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INDONESIA
Jurnal DIKDAS
Published by Universitas Tadulako
ISSN : 23023945     EISSN : 26215217     DOI : https://doi.org/10.22487/jds.v12i1
Core Subject : Education,
Jurnal DIKDAS is a peer-reviewed journal that aims to serve as an authoritative platform and source of information in the field of education. We publish original research papers, review articles, and case studies focusing on various issues related to formal and non-formal education, teaching strategies, pedagogical innovations, educational technology, and education policies. All articles are peer-reviewed by at least two reviewers. This journal is published twice a year, in the middle and at the end of the year. The scope of the journal covers: Curriculum development Innovations in learning Technology-based learning Inclusive education Educational evaluation and assessment 21st-century skills in education Teacher professional development Educational management Educational policy and administration Character education STEM Education (Science, Technology, Engineering, and Mathematics) Educational psychology Basic management or educational administration Peer Review Process Relevance of the topic to the scope of the journal Consistency between title, abstract, and keywords Alignment between the title and the substance of the article Coherence and continuity among sub-sections of the article Currency and relevance of references Reviewer comments and suggestions for improvement Logical conclusions supported by data Open Access Policy This journal applies an open-access system, which allows published articles to be freely accessed by the public to support global knowledge exchange in the field of education. Archiving This journal utilizes the LOCKSS system to create a distributed archiving system among participating libraries, enabling them to create permanent archives of the journal for preservation purposes. Publication Frequency This journal is published twice a year, in the middle (May) and at the end of the year (September). Article Processing Charges (APC) There are no article processing charges for submitting to this journal. All processes, including peer review, editing, publishing, and archiving, are free of charge. Plagiarism Check All submitted articles will be checked using Turnitin software to ensure originality and prevent plagiarism. Reference Management Authors are encouraged to use reference management applications such as Mendeley to facilitate citation management and formatting. Publication Ethics Authors must adhere to publication ethics standards, which include honest reporting, acknowledgment of cited works, and avoiding multiple submissions of the same article to more than one journal simultaneously.
Arjuna Subject : Umum - Umum
Articles 85 Documents
Analisis Kesulitan Siswa Sekolah Dasar dalam Memahami Operasi Hitung Pecahan pada Pembelajaran Matematika di SDN 4 Poso Nur Fadlun Fadlun; Sukri Sukri; Putri Wulandari; Ni Kadek Yuniasti
JURNAL DIKDAS Vol. 14 No. 1 (2026): JURNAL DIKDAS
Publisher : Primary School Teacher Education Study Program; Faculty of Teacher Training and Education; Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jds.v14i1.6279

Abstract

This study aims to analyze elementary school students’ difficulties in understanding fraction arithmetic operations in mathematics learning. This research used a descriptive qualitative approach and was conducted at SDN 4 Poso. The subjects of this study consisted of one mathematics teacher and 24 fifth-grade students. Data were collected through observation, interviews, and documentation. The results showed that students experienced conceptual difficulties, procedural difficulties, and difficulties in solving word problems related to fractions. Students still had difficulty distinguishing numerators and denominators, determining equivalent fractions, and solving fraction operations with different denominators. The factors causing learning difficulties included low learning motivation, weak basic mathematical skills, less varied learning methods, and limited use of concrete learning media. Therefore, the use of concrete learning media, contextual learning approaches, and gradual practice is needed to improve students’ understanding of fraction arithmetic operations.
Strategi Guru PAI Dalam Menanamkan Moderasi Beragama Di SMA Islam Multikultural ridhwan; Muh. Hanif
JURNAL DIKDAS Vol. 14 No. 1 (2026): JURNAL DIKDAS
Publisher : Primary School Teacher Education Study Program; Faculty of Teacher Training and Education; Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jds.v14i1.6301

