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INDONESIA
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 Vocaroom Educational Game to Improve English Vocabulary Comprehension for Elementary School Students Putri Nur Anafi; Petra Kristi Mulyani
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.v8i2.96068

Abstract

This study aims to develop, evaluate the feasibility of, and analyze the potential effectiveness of the vocaroom educational game as a Canva-based instructional tool to improve English vocabulary comprehension for fourth-grade students. Utilizing the Research and Development method with the ADDIE model, the study involved 28 students at SDN Patemon 01 Semarang through a one-group pre-test-post-test design. The unique contribution of this medium lies in its integration of contextual spatial visualization and bilingual audio, which transforms conventional static digital flashcards into an explorative room-mapping experience. Through the Map Challenge and Room Conditions, students are encouraged to understand vocabulary within a concrete environmental context rather than through isolated rote memorization. Expert validation results indicate that the medium is highly feasible for implementation, with scores of 93 percent from material experts and 95 percent from media experts, confirming its alignment with the Kurikulum Merdeka. Statistical analysis using the Wilcoxon Signed Ranks Test yielded an Asymp Sig 2-tailed value of 0.000, suggesting a significant improvement in student learning achievement from an average of 65.64 to 94.71. An N-Gain score of 0.8286 further suggests high effectiveness within this specific research context. Although these results are promising, the study acknowledges the limitations of a one-group design; therefore, further quasi-experimental research is recommended to strengthen the generalizability of the findings. Overall, the vocaroom educational game serves as a credible instrument to improve English vocabulary comprehension through an interactive spatial-mapping approach.
Integrating IoT-Based Learning Media to Enhance Science Literacy and 21stCentury Skills in Elementary Education: A Systematic Literature Review Dania Dwi Ramadhani; Fatih Raisa Fajriana; Lina Mariana Putri Samingan; Yeni Rakhmawati; Alaa Abdelkader Abdelmonem Abdelkader
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 9 No. 1 (2026): VOLUME 9, NUMBER 1, 2026
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v9i1.96103

Abstract

 This study addresses the challenge of organic waste management arising from the Makan Bergizi Gratis (MBG) program in elementary schools, where inadequate waste processing systems limit both environmental sustainability and contextual learning opportunities. To respond to this issue, the study aims to examine the role of Internet of Things (IoT)-based learning media in enhancing elementary school students’ science literacy and 21st-century skills, as well as to identify its pedagogical benefits and implementation constraints. A Systematic Literature Review (SLR) was conducted by screening 200 articles published between 2021 and 2026 using Google Scholar through the Publish or Perish application. Based on predefined inclusion criteria focusing on IoT-based STEM learning, elementary education contexts, and learning outcomes related to literacy and 21st-century skills 18 articles were identified as relevant, and 9 peer-reviewed studies were selected for detailed analysis. The findings indicate that integrating IoT into organic waste management enhances student engagement through observation, real-time data collection, and analysis. Science literacy improved through contextual understanding of concepts, while 21st-century skills, particularly critical thinking, creativity, and collaboration, were fostered through problem-based and data-driven learning. However, the effectiveness of IoT-based learning media is influenced by infrastructure readiness and teachers’ technological competence. This review highlights IoT-based learning media as a strategic and sustainable innovation for supporting contextual science education in elementary schools.
Civic Knowledge and Civic Skills as Enabling Conditions for Digital Citizenship: Examining Their Scope and Limits Among Pre-Service Elementary Teachers David Lailelleru; Octavian Muning Sayeti; Ari Wibowo; Fathurrohman; Ferry Muhamad Firdaus; Ella Kusuma Wardani
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 9 No. 1 (2026): VOLUME 9, NUMBER 1, 2026
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v9i1.97107

