Didaktika
Didaktika (e-ISSN: 2775-9024) adalah jurnal ilmiah open akses yang secara berkala yang diterbitkan oleh Universitas Pendidikan Indonesia Kampus Serang. Didaktika diterbitkan empat kali satu tahun (Maret, Juni, September, dan Desember) yang mempublikasikan hasil penelitian orisinal tentang pendidikan guru sekolah dasar dan topik lain seputar pendidikan. Didaktika menerbitkan artikel pada lingkup pendidikan khususnya pendidikan guru sekolah dasar dalam cakupan konsep, teori, paradigma, pendekatan, dan metodologi dalam kajian ilmu pendidikan dasar. Ruang lingkup Didaktika meliputi: Pembelajaran Bahasa di SD Pembelajaran Matematika di SD Pembelajaran IPA di SD Pembelajaran Nilai dan Kewarganegaraan di SD Pembelajaran IPS di SD Pembelajaran Seni di SD Pembelajaran Penjaskes di SD Pendidikan Karakter di SD Perkembangan Peserta Didik di SD dan topik lain yang relevan dengan pendidikan dasar
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<![CDATA[Hasil Belajar dan Kreativitas Siswa Dalam Model Pembelajaran Project-Based Learning Pembuatan Video Pembelajaran Tema Pemodelan UML ]]>
<![CDATA[Umiyati, Tri]]>
<![CDATA[ Didaktika Vol 2, No 3 (2022): Didaktika ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Serang ]]>
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DOI: 10.17509/didaktika.v2i3.49744
<![CDATA[Technological developments, especially in the field of education, are generally aimed at advancing student motivation to be superior and more advanced in the use of technology so that education will be more advanced. From the statement above, many educators try several technologies to facilitate learning. Likewise in this study which has the aim to determine the effect of applying the PjBL (project-based learning) learning model on learning outcomes in Software and Games Development (PPLG) vocational major in State Vocational School of 1 Wadaslintang. This study used a qualitative approach with observational method. The form of qualitative is taken by observing the activities during practicum class with creativity project. The research sample consisted of 34 students with 14 groups, each group consisting of 2 to 3 students from class XI PPLG 1 as an observational class. Data analysis in this study used an animated video project. Based on the results of data analysis, there were results of student projects with high creativity different in those groups. This result indicated that in learning video making, project-based learning successfully inhibits the learning outcomes and students' creativity. It should be from the mix matching the project-based approach with the alternative activities. This is can be a basis for educators to implement similar approaches for other project-based activities]]>
<![CDATA[Model Variasi Mengajar dan Pembelajaran Guru PAI di SMP Muhammadiyah 6 Kota Yogyakarta ]]>
<![CDATA[Albany, Sulistiono Shalladdin]]>;
<![CDATA[Rochman, Fauzi]]>
<![CDATA[ Didaktika Vol 2, No 3 (2022): Didaktika ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Serang ]]>
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DOI: 10.17509/didaktika.v2i3.48747
<![CDATA[In the phenomenon of the learning process that occurs in the classroom, not infrequently students are given the assumption of being an empty container that is mandatory and can be filled with various teaching materials whatever the teacher wants. There are few teachers who are sensitive and considerate to the feelings or emotions of students even to their readiness in learning, this is contrary to the expectations of the quality of education that occurs. The existence of variations in teaching and learning makes expectations of the quality of education perfect to aspire to. This study intended to explore more deeply the variations in teaching and learning of Islamic Religious Education teachers in order to achieve maximum core competencies at Junior High School of Muhammadiyah 6 Yogyakarta. In this research, the subject is the Islamic Religion teacher, and the information was obtained from other subject teachers. The data was collected by the method of observation, and interviews. Data reduction, data presentation, and conclusion drawing become the validity of the data collected. The results of this study indicate that there are 2 variations of teaching and learning in the context of achieving spiritual and social core competencies with the lecture method containing advice and awareness of life. For core competencies, knowledge and skills are carried out with variations in project methods, video analysis, practice, and variations in learning during a pandemic with online learning.]]>
<![CDATA[Penggunaan Media Kartu Kata untuk Meningkatkan Kemampuan Membaca Permulaan pada Siswa Kelas I Sekolah Dasar ]]>
<![CDATA[Valentina Sani, Feby Resti]]>;
<![CDATA[Widjojoko, Widjojoko]]>;
<![CDATA[Wardana, Deni]]>
<![CDATA[ Didaktika Vol 2, No 3 (2022): Didaktika ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Serang ]]>
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DOI: 10.17509/didaktika.v2i3.37386
