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Diniyah: Jurnal Pendidikan Dasar
Published by Institut Agama Islam Negeri Kendari
ISSN : -     EISSN : 27464113     DOI : 10.31332
Core Subject : Education, Engineering,
Education Transportation Other
Diniyah with e-ISSN: 2746-4113 is a forum which publishes an article in the form of the results of thought, research and community service education. This journal is for professionals, academics,researchers, and scholars. The focus and scope of the published article is about primary and early year education related to the theory and practice of teaching and learning, curriculum development, learning materials, learning model, learning methods and instructional media. This journal is published twice a year, May, and November.
Arjuna Subject : Umum - Umum
Articles 84 Documents
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Contextual moral dilemma-based problem-based learning to improve student activeness and learning outcomes in elementary Pancasila education
Diniyah: Jurnal Pendidikan Dasar Volume 7 Nomor 1, 2026
Publisher : IAIN Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/dy.v7i1.14433

Abstract

Pancasila Education in elementary schools requires learning models that enable students to connect civic values with real-life moral issues. This study aimed to describe the implementation of Problem-Based Learning based on contextual moral dilemmas, analyse the improvement in student activeness, and evaluate learning outcomes among Grade V students. The study employed classroom action research conducted in two cycles involving 24 students at SD Negeri 2 Banyumudal. Data were collected through observation sheets, written tests, field notes, and informal interviews, and were analysed descriptively across the pre-cycle, Cycle I, and Cycle II stages. The findings showed consistent improvement in both learning process and achievement. Student activeness increased from 47.9% in the pre-cycle stage to 66.7% in Cycle I and 87.5% in Cycle II. Mastery learning also rose from 41.7% to 62.5% and finally 87.5%. The use of contextual moral dilemmas, group investigation, presentation, reflection, and scaffolding encouraged students to participate more actively and understand Pancasila values more meaningfully. These findings suggest that contextual moral dilemma-based PBL can support more participatory and reflective Pancasila Education in elementary classrooms. Keywords: classroom action research; contextual moral dilemma; learning outcomes; Pancasila Education; problem-based learning; student activeness
Principal leadership, academic supervision, and elementary school teacher performance in a semi-rural school cluster
Diniyah: Jurnal Pendidikan Dasar Volume 7 Nomor 1, 2026
Publisher : IAIN Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/dy.v7i1.14434

Abstract

Teacher performance is a key indicator of elementary school quality, particularly in semi-rural contexts where school-based leadership and supervision play a central role in professional development. This study aimed to analyze the statistical effects of principal leadership and academic supervision, both partially and simultaneously, on elementary school teacher performance. A quantitative correlational survey design was employed involving 42 teachers from five elementary schools in the Patimura Cluster, Sapuran District, Wonosobo Regency. Data were collected using three validated Likert-scale questionnaires and analyzed through descriptive statistics, normality and linearity tests, Pearson correlation, and multiple regression. The results showed that principal leadership had a positive and significant relationship with teacher performance, explaining 41% of its variance. Academic supervision also showed a significant positive relationship, explaining 37% of the variance. Simultaneously, both predictors explained 58.7% of teacher performance variance. These findings indicate that teacher performance is strengthened more effectively when principal leadership and academic supervision are integrated as complementary school improvement strategies. Keywords: academic supervision; correlational survey; elementary school; principal leadership; semi-rural education; teacher performance
Differentiated interactive teaching materials based on PowerPoint and HTML5 to improve third-grade students’ mathematical critical thinking skills
Diniyah: Jurnal Pendidikan Dasar Volume 7 Nomor 1, 2026
Publisher : IAIN Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/dy.v7i1.14435

Abstract

Developing mathematical critical thinking in elementary education requires teaching materials that are interactive, differentiated, and responsive to students’ diverse learning needs. This study aimed to develop differentiated interactive teaching materials based on PowerPoint and HTML5 for third-grade mathematics learning and examine their validity, practicality, and effectiveness. The study employed a research and development design using the ADDIE model. Data were collected through expert validation sheets, teacher and student practicality questionnaires, classroom observation, and mathematical critical thinking tests administered before and after implementation. The product consisted of three differentiated learning pathways, 18 interactive activities, and 45 higher-order thinking questions. The results showed that the product achieved a very valid category with an overall expert validation score of 88.4%. The practicality test also indicated a very practical category, with an average score of 86.4% from teacher and student responses. Students’ mean score increased from 54.6 to 80.4, with 85.7% achieving mastery and an N-Gain of 0.67. These findings indicate that the developed product can support differentiated mathematics learning and promote students’ mathematical critical thinking. Keywords: differentiated teaching materials; elementary mathematics; HTML5; interactive learning media; mathematical critical thinking; PowerPoint
Improving elementary students’ self-efficacy and achievement in mixed arithmetic operations through scaffolding
Diniyah: Jurnal Pendidikan Dasar Volume 7 Nomor 1, 2026
Publisher : IAIN Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/dy.v7i1.14461

Abstract

Mixed arithmetic operations remain challenging for elementary students because they require procedural accuracy, conceptual understanding, and confidence in solving multi-step problems. This study aimed to examine the implementation of scaffolding strategies to improve sixth-grade students’ self-efficacy and mathematics learning outcomes. A classroom action research design was employed in one sixth-grade class at SD Negeri 1 Bogoran, involving 28 students. The study was conducted through a pre-cycle phase and two action cycles consisting of planning, acting, observing, and reflecting. Data were collected through a mathematics self-efficacy questionnaire, a mixed arithmetic operations test, classroom observation, and reflection notes. The findings showed consistent improvement across cycles. Students’ average self-efficacy score increased from 62.4 in the pre-cycle to 74.8 in Cycle I and 84.6 in Cycle II. Their average test score increased from 63.2 to 72.5 and 81.9, while classical mastery improved from 46.4% to 71.4% and 89.3%. These findings indicate that scaffolding supported students’ confidence, persistence, participation, and procedural understanding. The study implies that adaptive and gradually reduced scaffolding can strengthen both affective and cognitive outcomes in elementary mathematics learning. Keywords: classroom action research; elementary mathematics; mathematics learning outcomes; mixed arithmetic operations; scaffolding strategy; self-efficacy

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