Abstract

The rapid expansion of digital technologies has increased the urgency of developing responsible digital citizenship, yet existing studies have predominantly explained digital citizenship from the perspectives of digital literacy and technological competence, with limited attention to the contribution of civic competence. Addressing this gap, this study examined the extent to which civic knowledge and civic skills function as enabling conditions for digital citizenship among pre-service elementary school teachers. A quantitative cross-sectional design was employed involving 56 participants, and the data were analysed using multiple linear regression. The findings indicate that both civic knowledge and civic skills are significantly associated with digital citizenship, with civic skills demonstrating a stronger contribution. However, the model explained only 38.7% of the variance in digital citizenship, suggesting that responsible digital citizenship is shaped not only by civic competence but also by broader contextual factors, including digital literacy, digital self-efficacy, institutional support, technology access, and learning environments. Conceptually, this study advances the literature by positioning civic knowledge and civic skills as enabling conditions rather than deterministic predictors of digital citizenship. Practically, the findings highlight the importance of integrating civic competence with authentic digital learning experiences, including project-based learning, ethical decision-making, critical evaluation of online information, and collaborative digital activities within teacher education programmes. These findings provide a conceptual and practical foundation for strengthening civic education in preparing future elementary school teachers for responsible participation in increasingly complex digital societies.
The Cognitive–Affective Asymmetry of Animated Video in Elementary Character Education Dody Filado; Haryanto; Troy
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 9 No. 1 (2026): VOLUME 9, NUMBER 1, 2026
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v9i1.97706

Abstract

Indonesian development research on animated video for character education routinely reports effectiveness for both cognitive and affective outcomes. Most such conclusions, however, rest on one-group pretest-posttest designs and self-report instruments vulnerable to testing, ceiling, and social desirability effects. The present study used the prevailing template deliberately, to examine the gap between what it can detect and what it claims. An animated video on rights, obligations, and responsibility, built with the Alessi and Trollip model, was tested with seventeen fifth-grade students at a public elementary school in Kepanjen, Malang. The cognitive test produced a normalised gain of 0.37, classified as medium but constrained by an already high pretest baseline. The responsibility self-report shifted by only two percentage points, well within measurement noise, with both measurements compressed against the very high category. This asymmetry between a moderate cognitive gain and a negligible affective shift is not idiosyncratic; it is what short multimedia interventions tend to produce when affective outcomes are read as dispositional traits rather than process variables. Animated video supported knowing but, within this study, produced no comparable movement in becoming. The product itself passed expert validation in the feasible to very feasible range. The asymmetry is better read as a property of the prevailing evaluation template than of the product alone, and concerns what a one-group, self-report design can detect, independent of sample size. For researchers and curriculum developers, affective effectiveness should not be inferred from short single-session designs; designs, instruments, and durations must match the dispositional nature of character.
Toward Bridging the Conceptual Gap in Pancasila Education: A Multi-Source Needs Analysis for Interactive Multimedia Design Arya Chandra Kirana; Wuri Wuryandani
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 9 No. 1 (2026): VOLUME 9, NUMBER 1, 2026
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v9i1.97943

Abstract

This study addresses a persistent conceptual gap in fifth-grade Pancasila Education specifically in learning norms, rights, and obligations by conducting a systematic multi-source needs analysis for interactive multimedia design. Grounded in Mayer’s  Cognitive Theory of Multimedia Learning and Piaget’s developmental framework, the study employed a qualitative descriptive approach in which descriptive statistics from student questionnaires were used to quantify identified needs and strengthen qualitative interpretations drawn from interviews and observations. Data were collected from 175 students and 7 classroom teachers across seven elementary schools in Ngaglik District, Sleman Regency, Yogyakarta, from January to March 2026, using purposive sampling. Three research questions guided the study, addressing learning process conditions, conceptual understanding, and multimedia needs. Findings revealed a significant pedagogical gap between students' high motivational readiness (93.1%) and instructional quality, as lecture-based methods dominated with minimal use of interactive media. Students' conceptual understanding averaged only 50.1% across six indicators, reflecting a systematic gap between declarative knowledge and applied understanding a dual limitation explicable through the convergent application of CTML and Piaget's concrete operational framework. All students (100%) expressed a need for accessible and engaging learning media, with over 94% requesting interactive features such as animations, quizzes, and collaborative tools, unanimously endorsed by all seven teachers and corroborated by the complete absence of purpose-built multimedia in all observed schools. Unlike prior studies relying on single data sources or broad Pancasila themes, this study contributes a triangulated, context-specific needs profile and theoretically grounded design specifications to advance interactive multimedia development for this underexplored topic and grade level.
Supporting Early Reading Develovment Through Kipintar Media: a Classroom-Based Study in Indonesian Primary Education Shinta Wijaya Wijaya; Alif Hasanah; Ewinestri Hanidar Nur Afifi; Anindya Syam Choudhury
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 9 No. 1 (2026): VOLUME 9, NUMBER 1, 2026
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v9i1.98588