<![CDATA[This study aims to see the potential to improve elementary school students' reading skills using word cards as media. This literature study research was conducted on research sources from undergraduate thesis and scientific journals. Based on the results of the analysis of literature studies that have been conducted by researchers, the results obtained by the previous researchers explained that the interaction activities of learners with teachers when the process of reading the beginning using the media card is done with 4 stages starting from the planning, action, observation, and reflection stages. The results of the increase in mastery of early reading by utilizing the medium of word cards, beginning with the previous researchers with pre-activity obtained an average percentage of 59.2%, results obtained with an average of 68.8% obtained cycle I, obtained an average of 75.2% cycle II, and cycle III got an average result of 78%. Based on secondary data that researchers conducted in interviews, the source said the process of reading the beginning using the word card media can improve students' initial reading ability compared to the conventional way before and can make students active in the classroom because they are involved during the learning process. This can show that the process of early reading learning activities with word card media can improve the reading ability of grade 1 elementary school students.]]>
<![CDATA[SQ3R: Cara Efektif Merebut Atensi Siswa pada Pembelajaran Keterampilan Membaca Pemahaman ]]>
<![CDATA[Kultsum, Ummu]]>;
<![CDATA[Salim, Herli]]>
<![CDATA[ Didaktika Vol 2, No 3 (2022): Didaktika ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Serang ]]>
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DOI: 10.17509/didaktika.v2i3.38225
<![CDATA[Ideally grade 4 elementary school students should have understood the contents of the reading well, but in reality, there are still difficulties in understanding the main points of a text. This is marked when students have enabled to determine the main idea of a particular paragraph because of a lack of attention in learning. If this problem is not followed up, the learning objectives can be difficult to achieve. By conducting this research, the researcher wants to know whether reading by applying the SQ3R method can work effectively so that the level of student understanding will increase. Researchers used a qualitative approach in their research, then Classroom Action Research (CAR) with Kemmis and McTaggart models as research methods. The place that has been determined by the researcher is SDN Karodangan which is located in Taktakan, Serang. The main points discussed by the researcher were students who were in grade 4 which consisted of 9 students. The action that has been carried out has proven an increase in students' reading comprehension skills. Before the action, the average value of students' reading comprehension skills was 43.3 and 22.2% as a percentage. When the first action, the average value of students' reading comprehension skills obtained was 60 and 44.4% as a percentage. Then the second action, the average value of students' reading comprehension skills increased to 85.5 and 88.8% as a percentage. Based on the description of thedata, it concluded that the SQ3R method has proven to be effective in capturing students' attention so that their understanding can increase.]]>
<![CDATA[Analisis Kesulitan Membaca Pemahaman Siswa Kelas III SDN Tegal Kidongdong Sebagai Alternatif Pembuatan Media Pembelajaran Menemukan Pesan Moral Pada Teks Dongeng ]]>
<![CDATA[Faijah, Ika Nur]]>;
<![CDATA[Wardana, Deni]]>;
<![CDATA[Widjojoko, Widjojoko]]>
<![CDATA[ Didaktika Vol 2, No 3 (2022): Didaktika ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Serang ]]>
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DOI: 10.17509/didaktika.v2i3.43387
<![CDATA[Comprehension reading is activity to absorb information from reading material, understand, know the meaning or implied meaning of reading. In the world of education, especially in elementary school, reading skills are very important in addition to the other three language skills. Of the four language skills that must be mastered by students, most of the difficulties experienced by students are difficulties in reading comprehension. Difficulty in reading comprehension will hinder students in absorbing the information presented in the form of reading in the form of books, magazines, newspapers, documents and others. This study aims to find out, analyze and describe the difficulties experienced by students in reading comprehension on fairy tale texts in class III SDN Tegal Kidongdong in the 2021/2022 academic year and make learning media in the form of animated videos based on the difficulties experienced by students. This study uses a qualitative approach with content analysis method which aims to analyze the phenomenon based on the documents obtained from the research. The subject of this research is a document in the form of student worksheet answers. Data collection techniques used in this study were participant observation, in-depth interviews and document analysis. The results of this study are the difficulties experienced by students, namely difficulties in reading comprehension with a literal level of understanding, namely finding the characteristics possessed by characters in fairy tales, then difficulty in reading comprehension with a literal level of understanding, namely finding paragraphs that show moral messages and finally having difficulty reading comprehension with the level of understanding of interpretation, namely finding the moral message in the fairy tale. Based on the knowledge of these difficulties, the researchers considered it to make learning media in the form of animated videos to be accessed by all third grade elementary school students. ]]>
