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DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar
Published by Universitas Negeri Yogyakarta
ISSN : 27161722     EISSN : 27158128     DOI : https://doi.org/10.21831/didaktika
Core Subject : Education, Social,
Education Social Sciences
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar is an international, open access, multidisciplinary, double-blind peer-reviewed journal that is online publishes two times in a year. DIDAKTIKA distributes articles that relate to both meta-analysis (include systematical review) and research and their suggestions for teaching and learning in primary school. Moreover, DIDAKTIKA presents articles that relate the most recent research in teacher education, children development, psychology of learning, inclusion, special education, teaching strategy and innovation, and educational assessment that all related to primary education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 131 Documents
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Development of Visual Literacy Assessment Instrument for Elementary School Students Kurniawati Kurniawati; Isnaini Wahyuriningsih; Rima Stotlikova
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 8 No. 1 (2025): VOLUME 8, NUMBER 1, 2025
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v8i1.85928

Abstract

The development of visual literacy skills has become increasingly important in the digital age, especially for elementary school students who are constantly exposed to various forms of visual media. However, there is a lack of validated assessment tools specifically designed to measure visual literacy abilities among elementary students. This study aimed to develop and validate a comprehensive visual literacy assessment tool for fifth-grade students. The development process followed a systematic approach, including a literature review, expert validation, pilot testing, and psychometric analysis. The research involved 200 fifth-grade students from Jatiyoso District, Karanganyar Regency. Content validity was established through expert review, while construct validity was examined using Exploratory Factor Analysis (EFA). The instrument demonstrated excellent internal consistency with a Cronbach's alpha of 0.930 and strong test-retest reliability. The final tool consists of 10 items distributed across four domains: reading visual objects, understanding meanings from visual objects, evaluating visual objects, and creating visual objects. Factor analysis revealed a four-factor solution explaining significant variance in visual literacy skills. The tool provides educators and researchers with a reliable means for assessing visual literacy skills and can inform instructional decisions in elementary education. This study advances the field by offering a validated measurement instrument that fills the gap in visual literacy assessment for young learners.  
Literature Study: Analysis of Social Studies Learning in Developing Students’ Character at the Elementary School Level Ni Luh Ketut Jenutri Sari Devi; I Nyoman Sudirman; Ni Luh Putu Vina Dewi; Ni Komang Ayu Ratnadi; Ni Kadek Wulan Citrawati; Liann Camille Davalos Perez
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 8 No. 2 (2025): VOLUME 8, NUMBER 2, 2025
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v8i2.86489

Abstract

This study aims to analyze and examine Social Studies learning in developing students’ character at the elementary school level. The research employs a qualitative method with a literature review approach. The findings from the literature review indicate that Social Studies learning tends to contribute to the development of elementary school students’ character, particularly when implemented through contextual, participatory, and student-centered learning approaches. Various studies emphasize that IPS content not only provides knowledge about social, cultural, economic, and historical aspects but also encompasses moral and humanitarian values that can be internalized through appropriate teaching strategies. This study is expected to offer a theoretical contribution in the form of a systematic literature synthesis and a practical contribution as a reference for teachers and curriculum developers to optimize the role of IPS as a vehicle for character education in elementary schools.
The Pedagogical Relevance of the Deep Learning Approach to the Formation of the Eight Dimensions of Graduate Profiles in Elementary School Learning Mega Setya Handayani; Mawaddah Warohmah; Mochammad Achwan Baharudin; Ibrahim Pandu Ame
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 8 No. 2 (2025): VOLUME 8, NUMBER 2, 2025
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v8i2.94404

Abstract

This research is prompted by the low literacy, numeracy, and science skills of Indonesian students, as indicated by 2022 PISA scores, which suggest a dominance of Lower Order Thinking Skills (LOTS). As a strategic solution, the Ministry of Elementary and Secondary Education (Kemendikdasmen) introduced the Deep Learning approach in 2025 as a new paradigm to enhance educational quality. This study aims to explore the fundamental concepts of Deep Learning in elementary education and analyze its pedagogical relevance to the eight dimensions of the graduate profile. Using a library research method, analyzing 27 recent literature sources, the findings show that Deep Learning, anchored on the pillars of Mindful, Meaningful, and Joyful, is highly relevant in holistically integrating cognitive, affective, and spiritual domains. This approach successfully shifts learning orientation from mere content completion to the development of profound learning experiences. The study confirms that Deep Learning serves as a strategic operational mechanism for producing intelligent, character-driven graduates. The study recommends that educators reorient their roles as learning experience designers and calls for technical policy support to facilitate reflective classroom practices, bridging the gap between conceptual understanding and actual implementation in elementary schools.
Integration of Religious Character in Learning at Nature Schools Lukman Hakim Lubis; Chairul Amriyah; Muhammad Muchsin Afriyadi; Ilham Syaifur Ridho
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 8 No. 2 (2025): VOLUME 8, NUMBER 2, 2025
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v8i2.94407

