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[Proyek Javhistografi untuk Mengembangkan Kreativitas dan Triliterasi Membuat Teks Deskriptif Kreatif Berbahasa Jawa ]]>
<![CDATA[Agung Vendi Setyawan]]>
<![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.v7i2.625
<![CDATA[The Javhistografi poster project is a local content-based learning project for the Java language. This learning aims to develop creativity and trilateration (literacy, digital, cultural, and civic literacy) in the sixth-grade students of State Elementary School Tamanan 2 Kalasan with a total of 26 children in Semester I of the 2019/2020 Academic Year. The research method refers to the ADDIE development model (analysis, design, implementation, and evaluation) carried out by a combination model method. The results obtained were: (1) children who worked together in groups to complete tasks were 76.92% predicated B (good) and 23.08% predicated A (very good); (2) student skill assessment showed that 11.54% had B+ predicate and 88.46% B predicated; and (3) material understanding of temple and museum relics reached 63% and 79%, respectively. Student responses indicate that: (1) 96.15% agree that this learning model fosters independence; (2) as many as 88.46% agree that this learning model trains collaboration between students; (3) as many as 76.92% consider learning fun; (4) as much as 53.85% motivate students to want to read; (5) as many as 92.31% of students think that the device can be used for useful things; (6) as many as 96.15% of students feel they are participating in the effort to preserve historical heritage; (7) as many as 88.46% of students can learn graphic design; and (8) 96.15% thought that the Kahoot quiz was fun for an evaluation tool.]]>
<![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.]]>
<![CDATA[Simulasi Rasio dan Proporsi Menggunakan Google Spreadsheet ]]>
<![CDATA[Muhamad Ihsan Mabruri]]>
<![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.v6i1.643
<![CDATA[This research is a type of classroom action research to determine the improvement of student learning outcomes in terms of ratio and proportion using Google Spreadsheet. The problem with grade 6 students at SDN I Bugeman is that students cannot explain correctly when they get a statement that the area of the Indonesian ocean is 23 parts. Utilization of Google Spreadsheet is used as an alternative solution to supporting learning, which students usually use conventional learning into a simulation of mathematics learning. The study was conducted on 18 students through two cycles with each cycle going through four components, namely preparation, action, observation, and reflection. Improved learning outcomes were obtained through student activity observation sheets, pre-test post-tests and student interest questionnaires. The improvement in learning outcomes from Cycle I to Cycle II was seen after students became accustomed to using Google Spreadsheets in learning. The benchmark for the success of this research is to obtain good test results with an average score of at least 70 and learning completeness above 85% classically. Students also gave positive responses based on student response questionnaires during learning.]]>
<![CDATA[Meningkatkan Literasi Tulis Siswa dengan Media KB Sebagai Upaya Mendukung Gerakan Literasi Sekolah ]]>
<![CDATA[Hepni Albuni]]>
<![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.v6i1.646
<![CDATA[The average ability of class VII B students in writing literacy is still low, especially in stringing sentences into paragraphs. The low ability can be seen from the daily test results of students who get a score of 70 as much as 45%. Whereas in the KKM it is stated that students are said to be complete if they meet a minimum score of 70 as much as 70%. This study aims to improve written literacy and student learning outcomes. The method chosen in this study is a qualitative descriptive method using literacy-based learning media in the form of pictorial cubes with the following strategies and completion steps: the teacher divides students into several groups, students share tasks in their groups, students arrange one one by one sequence of images and write down the results, The final activity is to present the results in front of the class. Data was collected by means of tests and observations of 22 class VII B students. The results showed that family planning media could improve written literacy and student learning outcomes. Completeness of student learning before using family planning media reached 54, 54% to 77.28%. Based on the results of this study, it can be concluded that family planning media can improve writing literacy.]]>
<![CDATA[Dekonstruksi Nilai Karakter Sastra Anak Berjenis Fabel dalam Buku Tematik Kelas II Tema Kebersamaan ]]>
<![CDATA[Yenicke Bara Nurdyana]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 7 No 3 (2023): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v7i3.655
<![CDATA[This study was conducted to analyze the value of character education in the fable story at the second grade thematic student book with the theme Kebersamaan and to describe the result deconstruction of the character education values in the student’s book fable story. The type of research is library research. The research was conducted on textbooks of second grade thematic teaching material. The goal is analyzing the contents of the book. The indicators are used to determine the contents of the book, and the final goal is to know the result of the analysis the contents of the book. The result of the research is that children’s literature at the second grade thematic student books with the theme Kebersamaan contains the value of character education, has a dominant text and a reversal of the dominant text which shows the existence of marginalized moral messages.]]>