<![CDATA[Efektivitas Penggunaan Google Classroom Dalam Pembelajaran Daring Terhadap Hasil Belajar Siswa Pada Materi Bangun Ruang Di Kelas VI SDN Cibonteng Kecamatan Walantaka Kota Serang ]]>
<![CDATA[Marlena, Lena]]>;
<![CDATA[Tiurlina, Tiurlina]]>;
<![CDATA[Alfarisa, Fitri]]>
<![CDATA[ Didaktika Vol 2, No 3 (2022): Didaktika ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Serang ]]>
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DOI: 10.17509/didaktika.v2i3.38195
<![CDATA[Online learning is learning that uses online applications to support learning activities. One of the online applications that can be used as online learning media is Google Classroom. Based on the results of interviews with the sixth-grade teacher of the State Elementary School of Cibonteng, it can be seen that mathematics is the subject that is considered the most difficult by students, especially geometry. This study aims to determine the effectiveness of online learning using Google Classroom on building materials at State Elementary School of Cibonteng, Walantaka District, Serang City on student learning outcomes. The research method used is a pre-experimental design, and the research design is a set of pretest-posttest designs. Data collection techniques in this study were interviews, observation, and written tests. The data analysis technique used in this research is the normality test of the data and the hypothesis test. The results showed that the use of Google Classroom in online learning could effectively improve student learning outcomes in the geometry material, this can be seen from the results of the paired t-test with the pretest and post-test results are 0.16, meaning that the p-value 0.05, then H0 accepted and Ha rejected. In addition, the results of the Google Classroom N-Gain Test are 0.12, which means they are in the low category. These results show that this learning influences students' learning success. These practices can be the basis for selecting and improving teachers in the future.]]>
<![CDATA[PENGGUNAAN MEDIA PEMBELAJARAN APLIKASI AKSI SEKOLAH SD UNTUK MENINGKATKAN KEMAMPUAN NUMERASI ANAK PADA SISWA KELAS III SD ]]>
<![CDATA[Putri, Mega Ulia]]>
<![CDATA[ Didaktika Vol 2, No 3 (2022): Didaktika ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Serang ]]>
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DOI: 10.17509/didaktika.v2i3.48945
<![CDATA[Dalam proses pembelajaran dikelas pemilihan media pembelajaran perlu diperhatikan karena media pembelajaran sangat mempengaruhi hasil belajar siswa terutama dalam mata pelajaran matematika atau numerasi agar siswa tidak mudah bosan dengan dunia angka. Adapun media pembelajaran yang dapat digunakan dalam meningkatkan kemampuan literasi numerasi siswa yaitu Aplikasi Aksi Sekolah SD. Aplikasi Aksi Sekolah SD merupakan aplikasi Assesment Kompetensi Siswa Indonesia Sekolah Dasar yang diciptakan oleh Puspendik Balitbang-Kemendikbud salah satu bentuk program pemerintah yaitu Merdeka Belajar. Penelitian ini merupakan penelitian kuantitatif deskriptif yang memiliki tujuan penelitian untuk mengetahui bagaimana kemampuan numerasi siswa sebelum dan sesudah menjawab tes numerasi dengan menggunakan aplikasi Aksi Sekolah SD, lalu cara guru dalam membimbing siswa saat menjawab test numerasi dengan menggunakan Aplikasi Aksi Sekolah SD dalam meningkatkan kemampuan numerasi siswa, serta respon siswa terhadap penggunaan aplikasi Aksi Sekolah SD? Penelitian ini dilakukan di SDN Cileungsi 01, Kab.Ciawi, Bogor yang ditunjukkan pada siswa kelas III yang berjumlah 28 orang. Teknik penelitian yang dilakukan yaitu menggunakan tes, observasi serta angket. Hasil observasi menunjukkan bahwa kemampuan numerasi siswa kelas III masih dikategorikan rendah dikarenakan daya inget siswa lemah namun setelah dilakukan proses bimbingan dengan siswa menggunakan Aplikasi Aksi serta melakukan post tes pada aplikasi tersebut, maka hasilnya menunjukkan kemampuan numerasi siswa mengalami peningkatan yang cukup signifikan dari kemampuan rendah menjadi kemampuan sedang ini ditunjukkan dengan rata-rata siswa pada pre tes mencapai 49,28% sedangkan di post tes mencapai 82,64% serta siswa sangat antusias dalam penggunaan aplikasi tersebut sehingga mereka bisa merasakan manfaat dari penggunaan kecanggihan teknologi dalam lingkup sekolah.]]>
<![CDATA[Penerapan Model Picture and Picture untuk Meningkatkan Aktivitas dan Minat Belajar Siswa dalam pelajaran IPS Materi Jenis Pekerjaan ]]>
<![CDATA[Munawaroh, Nadiyatul]]>;
<![CDATA[Supriatna, Encep]]>
<![CDATA[ Didaktika Vol 2, No 3 (2022): Didaktika ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Serang ]]>
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DOI: 10.17509/didaktika.v2i3.44891
