cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Endah Silawati
Contact Email
endah_silawati@upi.edu
Phone
+6287837827232
Journal Mail Official
jds@upi.edu
Editorial Address
Jl Raya Cibiru KM 15 Bandung-Jawa Barat, Indonesia. 40393 Phone: 022-7801840 Fax: 022-7830426
Location
Kota bandung,
Jawa barat
INDONESIA
Journal of Didactic Studies
Published by Universitas Pendidikan Indonesia
ISSN : 2987856X     EISSN : 29877512     DOI : https://doi.org/10.17509/jds.xxxx
Core Subject : Humanities, Education, Art,
Arts Humanities Education Other
Journal of Didactic Studies (JDS), a scholarly platform dedicated to exploring and advancing the field of didactics. Our journal serves as a hub for researchers, educators, and practitioners who are passionate about enhancing teaching and learning methodologies across various disciplines and educational settings. With a focus on rigorous research, innovative pedagogical approaches, and evidence-based practices, we aim to foster intellectual discourse and disseminate cutting-edge knowledge that promotes effective and engaging teaching strategies. Join us as we delve into the fascinating world of didactic studies and contribute to the advancement of education worldwide. JDS is published bianually, specifically in the months of June and December. The JDS publishes original work from all areas of research in education. Submitted articles will be anonymously reviewed by three experts who are appointed by the journals’ editors. The JDS is open to research in related disciplines (such as pedagogy, psychology, or technology in education), provided the main scope of the article remains the didactical studies.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 22 Documents
 1   2   3 
Learning Obstacle of Prospective Mathematics Teacher on Triangle Material
Journal of Didactic Studies Vol 1, No 1 (2023): Journal of Didactic Studies
Publisher : Universitas Pendidikan Indonesia Kampus Cibiru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jds.v1i1.59020

Abstract

The objective study is to produce a description of the learning obstacle of prospective mathematics teachers on the topic of triangles through the problem-solving proses and answers written by students. This study used a descriptive qualitative method and involved students enrolled in a mathematics education study program at a university in Yogyakarta, with a total of 26 students. Data collection is done through written tests and interviews. Data analysis is carried out using a descriptive method, which involves data reduction, presentation, and drawing conclusions. The research results revealed that prospective teachers faced several learning obstacles when solving triangle problems, including ontogenic, epistemological, and didactical obstacles.
The Effect of Canva for Education on Learning Outcomes in Islamic Education Subjects: Learning from the Services of Caliphs Uthman bin Affan and Ali bin Abi Talib
Journal of Didactic Studies Vol 2, No 2 (2024): Journal of Didactic Studies
Publisher : Universitas Pendidikan Indonesia Kampus Cibiru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jds.v2i2.97183

Abstract

Islamic religious education has several classic problems, such as learning materials that are considered uninteresting, teaching methods that are unpleasant and tend to be boring and do not motivate students. Technological intervention in Islamic religious education can play an important role in helping the learning process so that learning objectives can be achieved as expected. The purpose of this study was to determine the effect of Canva media on student learning outcomes in Islamic religious education. The research method used was pre-experimental with a one-group pretest-posttest design with descriptive and inferential statistical analysis techniques to analyze sample data, the results of which were applied to the population. The results showed that the use of Canva for Education media had a significant and positive effect on student learning outcomes in Islamic Religious Education (PAI) for sixth grade students at SDN Bingawati. The pre-test scores (averaging between 20.8 and 53.91) led to much higher post-test scores (averaging between 70.31 and 89.68). This study reinforces the statement that information presented in both text and visual forms is easier for the brain to process.
Brainstorming Method in Islamic Education: Analysis of Learning Activities of Students at Al-Kautsar Campaka Vocational School
Journal of Didactic Studies Vol 2, No 1 (2024): Journal of Didactic Studies
Publisher : Universitas Pendidikan Indonesia Kampus Cibiru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jds.v2i1.97182

Abstract

This study focuses on how to improve student learning activities in the Islamic Religious Education (PAI) learning process. This study aims to determine the effect of the brainstorming method on student learning activities in Islamic Religious Education (PAI) subjects. The research method used is descriptive quantitative. This study involved 20 tenth-grade students as samples. The results showed that 1) The brainstorming method in Islamic Religious Education (PAI) lessons at SMK Al-Kautsar Campaka has shown significant effectiveness, with a variable X value of 69.3% (good). 2) Student learning activities increased significantly after using the brainstorming method, with a variable Y value of 70% (good). 3) There was a positive and significant effect between the brainstorming method and student learning activities, with an effect of 61.5%. In the brainstorming method can be considered an effective instructional strategy to enhance student learning activities in Islamic Religious Education (PAI) subjects. Its implementation encourages active participation, idea sharing, and student engagement, thereby contributing positively to improving the overall learning process.
Addressing Socioeconomic Disparities in Developing Student-Centred Learning Environments
Journal of Didactic Studies Vol 1, No 2 (2023): Journal of Didactic Studies
Publisher : Universitas Pendidikan Indonesia Kampus Cibiru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jds.v1i2.60648