Abstract

This article systematically reviews previous studies on the integration of religious character values in learning at Nature-Based Schools using the Systematic Literature Review (SLR) method. Data were collected from Google Scholar via Publish or Perish 8 (limited to journals indexed in Sinta 2 and above) and from Scopus through direct database searches. The literature selection followed the PRISMA 2020 protocol, yielding 4 eligible studies. Data were analyzed using NVivo 15 through four thematic analysis stages: coding, categorizing, interpreting, and thematic mapping. The findings reveal that the five dimensions of religiosity proposed by Glock and Stark—belief, knowledge, experience, practice, and consequences are comprehensively implemented in learning at Nature-Based Schools. Belief and knowledge serve as spiritual and intellectual foundations, while experience, practice, and consequences are reflected in students’ moral and reflective behaviors. The integration of these values is realized through Experiential Learning as the core foundation, where learning occurs through direct experience, reflection, and socio-spiritual engagement. This approach encompasses the Humanistic Approach, Contextual Teaching and Learning (CTL), Religious Spiritual Approach, and Ecopedagogical Approach, which internalize religious values through social projects, outdoor learning, salat dhuha, charity, and positive habituation. Teachers act as moral exemplars and value facilitators. Overall, Experiential Learning proves effective in fostering holistic religious character formation.
Trends in the Use of Virtual Reality in Elementary School Learning: A Systematic Review Bintan Jahara; Avivatul Janah; Resa Nurtiara; Liliani Yulviya Dewi S; Caroline Octavia; Yuyun Dwi Haryanti; Fareea
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 8 No. 2 (2025): VOLUME 8, NUMBER 2, 2025
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v8i2.94434

Abstract

 This study was conducted in response to the increasing integration of digital technology in elementary education in the era of Society 5.0, which requires learning approaches that foster the development of 21st-century skills, particularly critical thinking, creativity, and problem-solving skills. One technology with the potential to address this need is Virtual Reality (VR), which provides immersive, interactive learning experiences that can enhance students’ engagement and understanding. This study aims to analyze research trends and the effectiveness of Virtual Reality-based learning media in elementary schools. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Literature searches were conducted using the Scopus and Google Scholar databases via the Publish or Perish (PoP) application, covering publications from 2019 to September 2025 [R1]. Of the 454 identified articles, 20 studies were selected through systematic screening and eligibility criteria. The findings indicate a significant increase in VR-related publications in 2023 and 2024, with most studies published in reputable international journals. VR is predominantly applied in science subjects; however, its use has expanded to other areas such as English, arts, religious education, social studies, and physical education. Overall, VR-based learning has been shown to improve students’ conceptual understanding, learning motivation, engagement, immersive experiences, and 21st-century skills. Therefore, Virtual Reality has strong potential to enhance the quality of elementary school learning and is consistent with the principles of the Merdeka Curriculum [R1].
Enhancing Conceptual Understanding of Plane Geometry through Tugu Yogyakarta Ethnomathematics Pop-Up Fourth-Grade Nurma Tasya Ajeng Maulina; Syahda Nofa Sabrina; Karina Eka Septya; Ilzama Maula Wafda Sabila
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 8 No. 2 (2025): VOLUME 8, NUMBER 2, 2025
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v8i2.94950

Abstract

The abstract nature of geometry often creates a disconnect between mathematical concepts and students' daily lives, resulting in limited conceptual understanding in elementary education. This study aims to evaluate the effectiveness of an ethnomathematics-based pop-up book, centered on the Tugu Yogyakarta monument, in enhancing fourth-grade students' understanding of plane geometry. Using a quantitative, quasi-experimental, nonequivalent control-group design, the research involved 30 students at SD Netral C Yogyakarta, divided into an experimental and a control group. Data were collected via expert-validated multiple-choice tests and analyzed using descriptive and inferential statistics, including the Independent Sample t-Test. Results indicated that the data were normally distributed and homogeneous (p = 0.441). The Independent Sample t-Test yielded a t-count of 3.028 with a significance of 0.004, leading to the rejection of the null hypothesis. These findings demonstrate that students who used the ethnomathematics pop-up book achieved significantly higher conceptual understanding than those who used conventional textbooks. The integration of 3D visual media and local cultural icons effectively bridges abstract geometric properties with concrete spatial visualization, making it a viable alternative for meaningful mathematics instruction in elementary schools.
Building Engagement: A Canva-Driven Interactive Media for Fourth-Grade Science and Social Studies Learning Alifah Septianingrum; Safitri Yosita Ratri
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 8 No. 2 (2025): VOLUME 8, NUMBER 2, 2025
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v8i2.94956