<![CDATA[The underlying point of this research is that when done learning in the classroom is still oriented to the teacher (teacher centered learning), the teacher explains more material to students and after that gives tasks to be done so that thay do not talk much and roam in the classroom. This will make the child more passive when learning in the classroom. Limited knowledge that teachers have becomes a major factor, making it difficult for teachers to create interesting learning and invove student activities, therefore, this study wanats to review the use of picture and picture models during the IPS learning process to develop students’ learning activities and interests. The research design used during this study uses the KemmisMC. Taggart Class Action Research (CAR) method. This research takes place starting from the pre-action stage and the stage of implementation of action, namely cycle I and cycle II whice consists of 4 stages, namely the stage of planning, implementation, observation, and reflection. To obtain data in the study, researchers used observation techniques, interviews, tests and documentation. Data found based on the result of the percentage of student activity levels during cycle I which is 49,9% also during cycle II, there was an increase of 88,3% with the category of interest. So in this study researchers councluded that the uses of picture and picture learning models on IPS subjects found an increase in activity as well as the learning interests of grade IV students.]]>
<![CDATA[Kepercayaan Diri Siswa Melalui Penerapan Metode Role Play : Studi Narrative Inquiry Pada Pembelajaran IPA ]]>
<![CDATA[Silfia, Fina]]>;
<![CDATA[Suratno, Tatang]]>;
<![CDATA[Fatihaturosyidah, Fatihaturosyidah]]>
<![CDATA[ Didaktika Vol 2, No 3 (2022): Didaktika ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Serang ]]>
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DOI: 10.17509/didaktika.v2i3.43401
<![CDATA[Students' self-confidence needs to be owned by students to be able to actualize themselves. Confident students tend to be active in the learning process, while less confident students tend to be passive in the learning process. This study aims to describe the self-confidence of the students of the State Elementary School of Gunungdatar, Cimanuk District, Pandeglang Regency through the role-play learning method and describe the causes of students being confident and not confident. This study uses a qualitative approach with the method of narrative inquiry. The research subjects in this study were sixth-grade students at the State Elementary School of Gunungdatar. The data collection in this research applies observation, interview, and documentation techniques in the form of field notes, inter-research text, and storytelling. The resulting data were analyzed by means of codification and restoration. This research reveals that the things that make students confident are fun and interesting learning situations and things that cause students not to be confident are students do not have confidence in their abilities. When appointed by the teacher and become the center of attention of their friends, it makes them not confident to show their learning abilities. Through the learning process using the role-play method, it can be seen that students begin to dare to express themselves during the learning process, dare to express opinions, dare to ask questions, and respect and correct each other if their friends do something wrong.]]>
<![CDATA[Analisis Kelayakan Video Pembelajaran Berbasisi Platform Youtube Melalui Pembelajaran Ips Di Sd ]]>
<![CDATA[Safa, Libie Siti]]>
<![CDATA[ Didaktika Vol 2, No 3 (2022): Didaktika ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Serang ]]>
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DOI: 10.17509/didaktika.v2i3.49802
<![CDATA[The purpose of this study is to analyze educational video content on the YouTube platform. This study aims to examine and describe educational video content on the Natural Resources YouTube platform. The YouTube platform is often used as a source for uploading educational content in the form of learning videos and also learning videos that are still on the YouTube platform are often used as a teacher's learning media, but the learning content on videos has not been demonstrated. be possible. To assess the reliability of learning films, it is necessary to analyze learning videos on the YouTube platform, using a qualitative approach using content analysis research methods. In particular, data collection is carried out through the YouTube platform using the key term "Class IV Social Science Learning Natural Resources Materials", the video is then analyzed from the established standards (BSNP). Using aspects of the feasibility of material content, presentation, language graphics. The results of the study analyzed 12 social studies learning videos on YouTube according to the channel, using a homogeneous presentation of content aspects as much as 87.7% with a very decent category, homogeneous -homogeneous presentation percentage as much as 85% included in the very feasible category, the percentage of language in homogeneous learning videos as much as 78, 7% with a decent category, homogeneous presentation on learning video learning videos as much as 98.6% is included in the very feasible category. These four criteria indicate that social studies learning videos are valuable as teaching tools.]]>