Abstract

This theoretical study explores the crucial problem of overcoming socioeconomic inequalities in education while promoting student-centred learning settings. Socioeconomic disparities in education refer to the unequal distribution of resources and opportunities based on socioeconomic status which presents substantial difficulties for students from poor backgrounds. To reduce these inequities and improve educational outcomes, the paper highlights the significance of student-centred learning environments that give individual needs and involvement priority. To overcome socioeconomic gaps, the article examines a variety of approaches, such as policy interventions, culturally competent instruction and parent-community involvement. Drawing on case studies and best practices, the paper provides successful initiatives and cutting-edge strategies that have successfully closed the gap between underprivileged and privileged listeners. The report emphasizes the need of tackling socioeconomic gaps in education, not just for academic accomplishment but also for the advancement of social justice and equity. In conclusion, addressing socioeconomic disparities in education and developing student-centred learning environments is crucial for promoting educational equity and improving outcomes for students from disadvantaged backgrounds should be a top priority by educators and other stakeholders.
Students' Mathematical Problem-Solving Process on Minimum Competency Assessment Test in the Context of Local Wisdom
Journal of Didactic Studies Vol 1, No 1 (2023): Journal of Didactic Studies
Publisher : Universitas Pendidikan Indonesia Kampus Cibiru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jds.v1i1.59021

Abstract

The ability of students to solve AKM problems is an important thing for teachers to know in teaching. Because the AKM framework is in line with the PISA framework, this study aims to see how the process is carried out by students in solving AKM problems within the local cultural context. Research is a qualitative study with a hermeneutic phenomenological approach. The analysis of 7 junior high school students selected by purposive sampling resulted in findings in the form of the stages of solving AKM problems carried out by students who did not fully use the Polya stage. However, the initial stage follows what Polya said: understanding the problem. When referring to Polya's four steps, the second to fourth steps are performed simultaneously, not standing alone. Students solving skills are important to continue to develop as capital for their future sustainability. Practising problem-solving skills can be done in many ways, including using the stages offered by researchers such as the Polya, Bransford, Good and Brophy, Hohn and Frey, Ormrod, and Sternberg stages.
Use of Smart Boxes to Increase Learning Interest in Early Childhood
Journal of Didactic Studies Vol 2, No 2 (2024): Journal of Didactic Studies
Publisher : Universitas Pendidikan Indonesia Kampus Cibiru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jds.v2i2.97196

Abstract

This study aims to determine the use of smart box educational toys in increasing the learning interest of early childhood at RA Persis 237 An-Nur and also to identify the obstacles and solutions in using smart box educational toys in increasing the learning interest of early childhood. The method used in this study is a qualitative research method with a case study approach. Data collection techniques and instruments used observation, interviews, documentation studies, and triangulation. The results of the study show that: 1) The use of smart boxes can increase children's interest in learning, as seen from increased active participation, feelings of joy, and children's attention or enthusiasm in participating in learning activities. 2) However, there are still obstacles that must be overcome, namely the limitations of smart box toys, the need for more time, the lack of understanding among teachers, and teacher supervision during activities. However, the above obstacles can be overcome with solutions, including a learning environment that supports children's creativity, children's enthusiasm in participating in activities, collaboration between the school and parents, and teachers' creativity and understanding in using smart box toys.
Improving Children's Mathematical Skills Through the Giant Snake and Ladder Game at Baitul 'Ulum Early Childhood Education Center
Journal of Didactic Studies Vol 2, No 1 (2024): Journal of Didactic Studies
Publisher : Universitas Pendidikan Indonesia Kampus Cibiru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jds.v2i1.97181