Abstract

This study analyzes how Islamic Education (PAI) teachers instill religious moderation (wasathiyah) within the multicultural environment of SMA Boarding School Putra Harapan, examined through the lens of agency and structure theory. The research aims to explore the interplay between teachers’ strategic capacity and institutional support in a diverse student body characterized by varying regional origins, socioeconomic statuses, and religious organizations. Using a qualitative case study approach, data were gathered through in-depth interviews, participant observations, and document analysis. The main results demonstrate that PAI teachers, acting as key agents, successfuly integrate tolerance, humanity, and national commitment into the curriculum. This is achieved through collaborative digital-mediated teaching and practical daily habits, such as visiting non-Muslim neighbors and conducting friendship visits to Christian schools. Structurally, the Abdul Mukti Islamic Foundation enables this process by aligning its vision, funding facilities, providing professional workshops, and conducting academic supervision. Structural constraints are limited to potential intra-religious friction regarding school thought variations and managing inclusive students. In conclusion, instilling religious moderation in a multicultural boarding school operates effectively due to a strong dialectic between the strategic agency of teachers and the adaptive, supportive institutional structure.
Pengaruh Model Pembelajaran Inkuiri Berbantuan Media Video Terhadap Hasil Belajar Siswa dalam Pembelajaran IPA Kelas V SD Inpres 3 Tondo Riska Pramudia Rinanda
JURNAL DIKDAS Vol. 14 No. 1 (2026): JURNAL DIKDAS
Publisher : Primary School Teacher Education Study Program; Faculty of Teacher Training and Education; Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jds.v14i1.6309

Abstract

The purpose of this research is to determine the effect of inquiry learning model assisted by video media on science learning outcomes classes of fifth grade students of SD Inpres 3 Tondo. The research method is quasi experimental design and research design nonequivalent control group design. The population of the study was all VA and VB class students which consited 46 students.This research used purposive sampling saturated, namely taking samples with certain considerations of 46 students. Data collection techniques used test and non-test techniques. Based on hypothesis testing using the paired sample T test at a real level of 5% (0,05), a significant value of 0,000 was obtained. Because the significant value of the T- test is <0.05 (0.000 < 0.05) Ha is a accepted and Ho is rejected. Thus,it can be concluded that there is a influences of the inquiri learning model assisted by video media on science learning outcomes and differences in science learning outcomes between experimental and control classes of fifth grade student of SD Inpres 3 Tondo.
Strategi Guru dalam Menangani Persepsi Siswa Sekolah Dasar bahwa Matematika itu Sulit Umi Adinda Ramadhani; Sukri; Miftahul Inayah; Mutiara Risty Putri; Zahra Aulia Ramadhani
JURNAL DIKDAS Vol. 14 No. 1 (2026): JURNAL DIKDAS
Publisher : Primary School Teacher Education Study Program; Faculty of Teacher Training and Education; Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jds.v14i1.6311

Abstract

Mathematics is often perceived as a complex subject by elementary school students, which affects their motivation and learning achievement. This study aims to analyze the strategies implemented by teachers to change this perception through adaptive and contextual learning approaches. The research employs a qualitative approach with a case study design involving teachers and students at an elementary school. Data were collected through observations, in depth interviews, and documentation, and then analyzed through the stages of data reduction, data presentation, and conclusion drawing. The findings indicate that effective strategies include the use of concrete media, the implementation of game-based learning, and the application of contextual approaches that relate the material to students’ daily lives. In addition, positive reinforcement and the creation of a conducive learning environment contribute to increasing students’ confidence in mathematics. Changes in perception are reflected in increased active participation and more positive attitudes among students during the learning process. The discussion highlights that the perception of mathematics as a difficult subject is not only caused by the complexity of the material but also by less varied teaching approaches. Therefore, pedagogical innovation that is responsive to students’ characteristics is needed. The implications of this study emphasize the importance of teachers’ pedagogical competence in creating enjoyable and meaningful learning experiences to reduce the negative stigma toward mathematics from an early age.
Implementasi Metode Pembiasaan dalam Pembelajaran IPS untuk Menumbuhkan Sikap Disiplin Siswa Sekolah Dasar Yusuf Rendi Wibowo; Fatonah Salfadilah
JURNAL DIKDAS Vol. 14 No. 1 (2026): JURNAL DIKDAS
Publisher : Primary School Teacher Education Study Program; Faculty of Teacher Training and Education; Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jds.v14i1.6326

Abstract

This study aims to analyze the implementation of habituation methods in social studies (IPS) learning to foster student discipline in elementary schools. Conducted as a case study at SDN 1 Way Mili, this research employed qualitative methods involving observation, interviews, and documentation. The findings indicate that the systematic and consistent implementation of the habituation method, through phases such as preparation, initial application, habituation, and evaluation, significantly improves student discipline. The students demonstrated better adherence to class rules, punctuality in completing assignments, and overall organization. Reinforcement techniques, such as positive feedback and recognition, played a crucial role in strengthening disciplined behavior, making it a habit in students' daily lives both at school and beyond. The study concludes that the habituation method is effective in fostering discipline and recommends its broader application in other subjects, along with consistent collaboration among teachers and school programs to support character building.