Abstract

Early reading proficiency is a fundamental literacy skill that supports students' subsequent academic development. This study aimed to examine the application of KIPINTAR media in early reading instruction for third-grade students at SDIT Salafiyah Syafi'iyah, Sorong Regency. A non-experimental quantitative approach with a descriptive observational design was employed involving seven third-grade students. Data were collected using observation sheets for early reading ability and student engagement, along with validation instruments for the research instrument and the KIPINTAR media. The validation results indicated that the research instrument achieved an average validity score of 81.67% (valid), while the KIPINTAR media obtained a feasibility score of 95.00% (very feasible) and a practicality score of 86.87% (very practical). Observations of students' early reading performance demonstrated a consistent improvement across four learning sessions, with the average class achievement increasing from 66.07% at the first meeting to 70.83%, 83.33%, and 91.07% in subsequent meetings, resulting in an overall average of 77.83%. In addition, students demonstrated a high level of engagement throughout the learning process, with an average enthusiasm score of 3.68 out of 4. These findings suggest that the implementation of KIPINTAR media effectively facilitates progressive improvement in early reading skills while fostering active student participation. The media supports letter recognition, word formation, and simple word reading through interactive learning activities, indicating its potential as an effective instructional medium for strengthening early literacy instruction in elementary schools.
Uncovering Learning Obstacles in Elementary Students Fraction Understanding: A Multi-Dimensional Analysis for Didactical Design Tiara Syahvira; Abdul Mujib; Jamiu Temitope Sulaimon
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 9 No. 1 (2026): VOLUME 9, NUMBER 1, 2026
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v9i1.99369

Abstract

Learning fractions in elementary school remains difficult for students because the concept is abstract and requires strong conceptual understanding. Although prior studies have examined epistemological, didactical, or ontogenic learning obstacles separately, few have triangulated multiple data sources to capture how these three dimensions interact, particularly within a Didactical Design Research (DDR) framework at the lower-grade elementary level, this gap in integrated, multi-source analysis is what the present study addresses. This study identifies and analyzes the three types of learning obstacle experienced by third-grade students in learning fractions at UPT SDN 060817 Medan and examines how these obstacles interact as a basis for designing DDR-based instruction. A qualitative descriptive approach was used with 15 third-grade students and one classroom teacher as subjects. Data was collected through a mathematical concept-understanding test, classroom observation, semi-structured interviews, and instructional-artifact analysis, then triangulated. Results show that only 33.33% of students reached mastery, with a class average of 53.2. Fifteen learning obstacles were identified: five epistemological, five didactical, and five ontogenic, and these interact with one another rather than occurring independently. Identifying these three obstacle categories carries direct practical significance for guiding teachers in designing more contextual, concrete-media- and technology-supported fraction instruction. The findings provide an empirical foundation for a Hypothetical Learning Trajectory (HLT) integrating concrete media, PhET Simulation, Problem-Based Learning, and local Medan contextualization.
The Invisible Curriculum That Shapes Character: A PRISMA-Based Systematic Review of Hidden Curriculum in Elementary Schools Okta Vitriani; Sukiman
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 9 No. 1 (2026): VOLUME 9, NUMBER 1, 2026
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v9i1.99520