Abstract

This study aimed to develop and validate a Canva-driven interactive website designed to enhance student engagement in fourth-grade Science and Social Studies (IPAS) learning, specifically on the topic of Energy Transformation. Employing the Research and Development (R&D) method with the systematic ADDIE model, the research was conducted at SD N Karanganyar, Gunungkidul, involving a classroom teacher and 19 students. Data collection included expert validation, student and teacher questionnaires, and field trials to evaluate the media’s feasibility and impact on learning involvement. The developed interactive website integrates contextual illustrations, animations, and embedded quizzes to support conceptual understanding. Validation results from material and media experts confirmed high feasibility in terms of content accuracy, visual design, and interactivity. Classroom implementation revealed that the Canva-based media effectively fostered active engagement, increased motivation, and improved comprehension of abstract concepts, as reported by both students and the teacher. The findings affirm that strategically designed, Canva-driven interactive media serves as both a feasible and effective instructional tool for building meaningful engagement in elementary IPAS education, aligning with the student-centered and dynamic learning goals of the Merdeka Curriculum.
The Effectiveness of Integrated Komsiga Media on Islamic Education Values in Improving Science Literacy among Elementary School Students Mawaddah Warohmah; Mega Setya Handayani; Ely Mufidah
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 8 No. 2 (2025): VOLUME 8, NUMBER 2, 2025
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v8i2.95362

Abstract

The science literacy score of Indonesian students is 383, far below the OECD average of 485 (OECD, 2023). This low score is due to IPAS learning process being considered abstract and difficult to understand. There is an urgent need for innovative media that not only visualizes scientific concepts concretely but also instills character values to bridge the cognitive and affective gaps among students. This study aims to examine the effectiveness of Komsiga media, which integrates Islamic educational values, in improving students' science literacy skills in the subject of Force. The study applied a quantitative approach with a one-group pretest-posttest pre-experimental design involving 30 fourth-grade elementary school students as the sole participants. The data were analyzed statistically using the mean difference test and Normalized Gain. The findings show a significant increase in learning outcomes, with the average student score jumping from 63.80 on the pre-test to 87.23 on the post-test. The N-Gain score of 0.65, which falls into the moderate category, confirms that Komsiga integrated with Islamic educational values is able to make science material easier to understand and more relevant to students. Komsiga has been proven to be effective as a bridge for conceptual understanding and character building. This study recommends that this model of integrating technology and values be expanded to other IPAS topics to support holistic learning. Keywords: digital comics, komsiga, science literacy, IPAS learning, islamic educational values
THE ROLE OF METACOGNITIVE AWARENESS IN CRITICAL LITERACY LEARNING ON THE READING COMPREHENSION ABILITY OF ELEMENTARY SCHOOL STUDENTS Adnin Mutiara; Fahmie Firmansyah; Fazri Yulianto; Rizky Arianty; Irma Sofiasyari
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 8 No. 2 (2025): VOLUME 8, NUMBER 2, 2025
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v8i2.95666

Abstract

Reading comprehension is a crucial core competency for elementary school students' success, yet many challenges remain in the practice of reading instruction. Learning often focuses on the literal aspect without addressing deeper cognitive aspects, such as critical thinking about texts. Critical literacy, which positions students as active readers, can be a solution in developing reading comprehension skills. This study aims to analyze the role of metacognitive awareness in critical literacy learning on elementary school students' reading comprehension skills. Using a quantitative, explanatory design, this study shows that critical literacy learning positively influences reading comprehension skills. Furthermore, metacognitive awareness plays an important role in mediating this influence, as students with strong metacognitive awareness tend to be better able to understand texts in depth. The analysis results show that critical literacy learning not only improves reading comprehension skills directly but also increases students' awareness of their thinking processes while reading. These findings suggest that a critical literacy approach integrating metacognitive awareness can improve the quality of elementary school students' reading comprehension and have important implications for the development of Indonesian language learning at the elementary level.
Primary School Teacher Education Students' Perceptions of the Use of ChatGPT in Language and Literature Teaching Irvan Syahrizal; Fery Muhamad Firdaus
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 8 No. 2 (2025): VOLUME 8, NUMBER 2, 2025
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v8i2.96004

Abstract

The rapid emergence of ChatGPT has generated significant attention in the education sector, particularly regarding its potential to support language and literature learning. This study investigates Primary School Teacher Education (PGSD) students’ perceptions of ChatGPT use in Indonesian Language and Literature courses. Employing a quantitative research design, data were collected from 333 undergraduate students across six Indonesian universities using a questionnaire adapted from Chellappa and Luximon. The instrument measured three perceptual dimensions: optimism, usefulness, enthusiasm and appreciation. Data were analyzed using descriptive statistics, one-sample t-tests, and MANOVA. The findings indicate that students generally hold positive perceptions of ChatGPT across all measured dimensions. One-sample t-test results show that mean scores for all items were significantly above the neutral benchmark, suggesting favorable student attitudes toward the technology. MANOVA results reveal no significant differences in perceptions based on gender or semester level. However, significant differences were found across universities, highlighting the influence of institutional context on technology acceptance. The results align with the Technology Acceptance Model and Self-Determination Theory, indicating that both cognitive evaluations and motivational factors contribute to students’ positive responses. Overall, ChatGPT demonstrates strong potential as a supportive cognitive and motivational tool in Indonesian Language and Literature learning. The study underscores the importance of institutional support and strategic integration to maximize the educational benefits of generative AI in teacher education contexts.

Page 12 of 14 | Total Record : 131

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