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[Pengembangan LKPD IPS Berbasis Model Kooperatif Terpadu Membaca dan Menulis untuk Meningkatkan Literasi Siswa ]]>
<![CDATA[Eko Prasetyo Utomo]]>
<![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.v6i3.853
<![CDATA[The purpose of this study was to describe the process and results of the development of IPS worksheets based on integrated cooperative reading and writing models and the effectiveness of these products in increasing literacy in social studies learning. This research is a Research and Development type with the ADDIE model which was conducted at the Bojonegoro Integrated Model Public Middle School. Product development results are tested through formative evaluation which includes validation tests of social studies material experts, expert validation tests of social studies learning media, individual, small group, and field trials. The product of the development results is in the form of social worksheets based on integrated cooperative reading and writing models. The feasibility results of the validation test by social studies material experts and social studies learning media experts are included in the very feasible category. The results of individual, small group and field trials were included in the very feasible category. The product effectiveness test results using the t-test show that the use of this product can increase student literacy. The overall results of the formative evaluation showed that the product resulting from this development is very suitable for use in social studies learning.]]>
<![CDATA[Pembelajaran Matematika Berpikir Komputasi Materi Pola Bilangan dengan Media Kalkulator Web Berbasis Javascript ]]>
<![CDATA[Tundung Memolo]]>
<![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.v6i3.854
<![CDATA[Learning mathematics material on number patterns is very relevant in teaching students to think computationally. This study uses a JavaScript-based web calculator media to help students explore their learning. The purpose of this research is to describe the process of learning number patterns using a web calculator media and to find out the percentage of students’ positive responses in computational thinking. This research is a qualitative descriptive. The results showed that (a) most of the students understood pattern recognition, decomposition and abstraction; (b) the average percentage of student responses related to computational thinking: pattern recognition of 82.7%, decomposition of 72.4%, abstraction of 68.9%, while in algorithms of 67.24%; (c) The average computational thinking ability is 72.8%.]]>
<![CDATA[Analisis Kemampuan Berpikir Kreatif Siswa Melalui Implementasi Pembelajaran Proyek Pembuatan Bel Listrik Sederhana ]]>
<![CDATA[Rosyidah Ariani]]>
<![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.v7i2.879
<![CDATA[Online learning of science subjects during a pandemic must still pay attention to intellectual abilities, namely the ability to think at a high level so that national education goals can be achieved, one of which is creative thinking. In this best practice, the results of learning innovations using project learning in making simple electric bells with the help of Canva by YPM 3 Taman Middle School students are used as material for analyzing students’ creative thinking abilities. This research involved 33 students of class IX-C at Senior High School YPM 3 Taman. The method used is a quantitative descriptive method. The research data were obtained from observations on the results of project reports from class IX-C students. Based on the observation results, it was found that the original thinking ability of 62.12% was in a good category; the ability to think flexibly by 78.79% is included in the good category; the ability to think smoothly by 56.82% is included in the sufficient category; and detailed thinking skills of 59.85% are included in the sufficient category. It can be concluded that the creative thinking skills of class IX-C students in learning the electric bell-making project assisted by Canva were 64.39% included in the good category.]]>
<![CDATA[Meningkatkan Literasi Berbahasa Indonesia Siswa Melalui Penggunaan Media CD Interaktif ]]>
<![CDATA[Chotimah Chotimah]]>
<![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.v6i3.895
<![CDATA[The purpose of this research is to find out the increase in students' Indonesian literacy through the use of interactive CD media in 6th grade elementary school students. The research method is classroom action research. Collecting data using observation techniques, tests, and interviews. The results of the study show that learning using interactive CD media can increase the activity and literacy skills in Indonesian for 6th graders of Pakaan Dajah Elementary School. Indonesian language literacy skills in students have increased, we can see from the average score of students. In the initial conditions the average value was 40, in cycle I it increased to 60, and in cycle II it increased to 85. It can conclused that the application of Interactive CD media is quite significant in improve literacy skills in Indonesian for grade 6 students at SDN Pakaan Dajah.]]>
<![CDATA[Implementasi Pengembangan Infografis Terintegrasi sebagai Media dan Suplemen Pembelajaran Bahasa Inggris di Sekolah Dasar ]]>
<![CDATA[Ana Anggi Anggraini]]>;
<![CDATA[Erwin Rahayu Saputra]]>
<![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.v7i2.920
<![CDATA[Learning English requires innovation as a form of learning adaptation to the current changing times, namely the adaptation period for new habits after the Covid-19 intervention. One form of learning innovation is through the development of learning media. The focus of this research is to describe the implementation of integrated infographic learning media with learning videos resulting from the design and development of researchers for learning English in elementary schools. The narrative inquiry method with a qualitative approach is the basis used for this research. Data collection techniques through interviews, observation and assisted by literature study. Learning English is carried out in class IV at SDN Ceungceum, Tasikmalaya Regency by applying a scientific learning model utilizing integrated infographic learning media with the advantage of helping to understand the concept of Types of Energy Sources as well as being used as an addition and extension of insight after learning. The integrated infographic media is designed by adding a QR code and a connected link to learning videos. The response of the students was very enthusiastic during the learning process. Learning outcomes are shown by discussion activities, presentations, and tests to make sentences get very good results]]>