Abstract

This study aims to analyze the role of hidden curriculum in the character education of elementary school students through the Systematic Literature Review approach based on the PRISMA protocol. Data was collected from Scopus, ERIC, and Google Scholar as of June 7, 2026 using a title-abs-key search strategy, with a total of 136 initial articles filtered into 26, then 15 at the eligibility stage, and finally 11 articles that met the inclusion criteria. The results of the study show that the hidden curriculum is implemented through habituation of religious activities, teacher examples, discipline culture, as well as social interaction and extracurricular activities that are integrated into school culture. The practice contributes to the formation of characters such as discipline, religious, responsibility, social concern, honesty, and creativity which are reflected in the changes in students' daily behavior. However, its effectiveness varies depending on contextual factors such as teacher consistency, school culture, and family support. The relationship between hidden curriculum practices and behavioral changes is implicit causal through habituation, modeling, and social reinforcement mechanisms. These findings imply that educators and policymakers need to institutionalize the hidden curriculum through strengthening school culture, teacher exemplary training, and integration in systematic character education programs.
Interactive Five Senses Garden: Enhancing Elementary Students' Long-Term Memory Retention through Three-Dimensional Diorama Learning Siti Jamiyati; Erwinestri Hanidar Nur Afifi; Riska Latifatul Husna
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 9 No. 1 (2026): VOLUME 9, NUMBER 1, 2026
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v9i1.99548

Abstract

This study was motivated by the poor retention ability of third-grade students regarding the topic of the five senses, which tends to be abstract. The purpose of this study was to analyze the influence and effectiveness of using three-dimensional dioramas in improving students’ long-term memory retention. The method used was a quasi-experimental design with a non-equivalent control group. The research sample consisted of 31 students divided into an experimental class and a control class. Data were collected through retention ability tests measuring four specific indicators (recall, recognition, restating, and transfer of learning) administered before and after instruction. The results showed that the experimental class experienced a significant increase in retention ability, with the average score jumping from 40,13 to 79,20 (p < 0,05). Effectiveness measurements (N-Gain) indicated that the experimental class fell into the moderate category (0,65), while the control class experienced memory decay, falling into the low category (-0,06). In conclusion, the use of dioramas significantly and effectively facilitates dual coding to store information into long-term memory. These findings offer both theoretical and practical contributions to the development of interactive instructional media for elementary school teachers.
Teachers’ Developmental Roles in Local Wisdom-Based Character Education Across Learning Phases: A Phenomenological Study at Primary School Marina Luksiana Azhan; Fuji Afriani; Anggianita Putri Wulandari; Suherli Kusmana
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 9 No. 1 (2026): VOLUME 9, NUMBER 1, 2026
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v9i1.99801

Abstract

Local wisdom-based character education plays a vital role in strengthening students' cultural identity and character development. However, studies examining teachers' roles in implementing local wisdom-based character education across different developmental phases remain limited, particularly within the cultural context of Cirebon, Indonesia. This study aimed to analyze teachers' roles, instructional strategies, and implementation challenges across Phases A, B, and C while developing an implementation framework for local wisdom-based character education. A qualitative phenomenological approach was employed involving three purposively selected teachers representing Phases A, B, and C at SDN 1 Kedawung. Data were collected through semi-structured interviews and documentation. Data analysis followed phenomenological procedures involving bracketing, identification of meaning units, thematic clustering, and synthesis of participants' lived experiences, supported by the interactive analysis model of Miles, Huberman, and Saldaña. Trustworthiness was ensured through triangulation, member checking, and researcher reflexivity. The findings revealed that teachers adapted their roles and instructional strategies to students' developmental characteristics across learning phases. Local wisdom-based activities, including Cirebon mask dance, batik-making, educational visits to the Kesepuhan Palace, and regional culinary projects, fostered discipline, responsibility, cooperation, creativity, cultural appreciation, and self-confidence. This study proposes a six-stage implementation framework integrating teacher roles, developmentally appropriate instructional strategies, local wisdom, and character outcomes, providing a practical model for implementing contextually relevant character education in elementary schools.

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