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Muhammad Arief Rizka
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DIDAKTIKA
Published by Lombok Institute
ISSN : -     EISSN : 29874343     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Didaktika encourages the publication of articles that emphasize improving classroom teaching practices through cyclical action approaches, teacher-researcher collaboration, and implementing instructional strategies that positively impact both the learning process and student outcomes. While prioritizing scholarly works in CAR, Didaktika also welcomes contributions from other relevant educational research areas, including but not limited to learning evaluation, curriculum development, educational assessment, pedagogical innovation, and technology integration in education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 2 (2024): October 2024" : 5 Documents clear
Improving Learning Engagement through the Implementation of Problem-Based Learning (PBL) Model with a Culturally Responsive Teaching (CRT) Approach and Homogeneous Group Discussions Hidayati, Maulidiana; Junaidi, Eka; Martini, Hasinah
DIDAKTIKA : Jurnal Penelitian Tindakan Kelas Vol. 2 No. 2 (2024): October 2024
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/jptk.v2i2.15

Abstract

This classroom action research aims to enhance the learning engagement of Grade XII students at SMA Negeri 2 Mataram in studying colligative properties of solutions through the implementation of the Problem-Based Learning (PBL) model, using a Culturally Responsive Teaching (CRT) approach and homogeneous group discussions. The classroom action research was conducted in two cycles. The increase in student engagement was assessed based on changes in student groupings, categorized into Groups 1, 2, 3, and 4. Group 1 represented students with high learning engagement. Before the intervention, 28% or 12 students were in Group 1, which increased to 42% or 15 students by the end of Cycle II. Additionally, no students remained in Group 4, representing those with very low engagement. Homogeneous group discussions fostered increased learning engagement by allowing the teacher to create an environment more responsive to each student's needs. The problem-based learning model combined with the Culturally Responsive Teaching (CRT) approach successfully enhanced student engagement, as the problems presented in learning activities were aligned with real-life situations experienced by the students in their daily lives.
Analysis of Activeness and Critical Thinking of Students in MA Al-Djufri Blumbungan Zamroni, Toib; Ulfa, Maria; Ulfa, Winda Maria; Sa'adah, Kamilatus; Jannah, Aesyatul; Oktaviani, Trifitriyanti; Ibana, Lukluk
DIDAKTIKA : Jurnal Penelitian Tindakan Kelas Vol. 2 No. 2 (2024): October 2024
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/jptk.v2i2.22

Abstract

This study aims to analyze the activeness and critical thinking skills of students in Class XII MA Al-Djufri Blumbungan. A quantitative research approach was employed, utilizing questionnaires as the primary data collection method. The study focused on biology, with a sample of 20 students. Data on student engagement were collected through classroom observations, focusing on participation in discussions, responses to teacher questions, and peer interactions. The findings indicate that student engagement is generally classified as medium to high. However, the critical thinking skills of students are categorized as low, with less than 60% of students demonstrating critical thinking abilities. The results highlight the need for enhanced pedagogical strategies to foster both engagement and critical thinking in the classroom.
The Implementation of Problem-Based Learning to Enhance Critical Thinking Skills in Solving Contextual Mathematics Problems Cahyani, Vionita Fitri; Setyaningsih, Rini
DIDAKTIKA : Jurnal Penelitian Tindakan Kelas Vol. 2 No. 2 (2024): October 2024
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/jptk.v2i2.29

Abstract

This study aims to improve students' critical thinking skills in addressing contextual mathematical problems by implementing the Problem-Based Learning (PBL) model in Grade X at SMA Muhammadiyah 3 Surakarta. Using a classroom action research approach with two cycles, data collection included learning observations and critical thinking skills tests. The findings indicate that the implementation of the PBL model effectively enhances students' critical thinking skills in solving contextual mathematical problems. This is evidenced by an increase in students' critical thinking test scores from Cycle I to Cycle II. Furthermore, learning observations revealed improvements in students' engagement, enthusiasm, and proficiency in analyzing and solving contextual mathematics problems. This study underscores the importance for mathematics educators to integrate the PBL model into their teaching practices to enhance students' critical thinking skills. The PBL model has been proven effective in fostering student motivation, increasing participation in learning activities, and cultivating critical thinking skills.
The Implementation of Differentiated Learning with a Problem-Based Learning Model to Enhance Learning Outcomes in Pancasila Education Subject Nurohmasari, Maria Lusiana; Hanif, Muhammad; Pribadi, Dwi Bambang Tulus
DIDAKTIKA : Jurnal Penelitian Tindakan Kelas Vol. 2 No. 2 (2024): October 2024
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/jptk.v2i2.31

Abstract

This study examines the effect of implementing differentiated learning with the Problem-Based Learning model on students' learning outcomes in the Pancasila Education subject. The method employed in this research is classroom action research involving 25 Grade VII-F students at SMPN 6 Madiun. The study was conducted over two cycles, each comprising the stages of planning, implementation, observation, and reflection. The research results were analyzed using simple quantitative techniques to evaluate learning outcomes and the percentage of student mastery. The findings indicate that implementing differentiated learning with the Problem-Based Learning model in the Pancasila Education subject effectively improved students' learning outcomes. This was demonstrated by the increase in the percentage of student mastery across the cycles. Pre-cycle data showed that only 24% of students achieved mastery. After the intervention, student mastery increased to 52% in the first cycle and 84% in the second cycle.
The Impact of the SQ3R Method on Physics Concept Understanding and Learning Outcomes in Measurement Material Aini, Rohmatul; Koryataini, Lia; Suprianto, Suprianto; Hidayati, Nurul; Rihana, Rihana
DIDAKTIKA : Jurnal Penelitian Tindakan Kelas Vol. 2 No. 2 (2024): October 2024
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/jptk.v2i2.40

Abstract

This study aims to evaluate the effectiveness of the SQ3R method in improving student learning outcomes and understanding of physics concepts related to measurements among class X-I students at SMA Negeri 3 Pamekasan. Conducted as classroom action research (CAR) with 36 participants, data were collected through a five-question test. Prior to implementing the SQ3R method, the average student score was 56.67, with a learning completion rate of 22.22%, indicating that 28 students had not achieved an adequate understanding of the material. Post-implementation, the average score increased to 75.28, with a learning completion rate of 61.11%, signifying successful comprehension for 22 students and an average improvement of 38.89%. In Cycle II, which focused on analyzing single and repeated measurements, the average score rose to 82.22, with an 86.11% completion rate, though five students (13.88%) remained below the required standard. Additionally, the SQ3R method positively impacted student engagement. In Cycle I, physical, mental, and emotional activities were recorded at 50.57%, 35.67%, and 61.11%, respectively. These metrics increased significantly in Cycle II to 86.27%, 92.24%, and 87%. These findings demonstrate the SQ3R method's effectiveness in enhancing learning outcomes, conceptual understanding, and student participation.

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