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Angelia Putriana
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Jl. Bunga Cempaka No. 51D. Medan. Indonesia
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INDONESIA
Jurnal Bersama Ilmu Pendidikan
Published by Yayasan Literasi Sains Indonesia
ISSN : 30900891     EISSN : 30908418     DOI : https://doi.org/10.55123/didik
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal Bersama Ilmu Pendidikan, yang disingkat sebagai DIDIK, adalah jurnal ilmiah yang diterbitkan empat kali dalam setahun, yaitu pada bulan Februari, Mei, Agustus, dan November, oleh Yayasan Literasi Sains Indonesia. Jurnal ini berfokus pada publikasi hasil penelitian, kajian teoretis, dan tinjauan konseptual dalam bidang pendidikan serta pengajaran di semua jenjang pendidikan. Lingkup topik yang diangkat mencakup berbagai isu yang relevan, mulai dari pendidikan dan pengajaran di sekolah dasar, sekolah menengah, hingga pendidikan tinggi. Selain itu, jurnal ini juga terbuka untuk penelitian pendidikan yang inovatif dan relevan, yang mendukung pengembangan ilmu di bidang pendidikan. Dengan cakupan yang luas, DIDIK bertujuan menjadi wadah bagi akademisi, peneliti, dan praktisi untuk berbagi pengetahuan, wawasan, serta solusi atas berbagai tantangan dalam dunia pendidikan.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 4 Documents
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Search results for , issue "Vol. 2 No. 1 (2026): Februari 2026" : 4 Documents clear
Pengaruh Model Project-Based Learning (PjBL) melalui Kegiatan Outdoor Learning terhadap Hasil Belajar Pendidikan Pancasila Uun Bahriana
Jurnal Bersama Ilmu Pendidikan (DIDIK) Vol. 2 No. 1 (2026): Februari 2026
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/didik.v2i1.429

Abstract

This study aims to analyze the effect of the Project-Based Learning (PjBL) model implemented through outdoor activities on the learning outcomes of sixth-grade elementary school students in the Pancasila Education subject. This quasi-experimental research was conducted in the 2025 academic year at SD Negeri 1 Loktabat Selatan, Banjarbaru, involving 30 students (12 males and 18 females). Fifteen students were taught using the PjBL model incorporating outdoor learning activities, including the introduction of norms, rights, and obligations through school environment exploration and poster observation. The remaining students received PjBL instruction conducted entirely in the classroom. Student activity and interaction data were collected using observation sheets, while learning outcomes were measured through pre-tests and post-tests across three instructional sessions. The results revealed that the experimental group achieved a higher mean score (83.40) compared to the control group (67.53), with an N-Gain of 0.63 (moderate to high category). A significant difference was found between the experimental and control groups (p < 0.05). The PjBL model in the experimental class encouraged students to actively respond to real-life issues within their surroundings. Outdoor learning proved to be an effective method to make learning more concrete, engaging, and relevant to daily life. It fostered student engagement, environmental awareness, and independent concept discovery through direct experiences and guided exploration. Overall, the PjBL model through outdoor learning effectively enhanced students’ learning processes.
Profesionalitas Guru dan Tuntutan Orang Tua : Analisis Etis Atas Konflik Pendidikan di Sekolah M. Hamzah Alfiansyah; Sintia Agustin; Rani, Rani; Muhammad Padlilah; Arif Rahmat Triasa
Jurnal Bersama Ilmu Pendidikan (DIDIK) Vol. 2 No. 1 (2026): Februari 2026
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/didik.v2i1.460

