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INDONESIA
Didaktika: Jurnal Kependidikan
Published by South Sulawesi Education Development
ISSN : 23021330     EISSN : 27454312     DOI : 10.58230
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Material Development Testing, Assessment, & Evaluation Teacher Professional Development Learning Activities Education Policy Learning Facilities & Infrastructures
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1,473 Documents
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Fresh Voices on Extensive Reading: A Narrative Study of Indonesian University Students Wahyu Wienanda; Anik Nunuk Wulyani; Francisca Maria Ivone
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3219

Abstract

Extensive reading (ER) is an instructional approach to reading pedagogy that helps to encourage students to engage in a large amount of reading without being burdened by the concept of being assessed. The purpose of this study is to investigate university-level students’ perceptions of how the implementation of extensive reading inside their classroom and their suggestions about the implementation of extensive reading inside their classroom. Qualitative research was used as the design of this study, consisting of 3 freshman students of one University in Malang, East Java, Indonesia, as the participants. The research data was collected through interviews of those students, and the interview was recorded and transcribed by the researcher. The data was analyzed using narrative analysis based on the data collected from the interview conducted before. The analyses revealed that students’ perceptions towards the implementation of extensive reading are mostly positive, and students suggested that the task should be changed or removed. The study provides implications for the lecturer to carefully implement extensive reading as an approach to help students learn to read and build their reading habits. The lecturers should also sufficiently analyze and implement the characteristics of extensive reading in order to fully optimize the implementation of extensive reading in the classroom.
Technology-Based Management Strategies for Bullying Prevention in Junior High Schools: A Systematic Literature Review Alfiani Nur Julia; Supadi; Desi Rahmawati; Cynthia Mayang Sari
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3222

Abstract

This study aims to identify and analyze technology-based management strategies for bullying prevention in junior high schools through a Systematic Literature Review (SLR) approach that adheres to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework . The research employs a qualitative descriptive method by reviewing 30 peer-reviewed journal articles published between 2020 and 2025. Data sources were obtained from both international and national academic databases, selected based on their relevance to educational management, information technology, and school-based bullying prevention. The analysis reveals that technology-based strategies play a pivotal role in constructing adaptive, responsive, and collaborative school management systems. The dominant approaches include the utilization of digital reporting systems, online training platforms for teachers, self-reporting applications for students, and behavior-monitoring systems driven by data analytics. Findings further indicate that technological interventions are most effective when accompanied by strong managerial policies and supported by an inclusive school culture. This study underscores the necessity of integrating technological innovation with sound school management policies to foster a safe, healthy, and bullying-free educational environment
Penguatan Personal Branding Barista Bagi Siswa SMK Program Keahlian Kuliner: Sebuah Rapid Literature Review (RLR) Tomi Hendrayana; Nunung Nurjanah; Widiyanti Widiyanti
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3225

Abstract

Penguatan personal branding barista selama masa Praktik Kerja Lapangan (PKL) menjadi kebutuhan strategis dalam menyongsong perkembangan industri kopi Indonesia. Penelitian ini melakukan Rapid Literature Review (RLR) untuk menganalisis strategi penguatan personal branding barista peserta didik program keahlian kuliner SMK selama PKL. Metode penelitian mengikuti protokol tinjauan literatur terstruktur dengan pencarian pada database Scopus, Google Scholar, dan SINTA menggunakan kata kunci terpilih. Dari 28 artikel yang memenuhi kriteria inklusi (2019-2024), hasil penelitian mengidentifikasi tiga strategi utama: (1) integrasi kompetensi teknis (hard skills) dengan kemampuan komunikasi naratif dan konstruksi identitas profesional; (2) optimalisasi PKL sebagai ekosistem pembelajaran melalui pendekatan reflective practice dan structured mentoring; serta (3) implementasi strategi integratif berupa digital storytelling, modul personal branding, dan kolaborasi triadik. Simpulan penelitian menekankan pentingnya pendekatan sistematis dalam merekonseptualisasi PKL sebagai media pengembangan identitas profesional. Diusulkan model implementasi kontekstual bagi SMKN 1 Nglegok yang meliputi personal branding roadmap, industry partnership forum, digital portfolio system, dan alumni coaching clinic. Temuan ini memberikan kontribusi penting bagi pengembangan pendidikan vokasi dan peningkatan employability lulusan di industri kopi
Penerapan Model Problem-Based Learning (PBL) Berbasis Industri Marmer untuk Meningkatkan Pemahaman Konseptual dan Kepedulian Lingkungan Siswa pada Materi Larutan Asam-Basa Dian Ariani; Didik Nurhadi; Widiyanti Widiyanti
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3229

