.28 at the end of cycle II. It can be concluded that the application of differentiated learning in mathematics learning material around flat shapes for class IV SD Negeri 129 Rejang Lebong can increase student activity and learning outcomes.]]>
<![CDATA[Penerapan Problem Based Learning Berbantuan Media Augmented Reality untuk Meningkatkan Hasil dan Kemandirian Belajar ]]>
<![CDATA[I Wayan Ekayogi]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 7 No 1 (2023): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v7i1.1126
<![CDATA[This research aims to improve learning outcomes and student learning independence by applying a problem-based learning model assisted by augmented reality media in III grade students at SD Negeri 5 Sebatu. This research is a classroom research action conducted in two cycles. The research subjects were III grade students, the total number of the students were 24 students. The object of the research is a problem-based learning model assisted by augmented reality media, learning outcomes and learning independence. The data in the research were collected by test and observation methods. Data were analyzed using descriptive statistical and quantitative descriptive analysis methods. Based on the results of data analysis, the average percentage of students cognitive learning outcomes in cycle I was 67.08% (moderate category), increasing to 81.25% (high category) in cycle II. The results of observations of learning independence cycle I meeting 1were in the "low" category and meeting 2 was in the "moderate" category. Whereas in cycle II meeting 1 and meeting 2 were categorized as "high". Based on the results of the research, it can be concluded that the application of the problem-based learning model assisted by augmented reality media can improve learning outcomes and learning independence of the III grade students.]]>
<![CDATA[Simulasi Mikro Combine Magnetik pada Pembelajaran di Sekolah Dasar ]]>
<![CDATA[Kiftirul Aziz]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 7 No 2 (2023): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v7i2.332
<![CDATA[Obtaining alternative energy without ignoring non-renewable energy is a vital problem that demands immediate solutions. Judging from the function of learning media, Microcombinemagnetic media has performed its function in facilitating students' understanding to absorb the essence of learning related to the use of alternative energy without fossil materials. The purpose of using Microcombinemagnetics is to improve students' understanding of the PLMTH concept and make it easier for teachers to convey the PLMTH concept and material related to the PLMTH concept. This study method refers to best practices written based on the best experiences in solving a problem in the classroom. The results achieved through Microcombinemagnetic simulations include: (1) the social, cultural, and economic diversity of society, the class average of 88; (2) in the explanatory / scientific explanation text material, the mean score of grade VI A students is 6 points above the KKM; (3) in the material on how to produce, distribute, and save electrical energy, the average score of the students is 81; and (4) on the material on Indonesia's role in cooperation in various fields within the scope of ASEAN, the average student score reached 82.The conclusion obtained from this study is that Microcombinemagnetic simulation on learning the theme of globalization, the sub-theme of globalization around me, produces an average range. between 76 and 88.]]>
<![CDATA[Efektivitas e-LKPD Interaktif dalam Mengasah Keterampilan Menulis Kreatif Peserta Didik Kelas VII pada Pembelajaran Daring ]]>
<![CDATA[Tamsiruddin Tamsiruddin]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 7 No 2 (2023): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v7i2.608
<![CDATA[This study aims to determine and describe the effectiveness of using worksheet interactive (e-LKPD) in honing students' creative writing skills (fantasy stories) in online learning. The research method used is descriptive method, which describes the results of learning to write fantasy stories and student responses in using interactive e-LKPD by online learning. Data Sources of the study is students of class VII.1 UPTD SMP Negeri 1 Parepare. The data are the divided into two parts, namely the results of writing fantasy stories with interactive e-LKPD and student response using interactive e-LKPDs in writing fantasy stories obtained from online questionnaires. The results of data analysis showed that the students' skills in writing fantasy stories showed an average score of 85.35 which was included in the good category. Students agree, even strongly agree that the use of interactive e-LKPD is effective in writing fantasy stories. In addition, students said that the interactive e-LKPD was suitable for use in online and face-to-face learning.]]>
<![CDATA[Penerapan Model Inkuiri Terbimbing untuk Meningkatkan Literasi Sains Siswa dalam Pembelajaran IPA Biologi ]]>
<![CDATA[Yefita Aprizanti]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 7 No 2 (2023): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v7i2.618
<![CDATA[The implementation of learning in junior high school has been using a teacher-centered approach and a non-variative learning model. Students were actively involved in seeking knowledge on their own and still get information from the teacher, so they are less creative. This study was aimed at determining the improvement in students’ scientific literacy in biology by using guided inquiry models. This research used a qualitative approach with the form of classroom action research. The data sources were 20 students of class 9 B in SMPN 2 Ujan Mas, at the 2020/2021 academic year. Data were collected through tests, observations, interviews, and field notes. The result showed the application of learning using a guided inquiry model can improve students’ scientific literacy in the chapter of the plant development system. The result of the last test in the first cycle was 45% and increase on the second cycle to 85%. The activity of teacher and students on the learning process was a good category and the student was actively involved in the learning process. The conclusion is the guided inquiry models could improve students’ scientific literacy on the subject of biology.]]>