<![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[Kajian Reflektif Pembatik 2021 untuk Perbaikan Pembelajaran Berbasis MOOC ]]>
<![CDATA[Moch. Abduh]]>;
<![CDATA[Garti Sri Utami]]>;
<![CDATA[Sumarno Sumarno]]>
<![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.v6i3.983
<![CDATA[Educational technology competence is urgently needed for teachers in the 21st century. As stated by UNESCO ICT Competency Framework for Teacher version 3, the use of ICT technology and basic competencies in 21st-century skills greatly assists teachers in the application of educational technology. This article examines the evaluation of PembaTIK 2021. The purpose of this research is to evaluate PembaTIK 2021 on how to determine the impact of MOOC using Kirkpatrick's four-level training evaluation approach, with studies at two evaluation levels, namely Reaction and Learning Level. This study uses a survey method. The survey was conducted to capture responses from participants in the PembaTIK 2021 Program at Pre-Level and Level 1, most of whom are teachers at all levels of education from 34 provinces in Indonesia. The results show that MOOC effectively achieves increased teacher expertise in educational technology. MOOCs have been successful in changing teachers' attitudes toward the use of basic technology and ICT, creating educational resources for their students, and using innovative teaching approaches in their classrooms. The conclusion is that there has been an increase in teacher ICT competence through ICT-based learning and the MOOC platform.]]>
<![CDATA[Optimalisasi Strategi Pembelajaran Bahasa Inggris Melalui Penguatan Karakter Mulia ]]>
<![CDATA[Yusaeny Rozelyna]]>
<![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.v7i1.987
<![CDATA[21st century English learning refers to communicative, intercultural competencies, attitudes in the form of self-confidence to be independent and responsible, as well as critical and creative reasoning skills. Creative and interesting digital learning has not been able to reflect the expected English learning achievement targets. This study describes the effectiveness of strengthening noble characters towards optimizing English learning. Classroom Action Research (CAR) using simple qualitative and quantitative methods is used to answer the formulation of this research problem. Observations of students and teachers in the learning process, questionnaires, interviews and documentation of grades were used to collect research data. Researchers use cognitive diagnostic assessment as a preliminary study of research. Observation data of students and teachers are used to answer the optimization of the English learning process. To answer the strengthening of character education in the learning process, the researchers used questionnaire data. Furthermore, interview data after the learning process, documentation of process values and results were used as data triangulation to achieve research validity. Interestingly, this study has a novel value, namely, character strengthening carried out in the English learning process is able to increase the positive behavior of students who are sustainable in the formation of noble character. The increase in the value of the learning process is an implication of changes in the positive behavior of students. Finally, the researcher recommends future research to examine the effectiveness of the text-based approach in cognate subjects.]]>
<![CDATA[Peningkatan Keaktifan Siswa Melalui Tutor Sebaya Kegiatan P5 Project Demokrasi di SMPN 41 Surabaya ]]>
<![CDATA[Ninik Ninik]]>
<![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.v6i3.992
<![CDATA[Implementation of the Pancasila Student Profile Strengthening Project (P5) at SMPN 41 Surabaya for the theme of democracy was integrated into several subjects, namely PKN, Indonesian, Cultural Arts and Javanese in the Merdeka Curriculum. The heterogeneity of students' intelligence in completing group assignments encourages teachers to carry out classroom actions using the peer tutor model. This class action was carried out in two cycles with the same stages, namely planning, implementing, observing and reflecting. There was an increase in student learning outcomes from cycle I to cycle I. In cycle I, 27 students entered the upper category and in cycle 2 all students (30 people) entered the upper category.]]>
<![CDATA[Peningkatan Pemahaman Materi Teks Nonfiksi Menggunakan Media Sway Office 365 ]]>
<![CDATA[Nursyaidha Nursyaidha]]>
<![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.v7i1.1004
<![CDATA[During a pandemic like this, all efforts will be made of course in accordance with the procedures in the education system in terms of the learning process carried out by a remote system using an online network. Since learning from home (BDR) has been implemented, face-to-face opportunities with students do not occur, while knowledge transfer must continue. This research is based on problems conducted online in Class IV SDN Sawunggaling VII/388 as follows: (a How are teacher and student activities in an effort to increase student understanding of non-fiction text material for Indonesian language lessons theme 5 using Sway Office 365 media (b) What are the results learning in an effort to increase students' understanding when the non-fiction text material for Indonesian language lessons theme 5 uses Sway Office 365 media? This study uses classroom action with the result that there is an increase in teacher and student activity so that the impact on student learning outcomes has increased from cycle I to cycle II, namely, cycle I (70.96%), and cycle II (93.55%). The conclusion of this study is that Sway Office 365 media can have a positive effect on online student learning activities and outcomes.]]>