Abstract

Pembelajaran kimia di tingkat SMA sering kali masih berorientasi pada hafalan konsep, sehingga pemahaman konseptual siswa terhadap fenomena kimia nyata masih rendah. Penelitian ini bertujuan untuk mendeskripsikan penerapan model Problem-Based Learning (PBL) berbasis industri marmer dalam meningkatkan pemahaman konseptual dan kepedulian lingkungan siswa pada materi larutan asam-basa. Penelitian menggunakan pendekatan kualitatif deskriptif dengan rancangan studi kasus yang dilaksanakan di SMA Negeri 1 Campurdarat, Tulungagung. Subjek penelitian terdiri atas 30 siswa kelas XI, guru kimia, dan kepala sekolah. Data diperoleh melalui observasi langsung, wawancara, analisis dokumen, dan hasil kerja siswa dalam Lembar Kerja Peserta Didik (LKPD) yang disusun berdasarkan lima sintak PBL. Analisis data dilakukan melalui tahap reduksi, penyajian, dan penarikan kesimpulan dengan triangulasi sumber. Hasil penelitian menunjukkan bahwa penerapan PBL berbasis konteks industri marmer mampu meningkatkan keterlibatan aktif dan pemahaman konseptual siswa secara signifikan. Pada tahap penyelidikan, siswa mampu menghubungkan hasil pengukuran pH limbah marmer (pH 7–8 pada industri dan 8–9 pada usaha rumah tangga) dengan konsep asam-basa dan sistem netralisasi dalam Instalasi Pengolahan Air Limbah (IPAL). Melalui diskusi dan refleksi, siswa menunjukkan peningkatan kemampuan menjelaskan konsep larutan asam-basa dalam konteks kehidupan nyata serta tumbuhnya kesadaran ekologis terhadap pengelolaan limbah industri. Dengan demikian, penerapan PBL berbasis industri lokal tidak hanya memperkuat pemahaman konsep kimia, tetapi juga menumbuhkan karakter peduli lingkungan dan literasi ilmiah yang relevan dengan Kurikulum Merdeka.
Dialog Reflektif Berbasis AI sebagai Evaluasi Pedagogis dalam Implementasi Student-Centered Learning pada Mata Kuliah Bahasa Indonesia Een Nurhasanah; Siti Masitoh
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3238

Abstract

Penelitian ini bertujuan untuk mengeksplorasi efektivitas Dialog Reflektif Berbasis AI sebagai bentuk evaluasi pedagogis dalam implementasi Student-Centered Learning (SCL) pada mata kuliah Bahasa Indonesia bagi mahasiswa D3 Teknik Mesin yang berjumlah 37 orang. Metode penelitian menggunakan pendekatan deskriptif kualitatif dengan dukungan analisis kuantitatif sederhana. Partisipan penelitian adalah mahasiswa semester tiga yang terlibat dalam proses refleksi melalui chatbot AI, yang dirancang untuk memfasilitasi dialog reflektif secara sistematis. Instrumen penelitian berupa pertanyaan terbuka dan skala sentimen yang mengukur persepsi mahasiswa terhadap pembelajaran berbasis SCL. Hasil penelitian menunjukkan bahwa tema refleksi mahasiswa mencakup keterlibatan aktif, peran dosen sebagai fasilitator, kolaborasi diskusi, peningkatan keterampilan berbahasa, serta masukan untuk perbaikan metode. Distribusi skor sentimen memperlihatkan mayoritas mahasiswa (95%) memberikan skor di atas 8.5, dengan rincian 5% pada rentang 8.0–8.4, 50% pada 8.5–8.9, dan 45% pada 9.0–9.5. Temuan ini menegaskan bahwa SCL dipersepsikan sangat positif, tidak hanya meningkatkan pemahaman kognitif, tetapi juga memperkuat ranah afektif (motivasi, kepercayaan diri, kesadaran kritis) dan ranah sosial (kolaborasi peer-to-peer dan keterampilan komunikasi). Kesimpulan penelitian ini adalah bahwa Dialog Reflektif Berbasis AI dapat menjadi instrumen evaluasi pedagogis yang komprehensif, mengintegrasikan data kualitatif dan kuantitatif untuk menilai efektivitas SCL. Implikasi praktisnya, pendekatan ini dapat digunakan sebagai model evaluasi inovatif dalam pendidikan vokasi, sekaligus memperkuat integrasi teknologi AI dalam pembelajaran bahasa di perguruan tinggi.
Actualizing Ethnoscience in Physics Education: A New Pathway to Foster Academic Creativity through Local Traditions Mayang Dela Kesumah; Ilham Falani; Haerul Pathoni; Muhammad Haris Effendi Hasibuan
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3240