Abstract

The shift in the educational paradigm towards a service industry model has transformed the parent-teacher relationship from a collaborative partnership into a transactional and tense dynamic, placing teachers in a dilemma between maintaining professional pedagogical authority and meeting parental demands. This qualitative study, employing a hermeneutic phenomenology approach, aims to reveal the essence of teachers' experiences in interpreting this conflict and to analyze it ethically. Data were collected through in-depth interviews with teachers, parents, and school principals, supplemented by document analysis, and interpreted through the lens of Paul Ricoeur. The findings, illustrated by a deep analysis of the case of corporal punishment at SMAN 1 Cimarga, reveal that the use of physical discipline represents a repressive Foucauldian power relation that objectifies the student's body. This approach only generates short-term, fear-based pseudo-obedience, fails to build critical consciousness, and instead teaches a hidden curriculum that legitimizes violence. Furthermore, such action contradicts humanistic educational philosophy and the national principle of Sistem Among. The discussion underscores a fundamental failure in educational dialectics and highlights the urgent need for a paradigm shift from punitive discipline to a restorative approach that repairs relationships and internalizes values. The study implies a critical necessity to redefine ethical boundaries and foster school-family collaboration to create a humane and integral educational ecosystem.
Analisis Rekonstruksi Busana Historis melalui Metode Cosplay pada Mata Kuliah Sejarah Perkembangan Mode Wahyu Eka Priana Sukmawaty; Jumariah, Jumariah
Jurnal Bersama Ilmu Pendidikan (DIDIK) Vol. 2 No. 1 (2026): Februari 2026
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/didik.v2i1.483

Abstract

This study analyzes the effectiveness of historical costume reconstruction through cosplay in the Fashion Development History course for 21 students of the Yogyakarta Academy of Social Welfare (AKK) class of 2025. Using an explanatory sequential mixed-methods design, the study compared a cosplay experimental group (n=11) and a conventional lecturing control group (n=10) over 14 weeks, with pre- and post-tests, assessment rubrics, motivation questionnaires, observations, interviews, and portfolio analysis as instruments. Results showed a significant increase in knowledge in the cosplay group (pre-test 62.5 to post-test 88.7, gain score 26.2 points, Wilcoxon Z=-2.97, p=0.003) versus the control group (14.2 points, p=0.012), with an intergroup difference of Mann-Whitney U=12.5 (p=0.001). Intrinsic motivation increased by Δ1.24 points (p=0.002), and the cosplay rubric achieved a historical accuracy of 4.45/5, supported by four qualitative themes: tactile experience, local material challenges, performative motivation, and 3D printing recommendations. The integration of the joint display matrix confirmed the 35% superiority of the cosplay method in improving conceptual understanding, technical skills, and appreciation of Renaissance-nusantara fashion culture through local batik (portfolio accuracy of 92%). The conclusion recommends this learning model for the national vocational curriculum in line with Merdeka Belajar, with implications for preserving Indonesian fashion heritage in the digital era.
Kesiapan Multi-Tiered System of Supports (MTSS) dalam Layanan BK untuk Merespons Dinamika Sosial Budaya Siswa: Studi Observasional di SMKN Manonjaya dan SMAN 8 Tasikmalaya Siti Nur Aini Putri; Feida Noorlaila Istiadah; Mutiara Hardini; Naylla Dinarros; Salwa Destriani
Jurnal Bersama Ilmu Pendidikan (DIDIK) Vol. 2 No. 1 (2026): Februari 2026
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/didik.v2i1.541

Abstract

This study aims to describe the implementation of Guidance and Counseling (BK) services based on the Multi-Tiered System of Support (MTSS) in secondary schools. The research was conducted through observational activities at SMK Negeri Manonjaya and SMA Negeri 8 Tasikmalaya. The method used was a qualitative descriptive approach, with data collected through direct observation, semi-structured interviews, MTSS checklist instruments, and documentation. The results show that the implementation of BK services at the observed schools has been carried out well across all MTSS tiers. Tier 1 services (universal prevention) were implemented through classical guidance, counseling socialization, and preventive education such as bullying prevention. Tier 2 services (targeted intervention) focused on identifying at-risk students and providing group guidance and coordination with homeroom teachers and parents. Tier 3 services (intensive intervention) included scheduled individual counseling, in-depth assessments, and case documentation. Although some constraints were identified, such as limited facilities and the large number of students, overall BK services demonstrated professional performance and strong collaboration among school stakeholders. This study concludes that the MTSS-based BK service system has been implemented effectively and can serve as a foundation for further development.

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