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[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[Analisis Kesulitan Belajar Siswa Sekolah Dasar pada Pembelajaran Ilmu Pengetahuan Alam ]]>
<![CDATA[Nur Rahmah]]>;
<![CDATA[Nur Afifa]]>
<![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.v7i3.1264
<![CDATA[The purpose of this study was to determine the factors causing learning difficulties of public elementary school students No. 1 Pesaku in learning science lessons. This research method uses a qualitative descriptive method, where the research instruments are teacher and student interviews, questionnaires, documentation and student daily test scores. After teaching and learning activities, interviews were conducted to see students' learning abilities and the teacher's constraints in delivering the material. Questionnaire to identify student learning difficulties. Daily test scores are used to determine the extent of student learning problems. Documentation as supporting and complementary data for the use of observation and interview methods. The subjects of this research were the fifth grade students of SD No. 1 pesaku together with the homeroom teacher. The results of this study indicate that the causes of student learning difficulties consist of two factors, namely internal factors, namely student interest in learning, students' attitudes towards learning and study habits, while external factors are parents' attention to learning, the student's learning activities are lacking, the condition of the school environment and media or tools available in schools are inadequate.]]>
<![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 Hasil Belajar Matematika Melalui Pembelajaran Berdiferensiasi dengan Model Problem Based Learning ]]>
<![CDATA[Ovrina Resti Arisandi]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 8 No 1 (2024): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v8i1.1286
<![CDATA[This study aims to improve student learning outcomes in Mathematics subject through differentiated learning with Problem Based Learning (PBL) models. The approach used in this study was qualitative with the Classroom Action Research (PTK) method which was carried out in two cycles, which went through the stages of planning, implementing and reflecting for each cycle. Data collection instruments were obtained through observation sheets and test sheets. Data on student learning test results for each cycle were analyzed using the formula for average scores and percentages of classical learning completeness, while data from observations of student activity were analyzed using the average score for each criterion. The results showed an increase in student activity in the first cycle an average of 75% and an average of 92.5% in the second cycle. Furthermore, in the student learning outcomes test there was also an increase from cycle I obtained 76.92% to 92.3% in cycle II. Based on this research, it can be concluded that there is an increase in Mathematics learning outcomes through differentiated learning with Problem Based Learning (PBL) models.]]>
<![CDATA[Keefektifan Pembelajaran Berdiferensiasi Menggunakan “Kaktarsi” dalam Pembelajaran Bahasa Indonesia ]]>
<![CDATA[Alamsari Alamsari]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 8 No 1 (2024): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v8i1.1287
<![CDATA[The research aims to describe the effectiveness of implementing differentiated learning using the Creative Word Cards (Kaktarsi) media to increase the activeness of learning Indonesian in class IX students at SMPN 1 Indralaya Utara. This research aims to describe how differentiated learning is implemented using KaK TarSi media to increase the activeness of learning Indonesian in class IX students at SMPN 1 Indralaya Utara. This type of research is pre-experimental research with a population sample of 30 students. The research design used was one group pretest-posttest design. From the research results, it is known that there is an increase in student activity in learning activities, namely students listen to the teacher's explanation (13%), submit assignments on time (24%), actively discuss with colleagues (30%), and ask questions to the teacher or colleagues ( 33%). From the results of the gain, it is known that there is an increase in activity before and after learning by 25%. Thus, it can be concluded that differentiated learning using KaK TarSi media can increase student learning activity.]]>
<![CDATA[Pembelajaran Berdiferensiasi Menggunakan Barang Bekas pada Materi Lingkaran untuk Meningkatkan Hasil Belajar Siswa ]]>
<![CDATA[Fice Femmy Rompis]]>
<![CDATA[ Jurnal Didaktika Pendidikan Dasar Vol 8 No 1 (2024): Jurnal Didaktika Pendidikan Dasar ]]>
Publisher : <![CDATA[Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I. ]]>
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DOI: 10.26811/didaktika.v8i1.1289
<![CDATA[Each student has uniqueness and specialties that differentiate them from each other, including in terms of learning needs. One way to overcome the problem of diverse student characteristics in learning activities is to implement differentiated learning. This research aims to improve the mathematics learning outcomes of grade 8 students at Leilem Christian Middle School, Sonder District, with differentiated learning using used materials. This research is classroom action research carried out in two cycles. The subjects of this research were 8th grade students at Leilem Christian Middle School. Data collection was carried out using observation techniques and learning outcomes tests. Data were analyzed descriptively.The research findings indicate a progressive improvement throughout each cycle. In terms of teacher engagement during the instructional activities, the average score was 84.10% in Cycle I and 92.05% in Cycle II. Similarly, student involvement exhibited an increase, with an average score of 80.69% in Cycle I and 94.32% in Cycle II. As for the student's learning outcome test results, there was an advancement from 76.67% in Cycle I to 90% in Cycle II. In conclusion, differentiated instruction utilizing recycled materials is capable of enhancing student learning outcomes.]]>