Abstract

Strengthening academic creativity is an urgent need in 21st-century physics education, which is characterized by complex challenges and global changes. This study aims to actualize ethnoscience as a contextual approach that can enhance student creativity through the integration of local cultural values into physics learning. Using a combined framework of Systematic Literature Review (SLR) and field surveys, this study analyzed 10 relevant articles and collected quantitative data from 50 high school students. Descriptive and inferential analysis results show that positive perceptions of ethnoscience-based learning (r = 0.472) and appreciation of local culture (r = 0.352) are significantly related to high levels of student academic creativity. In addition, linear regression results reveal that these two variables together explain 31.3% of the variance in student creativity. These findings indicate that physics learning based on local wisdom is not only culturally relevant but also pedagogically effective in encouraging creative, reflective, and contextual thinking. Therefore, future educational strategies need to consider ethnoscience as a core approach in the design of culture-based curricula.
Pengembangan E-Modul Contextual Teaching and Learning Based Flipchart (CTL-BF) untuk Meningkatkan Berpikir Kritis pada Siswa Sekolah Dasar Putri Surya Damayanti; Angga Putra; Anggun Puspitasari; M. Ibnusaputra
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3257

Abstract

Penelitian ini bertujuan untuk mengembangkan dan mengevaluasi efektivitas e-modul berbasis Contextual Teaching and Learning yang dikombinasikan dengan media flipchart (CTL-BF) dalam meningkatkan keterampilan berpikir kritis siswa sekolah dasar. Penelitian menggunakan pendekatan Research and Development (R&D) dengan model pengembangan ADDIE. Teknik pengumpulan data meliputi observasi, angket kelayakan dan kepraktisan, serta tes keterampilan berpikir kritis. Hasil penelitian menunjukkan bahwa e-modul CTL-BF telah sangat layak (95,83%) dan sangat praktis (91,67%) digunakan. Sedangkan tes keterampilan berpikir kritis telah berkategori sangat layak (93,4%), valid (sig>0,306), reliabel, dan baik dalam tingkat kesukarannya. Uji efektivitas dengan uji t-berpasangan menunjukkan adanya perbadaan nilai pretest-posttest (sig<0,05). Uji n-gain juga menunjukkan adanya peningkatan nilai, kategori sedang (0,68) pada SDN 17 Woja, dan tinggi (0,72) pada SDN 25 Woja. Detailnya bahwa efektivitas penerapan e-modul CTL-BF paling efektif menunjang indikator evaluasi dan analisis dari indikator keterampilan berpikir kritis siswa. Penelitian ini merekomendasikan implementasi e-modul CTL-BF sebagai solusi pemenuhan keterampilan abad ke-21. Lebih lanjut bisa meninjau variabel gaya belajar atau karakteristik siswa.
Keefektifan Model Pembelajaran Kooperatif Tipe Team Game Tournament dan Team Assisted Individualization terhadap Motivasi dan Hasil Belajar IPS Siswa Sekolah Dasar Meily Kifthi Da'iah; Anwar Senen
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3262

Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran kooperatif tipe Team Game Tournament (TGT) dan Team Assisted Individualization (TAI) dalam meningkatkan motivasi serta hasil belajar siswa kelas IV pada mata pelajaran IPS. Fokus utama penelitian adalah membandingkan motivasi dan hasil belajar antara siswa yang menggunakan model TGT, model TAI, dan pembelajaran konvensional pada materi Kekayaan Budaya Indonesia. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi experiment nonequivalent control group design. Sampel terdiri dari tiga kelas: kelas TGT (26 siswa), kelas TAI (26 siswa), dan kelas kontrol (28 siswa). Data mengenai motivasi dan hasil belajar dikumpulkan melalui angket dan tes, sementara observasi dan wawancara digunakan untuk memperkuat pemahaman terhadap proses pembelajaran. Hasil penelitian menunjukkan adanya perbedaan yang jelas antara ketiga kelompok. Siswa yang belajar menggunakan model TGT memiliki tingkat motivasi tertinggi dengan rata-rata 104,65, disusul TAI dengan rata-rata 101,00, dan pembelajaran konvensional dengan 96,57. Untuk hasil belajar, model TGT menunjukkan peningkatan paling efektif berdasarkan nilai N-Gain sebesar 57,2% (kategori cukup efektif), sedangkan TAI memperoleh 49,7% dan pembelajaran konvensional 46,5% (keduanya kategori kurang efektif). Simpulan penelitian menegaskan bahwa model TGT lebih efektif meningkatkan motivasi dan hasil belajar siswa dibandingkan model TAI maupun pembelajaran konvensional. Temuan ini menunjukkan bahwa unsur permainan dan kompetisi dalam TGT mampu memberikan pengalaman belajar yang lebih menarik dan bermakna bagi siswa sekolah dasar.
The Effectiveness of the Team Teaching Method in Improving Conceptual Understanding and Learning Motivation of Grade VII Junior High School Julanda Adriana Wakum; C. Asri Budiningsih
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3265

Abstract

This study used a quantitative approach with a quasi-experimental design (non-equivalent control group) to analyze the effect of the team teaching method on students' conceptual understanding and learning motivation at SMP Negeri 4 Sentani. The research sample consisted of two groups, namely the experimental group (27 students) who participated in learning using the team teaching method and the control group (28 students) who participated in conventional learning. Data collection was conducted through a five-point Likert scale questionnaire, student engagement observation sheets, and assignment scores as supporting data. The instruments were tested for content and construct validity as well as reliability using Cronbach's Alpha, with all values meeting the standard of >0.70, so the instruments were declared valid and reliable. Data analysis using SmartPLS included factor loading, AVE, cross loading, correlation, composite reliability (rho_c), and R-squared. The results of the study indicate that the team teaching method has a significant effect on students' conceptual understanding and learning motivation. The factor loading values of the team teaching method indicators are very high (0.941–0.959), while the conceptual understanding and learning effectiveness indicators also show high values (0.865–0.979), indicating the success of this method in increasing student engagement and understanding. The AVE value above 0.5 and composite reliability >0.9 indicate that the instrument used is valid and consistent. Correlation analysis shows a strong relationship between the team teaching variable and conceptual understanding (0.991), learning effectiveness (0.989), and learning motivation (0.984). These results confirm that the application of team teaching not only improves material comprehension but also significantly encourages student learning motivation. In conclusion, the team teaching method is effective in improving students' conceptual understanding and learning motivation at SMP Negeri 4 Sentani. This study recommends the routine application of collaborative methods and the exploration of other external factors that can further improve student learning motivation.
Transforming Teachers Through Project-Based Learning: A Systematic Literature and Network Analysis Indah Murtini; Eveline Siregar; Robinson Situmorang; Imam Fitri Rahmadi
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3273

Abstract

This study employed an integrated Systematic Literature and Network Analysis (SLNA) approach to examine project-based learning teacher training models and their role in facilitating teacher transformation. Following PRISMA 2020 guidelines, we systematically reviewed 18 empirical studies (2020-2024) from Scopus database across diverse educational contexts in Asia and Europe, complemented by VOSviewer bibliometric analysis of 330 keyword co-occurrence networks. Results identified five essential training components: theoretical understanding, hands-on practice, structured reflection, collaborative learning, and sustained mentoring support. Teacher transformation progressed across three dimensions---pedagogical competence, teaching self-efficacy, and classroom implementation skills---with persistent challenges in classroom management, time allocation, and curriculum alignment. Bibliometric analysis positioned teacher transformation research at the convergence of pedagogical innovation, professional development theory, and technological integration, with COVID-19 as a catalytic network node and artificial intelligence representing the most recent high-impact frontier. Findings indicate effective PBL teacher training requires phase-based, scaffolded programs embedding authentic practice within collaborative professional learning communities and sustained institutional support.

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