<![CDATA[Kajian Soal-soal dalam Buku Teks Matematika Kelas V Berdasarkan Frameworks PISA ]]>
<![CDATA[Dewina Cahya Ningsih]]>;
<![CDATA[Agus Susanta]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 6 No 3 (2022): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v6i3.658
<![CDATA[Questions, one of the content text books components, play an essential role in a learning activity. The analysis of textbook aims to determine the quality of the questions used by schools in improving Mathematical literacy skill as an essential ability students should acquire in the Mathematics learning process. This study aimed to analyze the characteristics of the questions in the Mathematic text book based on PISA frameworks. The PISA frameworks consisted of content, context, process, and cognitive level. This research used qualitative descriptive method. The subject of this research were 115 competency test questions in the Mathematic text book. The results showed that the number of questions using the PISA framework was 65 questions (56.5%). The content aspect is dominated by space and form 35 questions (53.8%). The context aspect that is often used is the scientific context with 34 questions (52.3%). The process aspect is dominated by aspects of formulating 52 questions (80%). The cognitive level of questions reaches cognitive level 3 applying with a distribution of cognitive level 1 remembering (12 questions or 18.5%), cognitive level 2 understanding (49 questions or 75.4%), and cognitive level 3 applying (4 questions or 6,1%).]]>
<![CDATA[Penggunaan Media Pagarbilang untuk Meningkatkan Hasil Belajar Membandingkan Pecahan Berpenyebut Beda ]]>
<![CDATA[Istafada Istafada]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 6 No 3 (2022): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v6i3.659
<![CDATA[The low understanding of mathematical concepts received by students will also result in low student learning outcomes in mathematics. Using the right learning media can help students learn math concepts easily. This study aims to improve student learning outcomes in the matter of comparing fractions with different denominators by using the word media. This study uses action research (action research) as much as two cycles. There are 4 stages of each cycle, namely planning, action, observation, and reflection. The results of this study indicate that the use of Pagarbilang media can improve student learning outcomes in comparing fractions with different denominators, namely an average of 79.42 becomes 85.28 and student mastery increases from 86.11% to 94.44%.]]>
<![CDATA[Media Cotory untuk Meningkatkan Literasi, Minat, dan Keterampilan Siswa dalam Menulis Cerita Komik Bergambar ]]>
<![CDATA[Agus Suyanto]]>
<![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.v7i2.667
<![CDATA[Writing skills are one of the language skills that are difficult for students to master. This is caused by several factors, namely low literacy, lack of vocabulary mastery and students’ interest in learning activities, and the absence of learning media used by the teacher. To overcome these problems, especially in learning to write narrative text, the author applies the use of Comic Photo Story (Cotory) media. This media is used to improve literacy, students’ interest and writing skills of characters comics in class IX students of SMPN 1 Bancar. This research was carried out in Classroom Action Research which consisted of four stages, namely: planning, acting, observing, and reflecting. The assessment instrument used is the result of the assessment of students’ comics, observations and questionnaires. This research was carried out by the author in several meetings. The result of student observations and questionnaires showed that students’ literacy and interest increased significantly. Meanwhile, the scores obtained by students from the results of the comics they made showed that the students’ writing skills of character comics also increased significantly where 100% of students achieved the predetermined KKM score.]]>
<![CDATA[Implementasi Video Dongeng Berbasis Kearifan Lokal pada Kemampuan Literasi Siswa Kelas IV Sekolah Dasar ]]>
<![CDATA[Aditya Rini Kusumaningpuri]]>
<![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.v7i2.670
<![CDATA[Video fairy tales based on local wisdom are used to facilitate literacy because they can concretize teaching material that is abstract in nature. The purpose of this study was to describe the effectiveness of fairy tales based on local wisdom on the literacy skills of fourth grade elementary school students. The research was conducted in class IVA SDIT MTA Matesih with a total of 28 students. The research method used is qualitative research. The type of research used is a qualitative descriptive approach. Data collection techniques using interviews, documentation and observation. The results of the study show that (1) The use of local wisdom-based fairy tale learning videos for fourth grade elementary school students can create a conducive learning process; (2) In the process of teaching fairy tales based on local wisdom, the teacher uses 4 stages, namely giving apperception, showing fairy tales with a live playback process and with a pause system for each point, direct discussion or question and answer, and evaluation through questions or presentations; (3) Students' literacy ability to mention intrinsic elements and retelling ability increased from an average of 88 to 86. It can be concluded that the use of effective local wisdom-based fairy tale videos is used to improve students' literacy skills.]]>