Abstract

This study aims to improve the numeracy skills of early childhood through the giant snakes and ladders game. The subjects of this study were children in GROUP A at an early childhood education center, with 19 participants. This study used a classroom action research (CAR) approach conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. In cycle I, learning was focused on introducing the game and basic counting rules through group activities. The observation results showed that most children began to show interest and involvement in counting activities, although there were still limitations in student attendance. In cycle II, there was a significant increase in children's counting skills, both in counting numbers, sequencing numbers, and recognizing number symbols through game activities. A total of 13 children showed results that developed as expected (BSH). The results of this study indicate that the giant snakes and ladders game is effective in improving the counting skills of early childhood. This game not only stimulates cognitive abilities but also develops children's gross motor and socio-emotional aspects. Therefore, it is recommended that early childhood teachers use similar games as an alternative to make learning arithmetic interesting and enjoyable.
The effects of problem-based learning on mathematical proficiency: A combined bibliometric analysis and meta-analysis review
Journal of Didactic Studies Vol 1, No 2 (2023): Journal of Didactic Studies
Publisher : Universitas Pendidikan Indonesia Kampus Cibiru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jds.v1i2.65591

Abstract

The research goals are investigating the impacts of applying Problem-Based Learning (PBL) on mathematical proficiency. 23 primary research papers that met the inclusion assumptions were investigated in this study using a meta-analysis methodology. The Scopus database and UPI repository were used to identify empirical data. Additionally, the characteristics of publication year, strands of mathematical proficiency, geographic level, education level, and class level are examined in this study. The Comprehensive Meta-Analysis (CMA) application was employed to carry out the statistical computations, and the random effects model was followed throughout the calculation process. As a consequence, the overall of effect size is 0.77. Compared to traditional learning, the results showed that PBL implementation significantly improved students' mathematical proficiency. The analysis of moderator variables suggests that PBL works best when it is applied to strengthen the conceptual understanding and procedural fluency strands of mathematical proficiency. This discovery contributes valuable insights for the future implementation of PBL. Thus, these results recommend that collaborative studies among countries regarding the impact of Project-Based Learning will be crucial in the future to generate more comprehensive and inclusive results.
Semiotic Perspective in Mathematics Problem-solving
Journal of Didactic Studies Vol 1, No 1 (2023): Journal of Didactic Studies
Publisher : Universitas Pendidikan Indonesia Kampus Cibiru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jds.v1i1.59022

Abstract

Semiotics is simply defined as the use of signs to represent mathematical concepts in problem-solving. The semiotic process of mathematics is the process of forming meaning from signs of a triadic relationship between representamen/symbols (R), objects (O), and interpretants (I) in solving mathematical problems. The purpose of this study is to describe the stages of solving mathematical problems based on a semiotic perspective on the concept of linear equations. This research is a qualitative descriptive study through the stages of giving questions (problems), determining subjects, interviews, data analysis, and drawing conclusions. The subject of this research was one junior high school student in one of the schools in West Bandung. The results of the study show that students go through four steps in solving mathematical problems which allow the emergence of object signs, symbols, and interpretations. Students show object signs and symbols in all indicators, while interpretation only appears in several problem-solving steps. As a suggestion for further research, it is suggested to consider the use of other semiotic components in explaining mathematical thinking processes.
Application of Finger Painting Techniques to Develop Drawing Creativity in Children Aged 4-5 Years
Journal of Didactic Studies Vol 3, No 1 (2025): Journal of Didactic Studies
Publisher : Universitas Pendidikan Indonesia Kampus Cibiru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jds.v2i2.97194

Abstract

This research is motivated by the low creativity of early childhood children at RA At-Taufiq, Cikalongkulon District, where their artworks still tend to be similar, so that more varied and enjoyable learning methods are needed. The purpose of this study is to describe the application of finger painting techniques in developing the artistic creativity of children aged 4-5 years and to identify inhibiting factors and the solutions taken.  The research uses a qualitative approach with a case study type, through observation, interview, and documentation techniques, and is analyzed through the stages of data reduction, presentation, and drawing conclusions. The results show that finger painting activities contribute significantly to increasing children's creativity, marked by their ability to express ideas freely, demonstrate fluency, flexibility, originality, and elaboration in their work, as well as increasing fine motor skills and courage to express themselves.  This is because finger painting not only develops the artistic aspect, but also has emotional and psychological benefits, because it can be calming, increase self-confidence, and help children channel expression and creativity freely. This technique can also be linked to three theories of creativity that underlie the approach in the study of early childhood development. Thus, finger painting has proven to be effective as a holistic, fun, and meaningful learning method in fostering creativity in early childhood.

Page 1 of 3 | Total Record : 22

 1   2   3 

Filter by Year

2023 2025


Reset
Filter By Issues
All Issue Vol 3, No 1 (2025): Journal of Didactic Studies Vol 2, No 2 (2024): Journal of Didactic Studies Vol 2, No 1 (2024): Journal of Didactic Studies Vol 1, No 2 (2023): Journal of Didactic Studies Vol 1, No 1 (2023): Journal of Didactic Studies